Location:
SJTU e-learning Lab
浩然大厦6楼
华山路1954号
Haoran Building, 6/F
1954 Hua Shan Road
http://maps.google.com/maps/ms?ie=UTF&msa=0&msid=103700951278915477597.00048166e58a9d8fcfe24
Date/Time: Monday, Sep, 6th, 2010, 13:30.
Do learners in Computer-Supported Collaborative Learning (CSCL) environments share and converge with respect to their knowledge by learning together? Sharing knowledge is a central concept in the area of CSCL, suffering, however, from two problems. First, research on knowledge convergence currently suffers from a lack of systematic conceptualisation and thus, operationalization, of the convergence construct. Second, studies show, that cognitive convergence in terms of sharing knowledge after collaboration is typically surprisingly low. When and how is knowledge convergence then the „engine” of collaborative learning?
In this talk, the first problem will be addressed by conceptualizing and operationalizing different types of knowledge convergence before, during, and after a CSCL experience, namely knowledge equivalence, shared knowledge, and transactivity. Knowledge equivalence refers to learning partners being similar with regard to the extent of their individual knowledge, e.g., having the same grades in a specific test. Shared knowledge refers to learning partners actually having the same knowledge, e.g. being able to solve the same knowledge tasks. In addition to analyzing knowledge levels, the transactivity approach suggests analyzing the degree to which learners refer to and build on others’ knowledge contributions.
With respect to the second problem of learners hardly attaining knowledge convergence, the instructional approach of collaboration scripts will be presented. Collaboration scripts are instructional interventions that specify and cluster learning activities, organize them in roles and assign and sequence these roles in groups. Collaboration scripts may guide learners across different learning arrangements including individual learning phases, small group learning, and activities in the classroom and beyond. Collaboration scripts have been found to strongly influence processes and outcomes of CSCL and may pose an instructional approach to facilitate knowledge convergence. Results of an empirical study will be presented showing how a specific script fosters knowledge divergence during and knowledge convergence after a CSCL session.
The speaker: Armin Weinberger is University Professor of Educational Technology and Knowledge Management atSaarland University , Germany
Armin studied educational science M.A. (subsidiary subjects: organizational psychology and intercultural communication) at the UT (Erasmus studies) and the Ludwig-Maximilians-Universität München , Germany
浩然大厦6楼
华山路1954号
Haoran Building, 6/F
1954 Hua Shan Road
http://maps.google.com/maps/ms?ie=UTF&msa=0&msid=103700951278915477597.00048166e58a9d8fcfe24
Date/Time: Monday, Sep, 6th, 2010, 13:30.
Do learners in Computer-Supported Collaborative Learning (CSCL) environments share and converge with respect to their knowledge by learning together? Sharing knowledge is a central concept in the area of CSCL, suffering, however, from two problems. First, research on knowledge convergence currently suffers from a lack of systematic conceptualisation and thus, operationalization, of the convergence construct. Second, studies show, that cognitive convergence in terms of sharing knowledge after collaboration is typically surprisingly low. When and how is knowledge convergence then the „engine” of collaborative learning?
In this talk, the first problem will be addressed by conceptualizing and operationalizing different types of knowledge convergence before, during, and after a CSCL experience, namely knowledge equivalence, shared knowledge, and transactivity. Knowledge equivalence refers to learning partners being similar with regard to the extent of their individual knowledge, e.g., having the same grades in a specific test. Shared knowledge refers to learning partners actually having the same knowledge, e.g. being able to solve the same knowledge tasks. In addition to analyzing knowledge levels, the transactivity approach suggests analyzing the degree to which learners refer to and build on others’ knowledge contributions.
With respect to the second problem of learners hardly attaining knowledge convergence, the instructional approach of collaboration scripts will be presented. Collaboration scripts are instructional interventions that specify and cluster learning activities, organize them in roles and assign and sequence these roles in groups. Collaboration scripts may guide learners across different learning arrangements including individual learning phases, small group learning, and activities in the classroom and beyond. Collaboration scripts have been found to strongly influence processes and outcomes of CSCL and may pose an instructional approach to facilitate knowledge convergence. Results of an empirical study will be presented showing how a specific script fosters knowledge divergence during and knowledge convergence after a CSCL session.
The speaker: Armin Weinberger is University Professor of Educational Technology and Knowledge Management at
Armin studied educational science M.A. (subsidiary subjects: organizational psychology and intercultural communication) at the UT (Erasmus studies) and the Ludwig-Maximilians-
Starting out with his professional career in 1999, Armin was designing, teaching, and evaluating online courses on empirical research methods and knowledge management at the LMU Munich, the Virtual University of Bavaria, and Siemens Qualification and Training.
From 2000 to 2004, Armin investigated argumentative knowledge construction in computer-supported collaborative learning in a DFG project (Deutsche Forschungsgemeinschaft) with Prof. Dr. Frank Fischer and Prof. Dr. Heinz Mandl at the LMU Munich.
From 2004 to 2006, Armin was leading the European Research Team CoSSICLE (Computer-supported Scripting of Interaction in Collaborative Learning Environments) in the EU Network of Excellence Kaleidoscope at the Knowledge Media Research Center (KMRC), Tübingen , Germany , and gave introduction lectures to educational psychology at the University of Tübingen
From 2006 to 2008, Armin was again working at the Department of Psychology at the LMU Munich, as academic councilor and study advisor giving seminars and lectures on empirical research methods and intercultural aspects of learning and instruction, including a research visit in 2007 at the University of Jyväskylä , Finland
From 2008 to 2010, Armin was Associate Professor at the Chair of Instructional Technology, Faculty of Behavioral Sciences, University of Twente (UT), The Netherlands, working on the 7th framework project SCY.
