Fraunhofer Institut für Integrierte Publikations-und Informationssysteme IPSI

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  • Publication
    Context-oriented communication and the design of computer-supported discursive learning
    ( 2008)
    Herrmann, T.
    ;
    Kienle, A.
    Computer-supported discursive learning (CSDL) systems for the support of asynchronous discursive learning need to fulfil specific socio-technical conditions. To understand these conditions, we employed design experiments combining aspects of communication theory, empirical findings, and continuous improvement of the investigated prototypes. Our theoretical perspective starts with a context-oriented model of communication which is-as a result of the experiments-extended by including the role of a third-party such as a facilitator. The theory-driven initial design requirements lead to the CSCL-prototype, KOLUMBUS, emphasizing the role of annotations. In KOLUMBUS, annotations can be immediately embedded in their context of learning material. Practical experience with the prototype in five cases reveals possibilities for implementing improvements and observing their impact. On this basis, we provide guidelines for the design of CSDL systems that focus on the support of asyn chronous discursive learning.
  • Publication
    Exploiting context information for identification of relevant experts in collaborative workplace-embedded e-learning environments
    ( 2007)
    Lokaiczyk, R.
    ;
    Godehardt, E.
    ;
    Faatz, A.
    ;
    Goertz, M.
    ;
    Kienle, A.
    ;
    Wessner, M.
    ;
    Ulbrich, A.
    This work introduces an approach to discover collaboration partners and adequate advising experts in a workplace-embedded collaborative e-learning environment. Based on existing papers dealing with work task and user context modelling, we propose the following steps towards a successful collaboration initiation. In the beginning, the user's current process task needs to be identified (1). Taking into account the knowledge about the current process, availability of experts as well as organizational and social distance, relevant experts regarding the actual work task of the learner are pre-selected by the environment (2). Depending on the pre-selection and users' preferences, the potential collaboration partners are displayed in an expert list (3). That way, the learner is able to initiate beneficial collaborations, whose transcripts are used to enhance the existing knowledge base of learning documents (4).
  • Publication
    Interdisciplinarity in the CSCL community - An empirical study
    ( 2007)
    Wessner, M.
    ;
    Kienle, A.
    In previous work the CSCL community was analysed with respect to its scope, development, continuity and connectivity (Hoadley 2005, Kienle & Wessner 2005, Kienle & Wessner 2006). Main insights included a relatively low but stable continuity of individuals in the community, increasing international participation and increasing connectivity across different countries. Concerning the disciplines involved in CSCL and the disciplinary backgrounds of CSCL community members it was found that a variety of disciplines are represented in the community. A detailed analysis of the way these disciplines contribute to the progress of CSCL, the way members with different disciplinary backgrounds collaborate is still missing. In this paper we report an analysis of the CSCL community with respect to the disciplinary background of its members and the interrelation of various disciplines in CSCL. The analysis is based on a survey among members of the CSCL community actively involved in th e CSCL 2007 conference (reviewers and authors of accepted contributions). The paper reports and discusses main results of this analysis with respect to disciplinary background of CSCL community members as well as links between the disciplines. In addition it provides insights into motives for interdisciplinary collaboration, beneficial and hindering factors. The results should help to sharpen our view of the CSCL community, contribute to a shared understanding about what CSCL (currently) is (and what is it not) and point out perspectives for future development of the CSCL community.
  • Publication
    Facilitating asynchronous discussions in learning communities: the impact of moderation strategies
    ( 2007)
    Kienle, A.
    ;
    Ritterskamp, C.
    A facilitator or moderator is often responsible for supporting processes and their progress in learning communities. In this article we present an approach for supporting moderators of asynchronous processes in learning communities. This approach follows the socio-technical perspective: it includes a theory-based development of moderator tasks and the technical features designed to support these tasks. Starting with relevant work in this area, we describe our approach to moderator support in the collaborative learning environment KOLUMBUS 2. In a qualitative study, a professional moderator facilitated the discussion processes of a group of 12 students based on KOLUMBUS 2. The moderator used different methods and varying levels of participation intervention. The study showed that different intervention strategies led to different levels of student participation and different successes in finding common results at the end of the discussions. Suggestions for the design of technical features are also made.
  • Publication
    Explicit referencing in learning chats
    ( 2006)
    Holmer, T.
    ;
    Kienle, A.
    ;
    Wessner, M.
    Chat is used in many learning scenarios and platforms for synchronous communication support. Up to now evaluation of chat communication requires time consuming manual coding and analysis of the chat transcript. In this paper we present a method that combines manual and automatic steps: (1) chat transcripts are manually referenced, i.e. for each chat contribution it is determined to which previous contribution it refers to. (2) the referenced chat transcripts are structurally analysed by calculating different measures. The results of this structure analysis help to evaluate the learning chat and indicate where further (manual) analyses might be helpful. In addition, the ability of chat to support a certain type of learning scenario can be evaluated. We then discuss how chat can be improved by providing functionality for explicit referencing to the participants during the chat. The evaluation of a university seminar in the winter term 2004/2005 that used the tool KOLUMBUS Chat shows that references are used to different extents and not continuously. We analyse the reasons for (not) using explicit references. The results provide hints about the technical and organisational design for learning chats using references.
  • Publication
    The CSCL community in its first decade: Development, continuity, connectivity
    ( 2006)
    Kienle, A.
    ;
    Wessner, M.
    Ten years of international CSCL conferences (1995-2005) provide an occasion to reflect on the formation of the CSCL community. Based on quantitative analysis of conference proceedings, lists of participants and program committee members, and on qualitative study of policies and motives, this paper offers insights into the growth of the CSCL community in its first decade. The analysis focuses on participation at different levels of the community. In particular, focus is on the continuity of active and passive membership, the geographical distribution, and the international connectivity of the community. Contrary to expectations, only a relatively small number of people have participated continuously in the community. Concerning the geographical distribution, we found that the community is increasingly international in conference participation, authors, and program committees. The international connectivity of the community is also increasing, which can be seen in a growi ng number of citations and co-authorships across different countries. In order to interpret the results of our quantitative study, we conducted a qualitative, e-mail-based survey. In this survey we wanted to elaborate the policy of the conference organization, the reasons for international co-authorships and the motivations for participation in CSCL conferences. We contacted 84 members of different target groups (organizers, members of international co-authorships, and randomly selected participants on different levels of participation). The findings are suggestive for the further development of the CSCL community.
  • Publication
    Integration of knowledge management and collaborative learning by technical supported communication processes
    ( 2006)
    Kienle, A.
    To date the development of technical systems to support learning either in schools and universities (CSCL-systems), or in companies (knowledge-management systems) have largely developed separately concurrent, with no or little mutual exchange of experience. The approach presented here seeks to combine the strengths of both lines of development in order that both benefits from each others advantages achieve advantages for each development. Detailed requirements engineering is presented regarding, three research fields: communication theory; learning processes; and a study in companies. The requirements collected led to a sophisticated concept of annotations where annotations serve as communicative contributions, and (segmented) material is used as context. The combination and distinction between communicative contributions, and the material itself is a suitable approach for integrating the advantages of CSCL-systems (communication support) and knowledge management system s (support of content storage). These requirements are combined in a software system, KOLUMBUS, presented with its key features. To gather experience with KOLUMBUS and to convey potential for further improvement, two case studies were conducted. The main results, advantages and further potentials derived from these two case studies are described in this paper. The paper concludes with design recommendations for similar technical systems, as well as organizational hints for CSCL-groups (in schools or universities as well as in companies).
  • Publication
    The integration of asynchronous and synchronous communication support in cooperative systems
    ( 2006)
    Kienle, A.
    This paper presents the design and a first evaluation of the cooperative system KOLUMBUS 2 that integrates synchronous and asynchronous communication support and the joint work on material. The design is theory driven and bases on context-oriented communication theory and media synchronicity theory. The evaluation revealed mixed acceptance. While the design of KOLUMBUS chat with references, clipboard and list of topics was widely accepted problems occurred with the integration. Based on these results ideas for further improvements arc shown.
  • Publication
    Die Moderation asynchroner CSCL-Prozesse
    ( 2005)
    Kienle, A.
    ;
    Ritterskamp, C.
  • Publication
    Principles for cultivating scientific communities of practice
    ( 2005)
    Kienle, A.
    ;
    Wessner, M.
    Scientific communities can be seen as a specific type of Communities of Practice (CoP). In this paper we analyze scientific communities from the CoP point of view. We show how models and design principles from CoP can be interpreted and adapted for scientific communities. Taking the CSCL (Computer-Supported Collaborative Learning) community as an example, we instantiate the adapted design principles and trace the development of this community based on an analysis of its first decade of existence (1995-2005). This analysis includes an analysis of CSCL conference proceedings and an analysis of the lists of participants and program committee members of CSCL conferences.