Download Barriers and Biases in Computer-Mediated Knowledge by Rainer Bromme, Friedrich W. Hesse, Hans Spada PDF

By Rainer Bromme, Friedrich W. Hesse, Hans Spada

This books bargains with computer-mediated cooperation and verbal exchange eventualities in educating and studying events, rest actions (e.g. laypersons trying to find professional details at the internet), and net-based conversation at paintings. Such eventualities turns into more and more very important. however the winning use of such computer-mediated settings isn't really trivial. Cooperative studying and paintings itself calls for detailed abilities and methods. And the technical settings with occasionally constrained, occasionally new chances for communique upload difficulties on best of the cooperation itself. What are the limitations in computer-mediated conversation for cooperative studying and paintings? that are the main suitable biases in computer-mediated details processing? in line with empirical examine, the participants from psychology, schooling and computing device sciences supply diverse views at the nature and motives of such boundaries. The chapters additionally provide a solution to the query as to the way it may be attainable to beat those boundaries and biases to completely achieve virtue from the hot technical possibilities. those effects and solutions are of curiosity for college kids in addition to for researchers in all fields regarding the use and overview of software program in conversation settings.

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Extra info for Barriers and Biases in Computer-Mediated Knowledge Communication: And how They May Be Overcome

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The social development of the intellect. Oxford: Pergamon Press. , Reiserer, M. & Mandl, H. (2002). Kooperatives Lernen in Videokonferenzen [Cooperative learning in videoconferences]. Unterrichtswissenschaft, 30,339-356. , & Mandl, H. (2002). Fostering collaborative knowledge conshuction with visualization tools. Learning and Inshuction, 12,213-232. , & Winograd, T. (1988). Computer systems and the design of organizational interaction. ACM Trans. on Information Systems, 6(2), 153-172. , & Reiter, W.

In this environment, learners are expected to assign different given categories, such as "problem", "what I already know", "new learning", and "my theory" to their individual messages. These message types aim to foster specific collaborative task strategies. In this way, instructional support is implemented into the computer-mediated learning environment and learners are led to engage in specific discourse activities when they collaboratively construct knowledge online. Several researchers continuously built on this idea to apply scripts in computer-mediated learning environments with the help of prompts.

Mandl, H. (2003). Gemeinsame Wissenskonstruktion in computervermittelter Kommunikation: Wirkungen von Kooperationsskripts auf den Erwerb anwendungsorientierten Wissens? [Collaborative knowledge construction in computer-mediated communication: Effects of cooperation scripts on acquisition of application-oriented knowledge]. Zeitschrift fiir Psychologie, 21 1(2), 86-97. Weinberger, A. & Mandl, H. (2003). Computer-mediated knowledge communication. Special Issue: New Media in Education. Studies in Communication Sciences, 81-105.

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