Rainer Kuhlen
University of Konstanz
Germany
Department of Computer
and Information Science
Collaborative knowledge management in
an e-learning environment (K3)
Rainer Kuhlen
University of Konstanz
Germany
Department of Computer
and Information Science
Collaborative knowledge management in
an e-learning environment (K3)
Rainer Kuhlen
University of Konstanz
Germany
Department of Computer
and Information Science
also an opportunity to
identify and to
overcome gender
barriers
Collaborative knowledge management in
an e-learning environment (K3)
Rainer Kuhlen
University of Konstanz
Germany
also an opportunity to
identify and to
overcome gender
barriers
Department of Computer
and Information Science
This document will be published under the following Creative-Commons-License:
http://creativecommons.org/licenses/by-nc-sa/2.0/de//
Information Engineering - Department of Computer and Information Science University of Constance
E-Learning and Gender – UCLA – GSE&IS March 08 2007
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Information Engineering - Department of Computer and Information Science University of Constance
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Information Engineering - Department of Computer and Information Science University of Constance
E-Learning and Gender – UCLA – GSE&IS March 08 2007
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Information Engineering - Department of Computer and Information Science University of Constance
E-Learning and Gender – UCLA – GSE&IS March 08 2007
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Information Engineering - Department of Computer and Information Science University of Constance
E-Learning and Gender – UCLA – GSE&IS March 08 2007
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Universities of Applied
Science (Polytechnics)
Darmstadt
Hamburg
Hannover
Köln
Leipzig
Potsdam
Stuttgart
Information Engineering - Department of Computer and Information Science University of Constance
E-Learning and Gender – UCLA – GSE&IS March 08 2007
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Information Engineering - Department of Computer and Information Science University of Constance
E-Learning and Gender – UCLA – GSE&IS March 08 2007
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Universities
Berlin HU
Berlin FU
Saarbrücken
Regensburg
Hildesheim
Düsseldorf
Konstanz
Information Engineering - Department of Computer and Information Science University of Constance
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Information Engineering - Department of Computer and Information Science University of Constance
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Current book project
a2k4oi
The Chair of Information at Konstanz University was established in
1980. After being affiliated with different departments, the Chair
became part of the Department of Computer and Information
Science in the year 2000. Information Science courses are curricular
part of Information Engineering Bachelor and Master Studies.
access to knowledge
for open innovation
Information Science in Konstanz is known for having coined the
concept of the „pragmatic primacy“ of information: information is
knowledge relevant for action, or to put it in a formula –
information is knowledge in action.
The consideration of social, cognitive, political, economic, ethical, and
cultural implications of information complements the often
predominating technical approach to information.
Information Engineering - Department of Computer and Information Science University of Constance
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Content – Topics
K3
collabor
ative
Genderelearning
mainstrea
paradig
ming
m
in
Gender
elearnin
differenc
ges
K3
didactic
concept
Gender
K3
system
features
Gendermixed
course
differences findings
information
Gender
from
ethics
research
Conclusion
differenc
es
in
in role
discours
behavio
Information
Engineering - Department of Computer
and Information Science University of Constance
E-Learning and Gender – UCLA – GSE&IS March 08 2007
e
ur
3
15
K3
collaborat
ive
elearning
paradigm
Information Engineering - Department of Computer and Information Science University of Constance
E-Learning and Gender – UCLA – GSE&IS March 08 2007
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K3
collabor
ative
elearning
 K3 (German
paradig acronym for communication, collaboration,
m
competence)
is a knowledge management system in learning
environments for higher level academic teaching.
Information Engineering - Department of Computer and Information Science University of Constance
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K3
collabor
ative
elearning
to
K3 as a tool for collaborative work
paradig
enable
m virtual
groups (and in them, of course, individual
learners)
 to produce content and acquire knowledge in the
special course domain
 to acquire information and communication
competence
Information Engineering - Department of Computer and Information Science University of Constance
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K3
didactic
concept
Information Engineering - Department of Computer and Information Science University of Constance
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K3
didactic
concept
 Blended learning
Mixture of constructivism and
instructionalism
Information Engineering - Department of Computer and Information Science University of Constance
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K3
didactic
concept
 Blended learning - didactic mix

virtual group work

individual work

classic lectures

class room discussion

video conference presentations
Information Engineering - Department of Computer and Information Science University of Constance
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K3
didactic
concept
Combination of constructivism and
instructionalism






course description
main topics
work assignments
work tasks
reference objects
feedback (evaluation)





discourse types
roles
reference objects
summaries
presentation
Information Engineering - Department of Computer and Information Science University of Constance
E-Learning and Gender – UCLA – GSE&IS March 08 2007
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K3
K3 in a nutshell
didactic
concept
Collaborative e-learning in K3
K3
collabora
tive
elearning
paradigm
 firstly, to enable virtual groups (and in them, of course,
individual learners) to produce content and acquire
knowledge in the special course domain, and,
 secondly, to enable virtual groups to acquire information
and communication competence.
Information Engineering - Department of Computer and Information Science University of Constance
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K3

didactic
concept
Moderator
role concept
Communication competence
 Presenter

Summarizer

Researcher
Information competence
Information Engineering - Department of Computer and Information Science University of Constance
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K3
system
features
Information Engineering - Department of Computer and Information Science University of Constance
E-Learning and Gender – UCLA – GSE&IS March 08 2007
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K3 K3 Courses since 2004
Joint course Univ.Konstanz –
Univ. Genf
technical course
Joint course Univ.
Konstanz – Univ. Berlin
discourse-oriented
Joint course Univ,
Konstanz – Univ. Zürich
Information ethics
Joint course Univ.Konstanz –
Univ. Berlin – Univ.
Hildesheim
Information Engineering - Department of Computer and Information Science University of Constance
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Types of K3 courses
K3 as a management tool for organizing courses
K3 as a knowledge base for single courses and for the
whole curriculum
K3 as a tool for collaborative work in virtual groups
Information Engineering - Department of Computer and Information Science University of Constance
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K3 5-level architecture
(1) course
(5) discourse
objects
(2) main topics
(3) work
assignments
(5) discourse
objects
(4) specific tasks
(5) discourse
objects
(5) discourse
objects
(6) reference objects
bibl. references
web links
upload files
summaries
presentations
Information Engineering - Department of Computer and Information Science University of Constance
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Course – level 1
Information ethics
Reference objects
Short course
description
Learning contract
Extended course
description
Objectives
Target groups
Didactics
Language Main topics
Discourse types
Information Engineering - Department of Computer and Information Science University of Constance
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Main topics - level 2
(instructional mode)
What is information
ethics?
K1 Privacy
B1 Human rights
B2 Knowledge ecology
K2 Digital divide
KB3 Who owns
knowledge?
Information Engineering - Department of Computer and Information Science University of Constance
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Main topics - level 2
(instructional mode)
Reference objects
Work assignments
Main topic
K1 Privacy in electronic
environments
Information Engineering - Department of Computer and Information Science University of Constance
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Work assignments - level 3
Work tasks
Filter:user
Filter:
discourse type
Filter:
date
Filter:roles
Filter:
free
text
Topic work assigment:
What is information
privacy?
Beginning/end of
group work
Assigned roles for
work assignment
Evaluation of group
work - by course
instructor
Work assigment
description
Information Engineering - Department of Computer and Information Science University of Constance
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Work tasks - level 4
Results:
Summaries
presentation
Work task „Privacy –
data traces“
Discourse
Information Engineering - Department of Computer and Information Science University of Constance
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Work tasks - level 4
Discourse for work
task „privacy - data
traces“
Information Engineering - Department of Computer and Information Science University of Constance
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Work tasks - level 4
Role: Researcher
Discourse type:
Addendum
Reference objects
hyperlinks
literature
Information Engineering - Department of Computer and Information Science University of Constance
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Discourse objects – level 5
(1) Role specification (M=moderator;
P= presenter; S= summarizer)
(2) Discourse type (Kritik=criticism;
These= thesis; Frage=question;
Ergänzung=addendum;...)
(3) New contribution, so far unread
Fig.4
Information Engineering
Department with
of Computer
and Information
University
of Constance
K3 -discourse
discourse
objects – Science
in the thread
paradigm
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36
Gender
mainstreami
ng
in
e-learning
Information Engineering - Department of Computer and Information Science University of Constance
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Gender
mainstreami
ng
The gender concept, in contrast to the bipolar sex concept, considers differences
between male and female behavior and
their norms/value systems to be socially
and culturally constructed.
Information Engineering - Department of Computer and Information Science University of Constance
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Gender
mainstreami
ng
Gender mainstreaming is not the same
as the promotion of women or a politics of
equalization of women, but rather a
politics of equalizing the opportunities
for development both for men and women.
http://www.bmbf.de/pub/women_in_education_and_research.pdf.
Information Engineering - Department of Computer and Information Science University of Constance
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Gender
mainstreami
ng
in
German
equal yInternet
„Innovation and work place in the
information society of the 21st century“
objectives
access for men and women
 a 40% contingent of women in IT-related professional
training and in the first semester in computer science
 a significant consideration of women in other
government programs, such as media and e-learning
http://www.bmbf.de/pub/women_in_education_and_research.pdf.
Information Engineering - Department of Computer and Information Science University of Constance
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Gender
differences findings
from
research
Information Engineering - Department of Computer and Information Science University of Constance
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Gender
Some findings from research
differences findings
from
research
 Women tend to underestimate their computer
competence compared to men even if they
have a higher competence profile than that of
their male colleagues.
Information Engineering - Department of Computer and Information Science University of Constance
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Gender
Some findings from research
differences findings
from
research
 Confidence levels of the female CS majors are
often lower even than the male non-majors.
Information Engineering - Department of Computer and Information Science University of Constance
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Gender
Some findings from research
differences findings
from
research
 Male students prefer individual work whereas
female students like group work.
Information Engineering - Department of Computer and Information Science University of Constance
E-Learning and Gender – UCLA – GSE&IS March 08 2007
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Gender
Some findings from research
differences findings
from
research
 Women are less likely to engage in criticism of
one other.
Information Engineering - Department of Computer and Information Science University of Constance
E-Learning and Gender – UCLA – GSE&IS March 08 2007
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Gender
Some findings from research
differences findings
from
research
Information Engineering - Department of Computer and Information Science University of Constance
E-Learning and Gender – UCLA – GSE&IS March 08 2007
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46
Gender
Some findings from research
differences findings
from
research
Information Engineering - Department of Computer and Information Science University of Constance
E-Learning and Gender – UCLA – GSE&IS March 08 2007
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47
Gendermixed
course
in
information
ethics
Information Engineering - Department of Computer and Information Science University of Constance
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Gendermixed
course
in
information
ethics
23 participants, 12 from Berlin (library
science), 11 from Konstanz (information
engineering)
11 male (7 Konstanz, 4 Berlin)
12 female (4 Konstanz, 8 Berlin)
Information Engineering - Department of Computer and Information Science University of Constance
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Gendermixed
course
in
information
ethics
Blended learning – Phases in
the information ethics course
Information Engineering - Department of Computer and Information Science University of Constance
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Gendermixed
course
in
information
ethics
Hypotheses
H1 There are gender- and domain-specific
differences in course activity.
H2 Men, independently of their domain of study, tend to
take over more prestigious roles in virtual group work,
whereas women are willing to take over the remaining, more
service-oriented roles.
Information Engineering - Department of Computer and Information Science University of Constance
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Gendermixed
course
in
information
ethics
Hypotheses
H3 Men tend to be more initiative-oriented and
critical in discourse, whereas women act more
cooperatively by reacting to other people’s comments.
H4 The gender composition in virtual group work has an
effect on the performance of the virtual work.
Information Engineering - Department of Computer and Information Science University of Constance
E-Learning and Gender – UCLA – GSE&IS March 08 2007
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Gendermixed
course
in
information
ethics
Discourse objects as typed
objects
Organization of discourse
 Initialization of discourse (to get discourse
started): question, thesis, new topic
 Enhancement of discourse: addendum,
critique
Results of discourse: summaries, presentations
Information Engineering - Department of Computer and Information Science University of Constance
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Gender
difference
s
in
discourse
in detail
Information Engineering - Department of Computer and Information Science University of Constance
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Gender
H1 There are gender- and domain-specific
differences in course activity
differe
in
The nces
median
of the total number of gender-specific
discou
contributions
shows clearly more activity on the part
rse
of the
women.
This is true both for the total number of comments (column 9
median/f=61 vs. median/m=51)
and for the number of reference objects (column 13
median/f=29 vs. median/m=18).
Information Engineering - Department of Computer and Information Science University of Constance
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Gender
H1 There are gender- and domain-specific
differe
differences in course activity
nces in
 Men
in the male-dominated Konstanz group are more
discou
rse than men in total (58,5/m/KN vs. 51/m/total), and
active
men in the female-dominated Berlin environment are
even dramatically less active (36/m/B vs 51/m/total and
58,5/m/KN).
 The same is true for the women’s behavior (but not as
significant as for that of the men): (65,5/f/B - 61/f ; 65,5/f/B
– 59/f/KN).
Information Engineering - Department of Computer and Information Science University of Constance
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Gendermixed
course
Male/female in Data
male/females groups
information
ethics
Information Engineering - Department of Computer and Information Science University of Constance
E-Learning and Gender – UCLA – GSE&IS March 08 2007
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Gender

differe
nces in
discou
rse
Significant
H1 There are gender- and domain-specific
differences in course activity
differences can be seen with respect to the
reference objects. All female-related values are much
higher than those of the male-related ones: f/total vs.
m/total; B/total vs. KN/total; B/f only vs. B/m only; K/f-only
vs. KN/M-only.
Information Engineering - Department of Computer and Information Science University of Constance
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13
Gendermixed
course
Data – total – Konstanz - Berlin
information
ethics
Information Engineering - Department of Computer and Information Science University of Constance
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Gendermixed
course
Data
Data
– total – Konstanz - Berlin
information
ethics
Information Engineering - Department of Computer and Information Science University of Constance
E-Learning and Gender – UCLA – GSE&IS March 08 2007
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Gender

differe
nces in
Women
discou
men
rse –
H1 There are gender- and domain-specific
differences in course activity
add more information to existing discourse objects than
thus they contribute considerably to the success of
collaborative work.
All female-related values are significantly higher than those of the
male-related ones: d/total vs. m/total; b/total vs. KN/total; B/f only
vs. B/m only; K/f-only vs. KN/m-only.
Information Engineering - Department of Computer and Information Science University of Constance
E-Learning and Gender – UCLA – GSE&IS March 08 2007
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Gendermixed
course
Data
information
ethics
Information Engineering - Department of Computer and Information Science University of Constance
E-Learning and Gender – UCLA – GSE&IS March 08 2007
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Gender

differe
nces in
Women
discou
rse
H1 There are gender- and domain-specific
differences in course activity
added significantly more new themes to their
group work – this is true for all values in column 4,
whereas men (data in column 6) seem to be more
willing to criticize other group members´ contributions
(without necessarily knowing the sex of the criticized
person).
Information Engineering - Department of Computer and Information Science University of Constance
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Gendermixed
course
information
ethics
But:
Women in their own
environment tend to be
more critical than in a
male dominated environment
whereas men seem to
be more constant in their
critical behavior.
Information Engineering - Department of Computer and Information Science University of Constance
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Gender
differenc
es in role
behaviou
r
H2 Women in general are more willing to
take on role responsibility and thus feel more
responsible for the success of collaborative
work.
Information Engineering - Department of Computer and Information Science University of Constance
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Gender
differenc
es
in role
behaviou
r
H2 The higher degree of female responsibility
is also supported by their willingness to take
on the moderator´s role (internal group work
activity).
Information Engineering - Department of Computer and Information Science University of Constance
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Gender
differenc
es
in role
behaviou
r
H2 Men tend to take on the more
prestigious or more visible presenter role
(external work), whereas women are willing to
take over the remaining, more serviceoriented internal roles.
Information Engineering - Department of Computer and Information Science University of Constance
E-Learning and Gender – UCLA – GSE&IS March 08 2007
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Gender

H3 Men tend to be more initiative-oriented
and critical in discourse
differenc
es
in
discours
This
hypothesis
e
can only be confirmed partially and
needs more detailed investigation.
The average values for men with respect to “question”
(column 2) and “thesis” (column 3) are slightly higher
and with respect to “critique” (column 6) significantly higher
compared to the ones for women,
whereas the values for women with respect to “new theme”
are significantly higher than the corresponding ones for men.
Information Engineering - Department of Computer and Information Science University of Constance
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Gender

H4 The gender composition in virtual group
work has an effect on the performance of the
virtual work
differenc
es
in
discours
This
hypothesis
e
could not be fully tested so far.
Data in the discussion of H1 show that men and women
are in general more active in those environments where
their sex is dominant.
 Other results support the interpretation that both femaledominated virtual groups and male-dominated groups
achieved better results (the female groups with slightly
higher ratings) compared to gender-mixed groups.
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Conclusion
Information Engineering - Department of Computer and Information Science University of Constance
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Conclusion
What do these gender-specific differences
mean?
 Do we accept these differences, although we know
that they are (widely) socially and culturally
constructed and that they can be changed if the
environment changes, for instance via gender
mainstreaming politics?
Information Engineering - Department of Computer and Information Science University of Constance
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Conclusion
What do these gender-specific differences
mean?
 Should we encourage men to reduce the extent of
critical and dominating discourse behavior and to
take on more service-oriented roles in group work
rather than aspiring to roles which give immediate
reward in the public?
Information Engineering - Department of Computer and Information Science University of Constance
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Conclusion
What do these gender-specific differences
mean?
Should women be encouraged to be more aggressive
and self-confident in their communicative style and to
take on roles which make more activity in the public
necessary?
Information Engineering - Department of Computer and Information Science University of Constance
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Conclusion
We support the postulate that men and women not only
have the same potential
but also that a learning environment should provide
both sexes with equal opportunities to develop the skills
and the behavior
that they consider adequate (for themselves) and
that the environment (in society, politics and
professional life) expects of them.
Information Engineering - Department of Computer and Information Science University of Constance
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Conclusion
 Major objective
Promoting individual talents and preparing students for
a successful and rewarding professional and public life
has always been a major objective in learning, and it
should be in e-learning as well.
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Thank you for your attention
Power point slides – under open CC licence – can be
downloaded:
http://www.kuhlen.name
or send an email to:
rainer.kuhlen@uni-konstanz.de
to receive both the full text file and the powerpoint file
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Functions of constructivism
 Cognitive: Learning produces sustainable results when external
information or the requirements of a task can be embedded in
already existing cognitive structure, be it as confirmation,
modification or contradiction of the learner’s existing knowledge
Motivation: The learning process will be better accepted and will
lead to permanent (sustainable) knowledge when learning can be
experienced as the result of one’s own activity, not as a mere
adaptation to the knowledge of other people
Social construction: Understanding, knowledge acquisition and
production is to a great extent socially constructed, based on
collaborative knowledge-sharing interaction with others.
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