Abstracts - Earli

O 1201 September 2007 08:30 - 10:30Room: 0.79 JánossySymposiumLearning and professional development through computersChair: Erno Lehtinen, University of Turku, FinlandOrganiser: Erno Lehtinen, University of Turku, FinlandDiscussant: Rainer Bromme, University of Münster, GermanyThe rapidly developing ICT industry is constantly producing new tools and learning environments(LEs) for university instruction and the workplace. These LEs are creating new potentials forlearning, but they also have their drawbacks. In fact, research to date suggests that it may be easierto promote interaction in computer-supported collaborative learning than actual learning outcomes(e.g., Weinberger et al, 2005; Kollar, Fischer & Hesse, 2006). The purpose of this symposium is toaddress the following questions: 1) What can we as educational researchers offer to promote theeffective use of different types computer-supported LEs? 2) Do these new LEs actually promotelearning outcomes and positive learning experiences? The study by Dehler addresses the issue ofbiomedical knowledge acquisition in a collaborative virtual learning environment using theinnovative technique of "knowledge mirrowing". In a similar vein, Wecker and Fisher examinescripts and their fading and their effects on the acquisition of applied psychology in the context ofcomputer-supported collaborative learning. Mõller Madsen, on the other hand, examines theeffects of different learning strategies adopted spontaneously by university students in the contextof the Geographical Information Systems, which has been introduced in the context of basicstudies in geography, whereas Siewiorek and Lainema examine the student experience of learningin the context of business education through a modern computer-supported business simulation.Pßyry maintains the perspective of the learner, but examines learning and professionaldevelopment in the workplace. On the basis of a set of case studies, she examines perceivedsuccess factors and challenges for distributed knowledge sharing. The symposium provides somesupport for the acquisition of complex subject matter as well as fresh insights on how to promotethe effective use of computer-supported LEs in the university and beyond.Using Knowledge Mirroring to foster computer-mediated biomedical knowledge communicationJessica Dehler, University of Tübingen, GermanyDaniel Bodemer, Univ. of Tübingen, GermanyJürgen Buder, Univ. of Tübingen, GermanyHigher education is increasingly realized by net-based scenarios often incorporating collaborativeactivities. This is accompanied with specific benefits but also constraints. In computer-mediatedpeer-tutoring for example it is more difficult to construct mutual models, thus impairingcollaborators´ grounding, audience design and coordination. In this paper `Knowledge Mirroring`,that is providing information about the partner’s knowledge, is introduced as technological supportdeveloped to compensate for these problems. Effects of Knowledge Mirroring on audience designand knowledge acquisition are studied in a simulated peer-tutoring scenario with explaining asbasic activity. Analysis of explanations revealed audience design with respect to usage ofelaborations and references. Results regarding knowledge acquisition show that learners providedwith Knowledge Mirroring were able to draw more inferences on information distributed acrossthe learning material.– 799 –