28th International Congress of Psychology August 8 ... - U-netSURF

Knowledge Media Research Center (KMRC), Tübingen, Germany
In this paper, a conceptual view on the relationship between learning environments and learning
outcomes in technology-supported instruction is presented that incorporates evidence from our
own experimental research and is based on a cognitive-load framework. This model underlines the
importance of learner activities in self-controlled computer-based learning and shows that the
level of analysis used by many constructivist theorists might be too coarse-grained and superficial.
Highlighted by examples from our own research, it is argued that research has to pay close
attention to the cognitive processes involved in particular learner activities in order to be able to
explain and predict learning outcomes.
1014.3 Experts under illusion of evidence: Pitfalls of establishing mutual understanding in
online medical advice of laypersons, R. Bromme, R. Jucks, Münster University, Münster,
Germany
Our project investigates the communication between experts and laypersons in net-based
asynchronous hotline scenarios. In such hotlines, experts (medical doctors) have only little
information about the knowledge background of the layperson(s) available. Based on the
communication theory by Herbert H. Clark we ask for the heuristics used by the experts to adapt
contributions to the assumed understanding of laypersons. While these heuristics work very well
in everyday interactions they are misleading in computer mediated asynchronous settings. With
regard to the 'linguistic co presence heuristic', we will report about the relationship between
layperson's and expert's choice of terminology.
1014.4 Supporting social creativity in design communities, G. Fischer, University of Colorado,
Boulder, CO, USA
Complex design problems require more knowledge than any one single person can possess, and
the knowledge relevant to a problem is often distributed and controversial. This asymmetry of
knowledge provides the foundation for social creativity. Social creativity can be supported by new
media that allow owners of problems to contribute to the framing and solving of complex
problems. We have designed, developed, and evaluated innovative new media and technologies
based on a meta-design perspective. Meta-design is focused on creating socio-technical
environments in which stakeholders can act as designers and active contributors in personally
meaningful activities.
1014.5 From log files to meaningful feedback: Providing information on interaction and
performance for net-based groups, P. Reimann 1 , D.J. Zumbach 2 , 1 University of Sydney, Sydney,
Australia; 2 University of Heidelberg, Heidelberg, Germany
We examine how different kinds of feedback-mechanisms can be used to scaffold problem solving
and interaction in computer-mediated learning groups. We tracked individual contribution
behaviour as well as learners’ motivation during collaborative problem-solving. This data has been
used to automatically generate visual aids, providing feedback about group members’ participation
as well as motivational clues. A second form of feedback was provided by aggregating learners’
problem solving steps, thus revealing groups’ problem-solving strategies as well as their progress
during different problem solving stages. Results suggest positive influences of feedback
mechanisms on both problem-solving and motivational parameters.
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