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- Projects
- "Knowledge and Information Awareness" for Fostering the Efficiency of Net-based Collaborative Problem Solving of Spatially Distributed Group Members
- Augmented Group Awareness Tools for Collaborative Learning
- Bodily awareness in media perception: Influence of multi-sensory body representation activation on media perception
- Cross-Group Recognition Bias and Diverse Digital Representations of Identity
- Intuitive and personalized visitor information with interactive displays in museums: contextualized – multimedia-based – collaborative (EyeVisit)
- Knowledge Awareness for supporting the identification of solution-relevant case features
- Knowledge Communication via YouTube – Video Production
- Mental models of digital video tools of teachers in training: An approach to the didactic integration of digital media in the classroom
- NEXT-TELL - Next Generation Teaching, Education and Learning for Life
- Rating and sharing of information with microblogging
- Reflected Judgment Using Mobile Media in Exhibitions
- Selecting, organizing, and integrating text and pictures during collaborative multimedia learning
- Social Navigation through Recommendations
- Supporting Collaborative Multimedia Learning
- Tacit Visitor-Oriented Guidance
- The role of shared mental models in learning through design with digital media
- Understanding and Managing Downward Social Comparisons in Knowledge Awareness
- Using Digital Videos in the Classroom
- Visual Design in the Classroom: Learning through design with digital video tools
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Knowledge Exchange Lab
The exchange of knowledge between students has become an integral part of the educational process. This is true not only in classic educational contexts, but also in informal educational contexts on the internet, as evidenced by the widespread use of Web 2.0 applications that emphasize participation and knowledge exchange between users. The way in which knowledge-sharing interactions develop and what learning outcomes they produce depends on a number of factors: (1) The exchange of knowledge is affected by properties of the specific media. For example, software functionalities or the spatial arrangement of interfaces can prompt specific cooperative activities that are evident in online discussion posts. (2) Knowledge exchange processes can be favorably influenced by specific instructions, for example by explicit instruction or instructional prompts. (3) Both the subject domain and the instructional material used have an impact on knowledge sharing processes. Ambiguous or controversial issues are topics that can be particularly engaging. (4) Knowledge exchange processes depend on the individuals, especially on their prior knowledge and their attitudes.
The lab works on two main areas of research regarding the influence of these factors on knowledge exchange processes. The first focuses on collaborative editing and collaborative creation of video materials for institutional contexts (schools, museums). The second deals with tools to inform students about their own knowledge and attitudes, as well as the knowledge and attitudes of their interaction partners, in online collaborative contexts.
Knowledge Exchange through Visual Design
Visual design – like the creation of digital pictures, graphics, videos, or websites – is an important part of the culture of participation and communication of Web 2.0. When one must clearly express one’s knowledge to others in everyday work and learning situations, a challenge of rhetoric presents itself. This challenge can be supported by the use of visual media. From a psychological perspective we conceptualize visual design as a special case of collaborative problem solving, based on the idea of design problem space and established cognitive models of text production. We utilize a model of design that involves the sub-processes of collaborative planning as well as information search, selection, processing, evaluation, and revision.
Knowledge Exchange, Social Navigation, and Reflection through Awareness Tools
This area of research deals with the conception, development, and execution of computer-based applications known as “group awareness tools” that provides information about cooperation partners. Here, the research focus is on action-guiding information that is usually unavailable in face-to-face groups (e.g., information about the knowledge and opinions of the individual partners) with an emphasis on the added value of computer support. The aim of these applications is to promote efficient, structured, and in-depth knowledge exchange. Analysis of the tools is not limited to the broad effect of awareness tools, but additionally identifies affordances specific design elements and mechanisms upon which the tools are based.