Podcasts about forschungsberichte

#200 About Cells, Quantumphysics & Epigenetics – mit Dr. Bruce H. Lipton (engl.) Es gibt was zu feiern! Heute erscheint die 200. Folge von Get Happy! und ich freue mich aus diesem Anlass über einen ganz besonderen Gast. Wer tiefer einsteigt in die faszinierende Welt der Epigenetik, der Quantenphysik, von Frequenzen und die unendlichen Möglichkeiten des Universums, der kommt an Dr. Bruce Harold Lipton nicht vorbei. 1971 machte er seinen Doktor für Entwicklungsbiologie an der University of Virginia, lehrte an der University of Wisconsin Anatomie und wurde später Professor für Anatomie an der American University of the Caribbean School of Medicine. Er forschte von 1987 bis 1992 an der Pennsylvania State University und dem medizinischen Forschungszentrum der Stanford University. Seit 1993 hatte er Lehraufträge an mehreren Universitäten und verfasste zahlreiche Forschungsberichte zur Entwicklung von Muskelzellen. Im Jahr 2009 wurde er mit dem Goi Peace Award ausgezeichnet. Für seine Forschung und seine bahnbrechenden Erkenntnisse über Zellen und Gene wurde er viele Jahre angefeindet und diffamiert, heute ist klar: Bruce Lipton war seiner Zeit weit voraus und auch heute gilt er noch als absoluter Pionier in Sachen Epigenetik. Danke für 200 Episoden. Danke für EUCH.

Ta-Wer howled. Around 2000 BCE, the southern kingdom was rising quickly. But the north was not out of the fight. Not by a long shot… Episode chapters Prologue – A Royal Inspection (00:30). The Fall of Tjeni / Thinis (07:25). The Long Reign of Intef II (11:58). Intef's Dogs (20:58). Khety Merykara (34:03). Making Ta-Wer Howl (47:25). Conclusion (01:06:37). Epilogue – Intef's Hymns for Ra and Hathor (01:08:30). Dendera excavations: Moeller and Marouard, The Development of Two Early Urban Centres - Edfu and Dendara (2018). The History of Egypt Podcast: Website: www.egyptianhistorypodcast.com. Support the show via Patreon www.patreon.com/egyptpodcast. Make a one-time donation via PayPal payments. Music and interludes by Keith Zizza www.keithzizza.net. Music and interludes by Luke Chaos www.chaosmusick.com. Logo image: The "Dog Stela" of Intef II, from his tomb at El-Tarif (Mariette 1858). Select Bibliography: A. E. Demidchik, ‘The Reign of Merikare Khety', Göttinger Miszellen 192 (2003), 25--36. A. Dodson and D. Hilton, The Complete Royal Families of Ancient Egypt (London, 2004). C. Langer, ‘The Political Realism of the Egyptian Elite: A Comparison Between The Teaching for Merikare and Niccolò Machiavelli's Il Principe', Journal of Egyptian History 8 (2015), 49--79. R. J. Leprohon, The Great Name: Ancient Egyptian Royal Titulary (Wilson, 2013). M. Lichtheim, Ancient Egyptian Literature Volume I: The Old and Middle Kingdoms (Los Angeles, 1973). M. Lichtheim, Ancient Egyptian Autobiographies Chiefly of the Middle Kingdom: A Study and an Anthology (Freiburg, 1988). J. Malek, ‘King Merykare and his Pyramid', in C. Berger et al. (eds), Hommages à Jean Leclant, 4, 4 vols (Cairo, 1994), 203--214. G. Maspero, ‘On the Name of An Egyptian Dog', Transactions of the Society of Biblical Archaeology V (1877), 127--128. R. B. Parkinson, The Tale of Sinuhe and Other Ancient Egyptian Poems (1940—1640 BC) (Oxford, 1997). R. B. Parkinson, Poetry and Culture in Middle Kingdom Egypt: A Dark Side to Perfection (London, 2002). D. Polz, Die Sogenannte Hundestele des Königs Wah-Anch Intef aus el-Târif: Eine Forschungsgeschichte (Wiesbaden, 2019). D. Polz, ‘Dra' Abu el-Naga, Ägypten: ein angeblicher Fund aus Dra' Abu el-Naga. Die sog. Hundestele des Königs Wah-Anch Intef. Eine Forschungsgeschichte', e-Forschungsberichte des Deutschen Archäologischen Instituts 2020 (2020), 12--16. S. Quirke, Egyptian Literature 1800 BC: Questions and Readings (London, 2004). D. B. Spanel, ‘The Herakleopolitan Tombs of Kheti I, Jt(.j)jb(.j), and Kheti II at Asyut', Orientalia 58 (1989), 301--314. Learn more about your ad choices. Visit megaphone.fm/adchoices

Es könnte alles so einfach sein. Wir können wissen, was die Klima-Stunde geschlagen hat, wir könnten schnell die wichtigsten Maßnahmen ergreifen und glücklich und gesund leben. Allein: Das Wissen könnten wir eben nur theoretisch haben. Und Wissen allein überzeugt auch nicht. So sind wir nicht gestrickt, sagt Lea Dohm. Sie ist psychologische Psychotherapeutin und Mitbegründerin von Psychologists4Future. Schritt 1: Das Wissen fehlt vielerorts, in der breiten Menge, aber auch bei Entscheidern. Natürlich, es gibt eine Klimakrise, aber was bedeutet das genau? Da können die Zusammenfassungen der Forschungsberichte selbst in einfacher Sprache verfasst sein, der MdB muss es halt lesen… Lea sagt: Gute Klimakommunikation ist mehr als Fakten. Von Fakten allein lassen wir uns nicht einfach im Gespräch überzeugen. Das sind eher länger Prozesse und Auseinandersetzungen. Lea erläutert, wie zentral es ist, eine Beziehung aufzubauen. Und dafür ist jedes noch so anstrengende Gespräch wichtig, eine mentale Operation.Lea schließt an die Folge 149 mit Tadzio Müller an. Er hatte den Begriff Verdrängungsgesellschaft in den Mittelpunkt gestellt. Solange wir verdrängen, dass wir uns verändern müssen, werden wir auf jeden Impuls, jeden Protest, jedes Stück Information mit Ablehnung reagieren. Lea bestätigt: Wir brauchen gesellschaftliche Symbole für die Transformation. Wir brauchen Lieder und Orte. Wir brauchen Kunst und Kultur. Wir brauchen einen Ausdruck für den Abschied von der früheren Normalität.Kunst und Kultur haben das Potenzial, die Verbindung unter uns zu schaffen, die wir brauchen. Lea sagt: Hören wir auf, immer auf den Klimakanzler und den untätigen Verkehrsminister zu starren. Der Wandel wird von der Zivilgesellschaft ausgehen. Promis sind dabei hilfreich. Es müssen aber nicht immer die herausgehobenen Figuren sein. Die Transformation bedeutet auch eine stärkere Zuwendung, ein sich gegenseitig Halten. Da entstehen Verbindungen, die gut sind. Das ist mutmachend - zumal wir wissen, dass viele Menschen sich einsam fühlen. Insofern braucht es dreierlei im Einsatz gegen die Klimakrise: Wut und Protest auf der politischen Ebene, Angst und Mut auf der menschlichen Ebene - und Nähe zwischen uns. Dass wir uns voneinander berühren lassen, ein intensiveres und inklusiveres Miteinander zulassen: In je mehr Nischen das entsteht, desto besser. Wir brauchen das auch, um die Katastrophen, vor denen wir stehen, besser auffangen zu können. Wir wissen, dass Menschen, die gut eingebunden sind, das eher können. Und der Klimakrise angemessen verhalten wir uns dann quasi automatisch.Zu Gast: Lea Dohm, Diplom-Psychologin und psychologische Psychotherapeutin, wissenschaftliche Mitarbeiterin bei KLUG, Mitbegründerin und Kopf von Psychologists4Future. Twitter: @LeaDohm

In dieser Podcastfolge sprechen wir mit Prof. Dr. Tim Hagemann über die Digitalisierung im Sozialwesen. Herr Hagemann studierte Psychologie in Trier, Düsseldorf und Stanford. Heute lehrt und forscht er an der Fachhochschule der Diakonie in Bielefeld, hält Vorträge und ist als Unternehmensberater und Gutachter tätig. Seit vielen Jahren beschäftigt er sich mit dem Thema Digitalsierung der Arbeitswelt, wozu er bereits unzählige Forschungsberichte sowie Publikationen in Fachbüchern und Fachzeitschriften veröffentlicht hat. In diesem Interview sprechen wir mit Prof. Dr. Hagemann darüber, welche digitalen Veränderungen im Sozialwesen zu erwarten sind und welche Auswirkungen diese gleichzeitig haben. Welche Chancen ergeben sich durch die Digitalsierung in der sozialen Arbeitswelt und welche Risiken? Was bedeuen die Veränderungen gerade auch für Bildungsabieter, wie uns? Was sind die Konsequenzen der digitalisierten Arbeitswelt für die seelische Gesundheit? Ein spannendes Gespräch und ein großes Dankeschön an Herrn Hagemann, für die angenehme und für jedermann verständliche Vermittlungsweise.

Jürgen Ebmeyer von Bosch hat im Rahmen einer Veranstaltung der GfWM Regional Stuttgart und des Wissensmanagement MOOCs einen Vortrag zur Bosch Experts Organization gehalten. Die Aufzeichnung wurde unter CC BY Lizenz im Kanal open Academy veröffentlicht. Bei dieser Podcast-Episode handelt es sich um eine gekürzte Version des Vortrags (Fragerunde, Zwischenfragen und Störgeräusche entfernt). Allgemeine Vorstellung Bosch / Bosch Forschungscampus Rennungen / Abteilung zur Beschaffung und Bereitellung von Wissen / Normen, Bibliothek, Bosch Experts Organization (BEO), Forschungsberichte, Think Tank Talks / Explizites vs. implizites Wissen / Warum Wissen teilen? / Wissen im Entscheidungsprozess / Ursprung BEO 1996 mit Kompetenznetzwerk Montagetechnik (später Kompetenznetzwerk Fertigungstechnik) / Kompetenzmatrix erstellt / 2000 Ausdehnung auf Regionalgesellschaften / 2001 um Software ergänzt / 2002 Förderung der Geschäftsführer / BEO-Bestandteile: BEO-Experte (hat Label in ESN Bosch Connect), Bosch Centers of Competence (übergreifend, Kapazität, Budget, Ziel, Ordnungsfunktion), Communities (selbstorganisiert, übergreifen) / Selbstorganisierter Prozess der Experten-Identifikation (Vorschlag Experte durch Mitarbeiter, Experte erhält E-Mail, Experte klärt Rolle mit Chef, Experte passt Profil an, Chef erhält Mail, Chef bestätigt Kapazität) / Rolle des BEO-Experten / Suche von BEO-Experten über Enterprise Search / BEO-Main-Community in Bosch Connect / Taxonomie Bosch Topic Areas (Hauptthemen: Technologien, Methoden, Produkte, Management & Support) / Von “Knowledge Management” über “Knowledge Sharing & Continuous Learning” zu “Competences” / Experten Discovery in bestehenden Datenbeständen / Verankerung von BEO im Bosch Engineering System (BES) / Zusammenarbeit mit Bosch Training Center (BTC) / Learning Portal / Virtual Classroom / BoschTube (User Generated Video Content) / Zahlen, Daten, Fakten / 5.400 Bosch Topic Areas / 211 BEO-Communities / 17.000 Mitglieder in BEO-Main-Community / 3.100 BEO-Experten / Zitat Robert Bosch “In a large, well managed company …” (s.a. Bosch Company History, S. 11 unten)

Bundesregierung prüft Zurückhaltung von Sicherheitslücken Die Bundesregierung plant angeblich, das Wissen über Zero-Day-Exploits nicht zwangsläufig mit den betroffenen Unternehmen zu teilen. Stattdessen wird ein Verfahren vorbereitet, in dem für solche Lücken im Einzelfall geprüft wird, wie gefährlich sie sind beziehungsweise wie hilfreich sie für Geheimdienste und die Bundeswehr wären. Zero-Day-Exploits sind Sicherheitslücken in Produkten, die deren Hersteller unbekannt sind, für die also keine Patches bereitgestellt werden können und denen Nutzer somit meist hilflos gegenüberstehen. US-Marktforschungsunternehmen Forrester erwischt Hacker in flagranti In der vergangenen Woche hat das US-Marktforschungsunternehmen Forrester eigenen Angaben zufolge Hacker auf frischer Tat ertappt und aus seinem System geschmissen. Dabei haben die unbekannten Eindringlinge für Kunden angefertigte Forschungsberichte erbeutet. Sie hatten jedoch keinen Zugriff auf Daten von Angestellten, Finanzdaten und vertrauliche Kundendaten, heißt es in der Mitteilung. BlackBerry Mobile stellt zweites Android-Gerät vor Am Sonntag hat BlackBerry-Lizenznehmer TCL nach dem KEYone ein tastaturloses Touchgerät vorgestellt. Das BlackBerry Motion hat einen 5,5 Zoll IPS-Bildschirm mit FullHD-Auflösung und läuft unter Android 7.1. Das Smartphone ist zunächst nur in den Vereinigten Arabischen Emiraten erhältlich. In welchen anderen Märkten es angeboten werden soll, hat BlackBerry Mobile noch nicht bekanntgegeben. Facebook will politische Werbung besser prüfen Facebook will Werbung, die auf der Basis von "Politik, Religion, Ethnie oder sozialen Themen" an Nutzer gerichtet wird, künftig manuell prüfen, bevor sie freigegeben wird. Laut einer Ankündigung will das Unternehmen dafür insgesamt 1000 Prüfer einstellen. Damit reagiert das Soziale Netzwerk unter anderem auf verstärktes Interesse für Facebook-Anzeigen im US-Kongress. Diese und alle weiteren aktuellen Nachrichten finden sie auf heise.de

In den letzten 30 Jahren wurden Veränderungen der Nachrichtenberichterstattung oft unter Rückgriff auf die beiden dichotom verstandenen Konstrukte „Hard News“ und „Soft News“ beschrieben. Der vorliegende Artikel baut dagegen auf einem multidimensionalen Ansatz zur Unterscheidung von „Hard“ und Soft News“ auf und untersucht erstens den Anteil „harter“ und „weicher“ Nachrichten in der politischen Berichterstattung von 160 Medienangeboten in 16 westlichen Demokratien. Zweitens werden Determinanten des Anteils von Hard bzw. Soft News in den jeweiligen Ländern bzw. Medien bestimmt, indem die inhaltsanalytischen Befunde mit externen Daten über Charakteristika der Meso- (Medienorganisation) und Makroebene (Mediensystem, politisches System, ökonomische Situation) kombiniert werden. Die Ergebnisse zeigen zum einen, dass sich die Prävalenz von Hard bzw. Soft News zwischen den Ländern stark unterscheidet. Zum einen hängt der (harte bzw. weiche) Charakter politischer Nachrichten von der Mediengattung, aber auch den politischen und ökonomischen Rahmenbedingungen sowie der Beschaffenheit des Medienmarktes ab.

Diese Studie ist eine empirische Untersuchung zum Einfluss politischer PR auf die (1) Fern-sehberichterstattung (2) in Wahlkampfzeiten (3) im Längsschnitt und stellt damit den (4) Ver-such dar, die PR-Forschung, die Wahlforschung und den Framing-Ansatz miteinander zu ver-binden. Das zentrale Erkenntnisinteresse gilt dem Zusammenhang zwischen Parteien-PR und TV-Wahlkampfberichterstattung am Beispiel des Bundestagswahlkampfs 2002. Die Berichter-stattung der Abendnachrichten von ARD, ZDF, RTL, Sat.1 und Pro7 in den letzten sechs Mo-naten vor der Bundestagswahl 2002 sowie das schriftliche Public-Relations-Material der bei-den Volksparteien SPD und CDU/CSU in diesem Zeitraum wurden inhaltsanalytisch unter-sucht. Statt einer konventionellen Determinierungsstudie handelt es sich hier um eine Untersu-chung zur Entstehung politischer Kommunikation, die nach dem Zusammenhang von politi-scher Primärkommunikation (hier politische PR) und politischer Medienberichterstattung (hier Fernsehberichterstattung) fragt. Damit geht die Studie über die bisherige PR-Forschung hin-aus: Erstens berücksichtigt sie für die Beantwortung der Fragestellung explizit eine Prozess-Dimension (zeitreihenanalytische Kreuzkorrelationen; pro Woche berechnete Rangkorrelatio-nen). Zweitens beantwortet sie die Frage nach PR-Erfolg (politischer Kommunikation) nicht über die übliche Berechnung simpler Determinations- bzw. Resonanzquoten, sondern legt durch den gewählten datenanalytischen Ansatz für die Prozess-Dimension ein komplexes Zu-sammenspiel offen aus unvorhergesehenen Ereignissen (u. a. Flutkatastrophe), PR-Aktivitäten (u. a. Pseudo-Ereignissen) und Berichterstattung, das je nach Wahlkampfphase in mehr oder minder starkem PR-Erfolg bzw. Misserfolg mündet.

Zwischen 12/2003 und 02/2004 wurde am IfKW eine Online-Befragung zur Bedeutung der Evaluation von PR-Maßnahmen und -Dienstleistungen in der PR-Praxis durchgeführt. Kontaktiert wurden insgesamt 2.500 PR-Experten in deutschen Unternehmen und PR-Agenturen (Rücklaufquote Agenturen 17 Prozent (201 Agenturen), Unternehmen 13 Prozent (170 Unternehmen). Nahezu 67% der von uns befragten Unternehmen führen derzeit PR-Evaluation durch. Das überrascht umso mehr, als gleichzeitig nur 23% der evaluierenden Unternehmen über ein festes Budget für PR-Evaluation verfügen und weit über die Hälfte von ihnen höchstens fünf Prozent ihres PR-Jahresbudgets in die Evaluation investieren. Wer sich zu Evaluationsmaßnahmen entschlossen hat, ist sowohl mit den Ergebnissen als auch mit der Kosten-Nutzen-Relation weitgehend zufrieden. Das gilt vor allem für jene, die selbst evaluieren (im Vergleich zu jenen, die extern evaluieren lassen). Zwei Drittel aller Unternehmen –– bereits evaluierende wie noch nicht evaluierende –– sind aber auch der Ansicht, PR-Evaluation solle zum Standard-Angebot einer PR-Agentur gehören. Auffallend ist allerdings der vergleichsweise hohe Anteil an Zustimmung (25%) sowie tendenzieller Zustimmung (27%) von Befragten aus nicht evaluierenden Unternehmen zur Aussage, PR-Managern in Unternehmen fehle der Wille zur Evaluation, weil ihre Position durch schlechte Ergebnisse gefährdet sei. Unsere Befunde erlauben darüber hinaus die Prognose, dass der der Evaluationsdruck in der PR-Branche in Zukunft weiter steigen wird: Selbst diejenigen unter den Befragten, die heute noch keine PR-Evaluation praktizieren, sehen überwiegend eine Notwendigkeit dazu, diese Herausforderung in Zukunft anzunehmen. Voraussetzung hierfür ist aber zweierlei: Erstens muss die Frage der Finanzierung in Zukunft professioneller und verbindlicher geklärt werden und zweitens muss mehr Spezialwissen für PR-Evaluation bei den Beteiligten vorhanden sein.

Self-evaluation is one of the most popular approaches to quality improvement in the domain of e-learning. Here, the evaluation is carried out by the same indi-viduals or institutions who are also responsible for planning, realizing or imple-menting the evaluated e-learning product. Our paper reviews typical constella-tions and scenarios where self-evaluations are applied in the context of e-learning and discusses goals and questions which are often pursued with self-evaluations. A case example is used to propose a general procedure for using self-evaluations to improve the quality of e-learning products. Three potential problems in self-evaluations are credibility, evaluation competence, and re-sources and motivation. These problems are discussed in depth together with possible solutions for alleviation. Concluding, we present a practical tool for planning self-evaluation projects and discuss the future potential for the self-evaluation of e-learning.

Studies of children who are the frequent targets of peers’ aggressive acts have been guided by two differing research traditions, namely the “bully/victim” and the “general victimization” traditions. Although the terms “bullying” and “victimi-zation” are often used interchangeably, we argue, that the underlying constructs differ substantially. Bullying is characterized by systematic, repeated attacks and the asymmetry of power between bully and victim. For general victimization such features are irrelevant. Moreover both concepts differentiate by focussing on group- verses individual-level phenomena. In order to contrast both con-structs empirically, we investigated 2750 pupils from 7th and 8th grade in 89 schools in Munich and Southern Bavaria. Our results showed that bully/victim experiences were correlated to both, relational victimization and physical vic-timization. The non overlapping properties of the constructs, however, are best understood in the context of gender differences.

In recent years, a new kind of virtual learning has established itself in schools, universities and further education additionally to traditional forms of teaching and learning. But so far, it could not meet the high expectations like for example demands for flexible learning and it is therefore that blended learning became increasingly important. This term, however, has not yet been defined differentiatedly enough and has hardly been considered by research so far. The survey presented here defines blended learning as a variation of face-to-face phases and virtual phases of a learning environment, which uses the advantages of both of these kinds of teaching and learning for an optimal knowledge acquisition. Furthermore, the survey expounds a moderate constructivist approach of teaching and learning ideally forming the theoretical basis of a didactic concept of blended learning scenarios. Finally, five research perspectives on blended learning are specified: Evaluation research, field research, experimental research, Design-Based Research and an integrative research approach. Evaluation research tries to investigate the use and effects of learning environments mainly by working with questionnaires. Such research can be carried out in university seminars which have a “blended” didactical concept. In field research the researcher generates data by incorporating himself into this field of research. Suitable in this context is further education realized with blended learning. Experimental research investigates the influence of different learning environments on learning in a controlled setting. Experiments which in a blended learning scenario investigate the effect of the structuring of the computer on knowledge acquisition could be part of such research. Design-Based Research aims at designing learning environments in a practical context in order to get results for the development of new theories. Educational reforms related to blended learning can be an adequate object of such research. The integrative research approach studies the interdependency between theory and practice. Blended learning scenarios are investigated in an experimental setting as well as in practice like for example the education of pedagogues in statistics.

This paper deals with computer support for collaborative learning environments. Our analysis is based on a moderate constructivist view on learning, which emphasizes the need to support learners instructionally in their collaborative knowledge construction. We will first illustrate the extent to which the computer can provide tools for supporting collaborative knowledge construction. Secondly, we will focus on instruction itself and show the kinds of advanced instructional methods that computer tools may provide for the learners. Furthermore, we will discuss the learners’ prerequisites and how they must be considered when constructing learning environments.

The synopsis at hand focuses on the teacher’s role in further education. It concentrates on six main aspects, which characterize didactical actions: understanding learning, arranging teaching, creating communication, designing basic conditions, reflecting on one’s own actions, using experience and applying theories.

Educational controlling (Bildungscontrolling) is an economically influenced concept of quality development in educational institutions, which originated in the context of corporate further education. This article asks to what degree approaches of process, output, and transfer controlling are suitable for adaptation in publicly financed education, and what kind of adjustments are necessary in contexts such as schools. As a case example the article presents the evaluation of the innovative school project “Tatfunk”, which aims at fostering students’ entrepreneurial skills and thinking. Methods and results of the educational controlling process within the project are reported and analysed in regard to the goals of the evaluation. The results show that the innovative concept of the project was successfully implemented in practice and that the central project goals could be achieved. Concluding, the article discusses which main premises of process, output, and transfer controlling need adjustment in the context of publicly financed education. Additionally, it is shown which surplus value can be derived from the perspective of educational controlling for the overall educational quality discourse

The project “Tatfunk“ (“doing radio”) is an innovative school project which aims at fostering entrepreneurial thinking and action in schools. The project consists of a voluntary course in Gymnasiums (college preparatory high schools) for students at age 17-18. Their task is to produce and market a radio show working collaboratively and self-dependently. If required, they can engage the assistance of professional “media coaches” (i.e. journalists) or their course teachers. According to its didactical concept, the course is to be realized as a problem oriented, self-directed, and cooperative project learning environment. This report comprises the project’s evaluation results for the school year 2003/04. The evaluation aimed at investigating the realization and effects of the course as well as identifying possible improvements for the optimization of the course concept. The evaluation is based on interview and survey data from students and teachers in eight Gymnasiums. The results suggest a positive evaluation of the course since it succeeded in realizing the project’s concept and in reaching its main goals.

Schemata are a main antecedent, means and target of knowledge acquisition. For knowledge acquisition and permanent knowledge representation it is necessary to build adequate schemata within the relevant knowledge domain. As antecedent for comprehension constructing a schema on the one hand proceeds unconsciously, yet on the other hand can be fostered and made conscious by adequate schema induction. This means in particular that experts provide schemata for learners in a certain domain, thus using them as a learning strategy. This can either be effected via trainings, in which learners are taught how to use the schemata, or via pre-settings, which are directly implemented into the learning environment and which pre-structure the work processing. Different kinds of schemata as conscious learning strategies are among others representational schemata, problem solving schemata or case solving schemata. Several studies in different settings could show the positive effects of knowledge schemata for knowledge acquisition.

This study deals with the learning effects of a problem oriented virtual seminar concept that is part of the regular study program of the Ludwig Maximilian University of Munich and of the Bavarian Virtual University. First, we describe the design principles of problem-based learning environments and their possible implementations in virtual seminars. Two virtual seminars designed according to this concept and with different contents, „The Design and Evaluation of Virtual Learning Environments“ and „Introduction to the Knowledge Management from Educational and Psychological Perspective“ are being evaluated. Therefore acceptance, learning process and learning outcome are investigated. It is shown that the seminar concept takes full advantage of the problem-based learning: The learners accept the virtual seminars to a high degree; their high motivation and their perceptions of the discussed problems correlate highly with each another; they evidently acquire domain knowledge and skills. However, as known from research literature, problem-based learning seems to support the acquisition of skills more than the acquisition of theoretical knowledge, which raises questions about the further development of the seminar concept.

Studies have shown that videoconferences are an effective medium for facilitating communication between parties who are separated by distance. Furthermore, studies reveal that videoconferences are effective when used for distance learning, particularly due to their ability to facilitate complex collaborative learning tasks. However, as in face-to-face communication, learners benefit when they receive additional support for such learning tasks. This article provides an overview of two empirical studies to illustrate more general insights regarding some effective and less effective ways to support collaborative learning with videoconferencing. The focus is on content schemes as content-specific support and task-specific support as collaboration scripts. Based on the results of the two studies, conclusions can be drawn about support measures that promote learning. Conclusions can also be reached about the need for employing both content schemes and collaboration scripts to provide learners with the most benefit.

Despite increased efforts in politics and business to promote equal opportunities, women remain underrepresented in management positions within large German companies. This article summarizes selected results from empirical studies about agency traits of women in management positions. The study was based on 100 interviews with successful female business managers. The study investigated the professional development barriers which confront women in managerial positions and the resources which help them meet their professional challenges. It was revealed that the majority of women in the survey had experienced gender stereotyping. On the other hand, internal resouces helped women move up the career ladder (high self-efficacy expectations, active coping strategies and a mix of masculine and feminine characteristics) as well as active networking and social support.

Due to the increasing need for training, more and more companies employ new communication and information technologies in the context of e-learning for further education. However, many firms are confronted with a lack of acceptance of e-learning at the workplace, which is mirrored in insufficient usage (see Venkatesh & Davis, 2000). This study tries to examine the influence of both the learner’s characteristics and the characteristics of the learning-environment on the acceptance of e-learning. Acceptance models which focus attitudinal and behavioral aspects are the background of this study (see Davis, 1989). Acceptance thus includes attitudes towards the usage of new technologies and the behavior itself. However, the models rarely offer any clues referring to the influence of context factors. This study focuses on the impact of aspects of the learner and aspects of the learning-environment on attitudinal and behavioral acceptance. Cognitive as well as motivational factors are examined as indicators for the learner’s characteristics. As indicators for the learning environment the didactical and the medial design are examined. The results show a direct relation of some examined factors on attitudinal acceptance and an indirect relation on usage (behavioral acceptance). This outcome suggests a special consideration of these aspects to foster acceptance of e-learning at the workplace.

This article deals with cooperation scripts as a method of collaborative learning. The particular focus lies on cooperation scripts, which aim at the improvement of individual text comprehension in the classroom. In this context, different approaches and strategies applied were illustrated. Furthermore, this article presents recent trends for the implementation of cooperation scripts in CSCL scenarios.

This paper deals with collaborative knowledge construction in videoconferencing. The main issue is about how to predict individual learning outcome, in particular how far individual prior knowledge and the collaborative knowledge construction can influence individual learning outcomes. In this context, the influence of prior knowledge and two measures of instructional support, a collaboration script and a content scheme were analyzed concerning the collaborative knowledge construction. An empirical study was conducted with 159 university students as sample. Students learned collaboratively in groups of three in a case based learning environment in videoconferencing and were supported by the instructional support measures. Results show that collaborative knowledge construction had more impact on individual learning outcome than individual prior knowledge.

Due to the increased need for training, more and more companies employ new communication and information technologies in the context of e-learning for further education. However, many firms are confronted with a lack of acceptance of e-learning which is mirrored in insufficient usage (see Venkatesh & Davis, 2000). This study tries to identify factors which have an influence on the employees’ acceptance of e-learning. Acceptance models which focus attitudinal and behavioral aspects are the background of this study (see Davis, 1989). Acceptance thus includes attitudes towards the usage of new technologies and the behavior itself. However, the models rarely offer any clues with regard to the influence of context factors. Insights from research on implementation can serve as theoretical background for the selection of possible context factors (Joshi, 1991; Tarlatt, 2001). In this study personnel-related as well as organizational measures and technical conditions are examined as factors for securing acceptance. The results show a direct relation of the examined factors on attitudinal acceptance and an indirect on usage (behavioral acceptance). This outcome suggests a special consideration of these aspects during the implementation of e-learning in companies.

One of the competencies that is believed to be of growing importance in the context of a developing knowledge society is the concept of intrapreneurship. In education, the normative aspect of that concept is of major relevance, since it contains the demand on individuals to act like entrepreneurs inside their organizations. On the basis of an analysis of these demands, we sketch a competence model of intrapreneurship that comprises cognitive, motivational, social, and organisational competencies. To foster the acquisition of these competencies, learning environments should follow a moderate constructivist view of learning and instruction, and implement the design principles of problem oriented learning. For organizing this in school, the project method seems especially suited. To demonstrate how such learning environments can be realized, we describe and discuss the concept of the innovative school project “Tatfunk”. In the conclusion we discuss the significance of intrapreneurship in educational contexts.

In recent years, many companies have started training their employees using E-Learning solutions. But current studies indicate that companies have not been utilizing E-learning solutions to an acceptable degree. These studies do not address the question regarding which factors promote an employee's acceptance of E-learning solutions. There is a lack of theoretically based findings in this area. To counter this shortfall, this paper will discuss various acceptance models against the background of the relevance in the field of acceptance of E-Learning in companies. The goal of the analysis of the acceptance model is to identify both personal and contextual factors that influence an employee's intention to use E-Learning and behavioural acceptance of E-Learning solutions. These factors shall provide the subject matter for future investigations on this topic.

Discussions on the topic of virtual communities are increasing in theory and practice. But the description of the phenomenon virtual communities is still quite diffuse. In this contribution characteristics and design criteria of virtual communities are described. On the basis of the characterization of knowledge management processes in virtual communities three examples of virtual communities are described briefly.

The present study was conducted to predict bullying roles over a six years time period and across contexts differing in the degree of peer hierarchies. Out of two representative data sets from primary (N = 1525) and secondary school (N = 2958), 282 children (156 boys; 126 girls) were followed up longitudinally. Self reports on bullying experiences and peer reports about social status were assessed by a structured individual interview (in primary school) and by questionnaire given classwise (in secondary school). Risk analyses showed, that only a bully role in primary school yields a risk to be sustained in secondary school. However, victims in primary school classes with a more pronounced degree of hierarchical structuring proved stable in their role while the victim role was unstable from primary school classes with low hierarchical structuring. This interaction did not apply to bully role stability. Differential characteristics of the victim and the bully role in primary school and secondary school settings are discussed.

The study deals about the support of cooperative case-based learning in videoconferencing. In particular, the effects of socio-cognitive scripts for supporting the naming of case information and content schemes for supporting the application of theoretical concepts on a special case were analyzed. 53 triads were set up and randomly assigned to one of four conditions in a 2x2-factorial design. The factors socio-cognitive script (with/without) and content scheme (with/without) were varied. The learners had to familiarize with a theory individually and then to solve a case cooperatively. To measure the effectiveness of the intervention, an individually and cooperatively compiled case solution were analysed. Results show a strong effect of the content scheme which can be improved by giving a socio-cognitive script additionally.

Self-evaluations are evaluations where the practitioners who are responsible for the evaluation object are “owners of the process”. They can decide on their own on initiation, goals, and procedure of an evaluation, and on the use of evaluation results, or at least they have considerable influence on these decisions. In this report we trace back the development of self-evaluation as an independent approach in recent evaluation history. To discuss its potentials and limits, we compare possible functions of conventional evaluation and self-evaluation, and portray four case examples from the fields of social work, school, university, and further education. As a concrete example, concept and realization of the self-evaluation in SEMIK, a national German program to foster implementation of new media in schools, are described together with early results. Concluding, we outline some desirable developments for future theory and practice.

Collaborative learning in computer-supported learning environments typically means that learners work on tasks together, discussing their individual perspectives via text-based media or videoconferencing, and consequently acquire knowledge. Collaborative learning, however, is often sub-optimal with respect to how learners work on the concepts that are supposed to be learned and how learners interact with each other. Therefore, instructional support needs to be implemented into computer-supported collaborative learning environments. One possibility to improve collaborative learning environments is to conceptualize scripts that structure epistemic activities and social interactions of learners. In this contribution, two studies will be reported that investigated the effects of epistemic and social scripts in a text-based computer-supported learning environment and in a videoconferencing learning environment in order to foster the individual acquisition of knowledge. In each study the factors "epistemic script" and "social script" have been independently varied in a 2×2-factorial design. 182 university students of Educational Science participated in these two studies. Results of both studies show that social scripts can be substantially beneficial with respect to the individual acquisition of knowledge, whereas epistemic scripts apparently do not lead to the expected effects.

New media is becoming increasingly important in university education. The hope is thereby to promote a higher quality of teaching as well as versatile and flexible means of learning and instruction. However, this goal can only be realized, if students accept these new forms of learning and instruction and actively use them to gain knowledge. In order to ensure this, an evaluation of these learning environments through the students is necessary. In this article, an evaluation will be presented, which was conducted within the framework of the BMBF-sponsored project "Geoinformation - Multimedia for a New Interdisciplinary Course of Studies". In this study, the effect of computer-based self learning modules as well as lectures with flash-animated presentations on students was examined. The focus of this learner-oriented evaluation is laid on the dimensions acceptance, didactic and medial design, the learning process and the learning results/learning transfer. The results of this study show a particularly positive assessment of the use of media for both methods on learning and instruction. However, the cognitive and motivational learning process was given relatively low ratings for both methods. The dimensions didactic design and learning results/learning transfer show similar results for both methods, whereas the acceptance by the students was particularly high in the computer-based self learning modules

This study examined if computer-based learning in the field of empirical research methods could be fostered by cooperative learning and feedback. Students (n = 137) were randomly assigned to one of four experimental conditions in a 2x2-factorial design: individual learning with and without feedback intervention, and dyadic learning with and without feedback intervention. Individuals and dyads performed problem-solving tasks on correlation within a computer-based learning environment. The feedback intervention consisted of comprehension tests with elaborated feedback. In the cooperative conditions, feedback referred to the performance of the dyad, hence it was group feedback. Results showed that the feedback intervention had a substantial positive effect on learning outcomes, while cooperative learning did not significantly influence achievement. Moreover, a significant interaction effect was found: in the feedback conditions, individuals performed better than dyads; however, without the feedback intervention, dyads were more successful. For pedagogical practice it can be concluded that the feedback intervention should be implemented both in individual and cooperative computer-based learning. Especially when students learn individually, feedback is important. Further research should investigate effects of the feedback intervention in a field stud

This study focuses on the development of a complex web-based learning environment aimed at promoting the acquisition of applicable knowledge in the context of studying empirical research methods at university. This learning environment was then modified further on an empirical basis. The main focus of the present article is to describe the conceptualisation of the learning environment and research activities which were guided by an integrative research paradigm. The learning environment consisted of highly structured, complex texts in which the process of empirical research was illustrated in a detailed manner. By combining these texts with other instructional measures, the learning environment is given a flexible hypertext-structure. The effectiveness of the learning environment as a whole was investigated in three studies (two evaluation studies in the field and one experimental study in the laboratory). It was demonstrated that the additional instructional measures (e.g. a specific feedback-guidance and time-management measures) were not effective. The importance of cognitive, motivational and emotional learning prerequisites for the successful utilisation of the learning environment was highlighted. The implementation of special training and additional preparatory modules is recommended in order to optimise the fit between students' prerequisites and learning environm

Dieser Aufsatz erörtert Möglichkeiten und Probleme der Förderung kommunikativer Fertigkeiten durch die Unterstützung der Reflexion eigenen sprachrezeptiven Handelns und des Einsatzes von computerunterstützten Lernumgebungen für dessen Förderung. Kommunikationstrainings widmen sich meistens der Förderung des beobachtbaren sprachproduktiven Handelns (Sprechen). Die individuellen kognitiven Prozesse, die dem sprachrezeptiven Handeln (Hören und Verstehen) zugrunde liegen, werden häufig vernachlässigt. Dies wird dadurch begründet, dass sprachrezeptives Handeln in einer kommunikativen Situation nur schwer zugänglich und die Förderung der individuellen Prozesse sprachrezeptiven Handelns sehr zeitaufwändig ist. Das zentrale Lernprinzip - die Reflexion des eigenen sprachlich-kommunikativen Handelns - wird aus verschiedenen Perspektiven diskutiert. Vor dem Hintergrund der Reflexionsmodelle wird die computerunterstützte Lernumgebung CaiMan© vorgestellt und beschrieben. Daran anschließend werden sieben Erfolgsfaktoren aus der empirischen Forschung zur Lernumgebung CaiMan© abgeleitet. Der Artikel endet mit der Vorstellung von zwei empirischen Studien, die Möglichkeiten der Reflexionsunterstützung untersuche

Collaborative knowledge construction in computer-mediated learning environments puts forward difficulties regarding what tasks learners work on and how learners interact with each other. For instance, learners who collaboratively construct knowledge in computer-mediated learning environments sometimes do not participate actively or engage in off-task talk. Computer-mediated learning environments can be endorsed with socio-cognitive structuring tools that structure the contents to be learned and suggest specific interactions for collaborative learners. In this article, two studies will be reported that applied content- and interaction-oriented structuring tools in computer-mediated learning environments based on electronic bulletin boards and videoconferencing technologies. In each study the factors "content-oriented structuring tool" and "interaction-oriented structuring tool" have been independently varied in a 2X2-factorial design. Results show that interaction-oriented structuring tools substantially foster the processes of collaborative knowledge construction as well as learning outcomes. The content-oriented structuring tools facilitate the processes of collaborative knowledge construction, but have no or negative effects on learning outcome. The findings will be discussed against the background of recent literat

New communication technologies enable an array of new working and learning scenarios in which knowledge is being communicated. This article deals with the question to what extent these technologies can impede or facilitate knowledge communication. First, the various computer-based communication technologies will be classified. Second, effects of the medium on knowledge communication will be discussed based on results of studies of the current special priority program "Net-based Knowledge Communication in Groups". Third and last, computer-based possibilities to facilitate computer-mediated knowledge communication will be review

Video-conferencing is expected to become increasingly important for tele-learning environments. This study investigates how to foster cooperative learning in videoconferencing. The learning environment was a peer-teaching scenario, which demanded the learners to teach each other theories. In this study the effects of different types of support for cooperation were investigated. The main research question is how (1) content schemes and (2) cooperation scripts enhance the construction of collaborative external representations and foster learning outcomes. Re-sults indicate that content schemes as well as cooperation scripts foster the construction of shared external representations. Furthermore, the cooperation script enhances learning outcom

Goal of this study is the facilitation of participation and knowledge acquisition in cooperative, computer-mediated learning environments. Two cooperative scripts with respect to discourse contents and interaction were developed to pre-structure communication. Both scripts were analyzed with respect to their influence on participation and application-oriented knowledge in computer-mediated learning environments. The factors "content-related cooperative script" and "interaction-related cooperative script" were independently varied in a 2x2-factorial design. 105 students of Pedagogy participated in the experiment. Results show that interaction-related cooperative scripts substantially foster participation and individual acquisition of application-oriented knowledge, while content-related cooperative scripts facilitate the process of joint problem solving, but show substantial negative effects with respect to knowledge acquisitio

In order to support knowledge acquisition in the context of a problem-oriented training in empirical research methods for students of pedagogy, a virtual learning environment was conceptualized. This learning environment is provided parallel to the regular lectures. It is evaluated and further developed on the basis of empirical evidence. The learning environment follows a modular design. Depending on the training section in which the learning environment is implemented, different learning methods are employed. In the first section of the training, problem-solving tasks are provided which are to be coped with on an individual basis. In addition, transfer tasks are made available which are to be worked on in dyads. In the second section, the learning blocks are based on complex hypertexts which are combined with additional instructional components like explanations and questions of comprehension, for instance. The design of the hypertexts was guided by principles of example-based learning. In both training sections extensive concepts of tutorial support are realized, too. Besides the content-specific learning blocks, non-content-specific blocks are provided which give an introduction into the use of the learning environment and prepare the students for the regular exams. The conception of the learning environment is guided by a differentiated cognitive and motivational perspective. Especially with respect to the application of theories, the design-strategy is inspired by an integrative research paradigm which is addressed in the outloo

Starting from problems of knowledge application in the domain of empirical research methods and findings from an initial field study and a laboratory study on example-based, virtual learning in this domain, a virtual learning environment was modified. Then this learning environment, which is based on worked-out examples, was implemented into the training of empirical research methods for students of pedagogy and evaluated in the field study presented here. The experimental variation concerned the extent to which the provided example-information was pre-structured (complete pre-structuring (n = 34) vs. recommendation of structuring (n = 30) vs. no pre-structuring (n = 24)). Additionally, the participants were compared to a control group of students (n = 124) with respect to the learning outcomes. The acquisition of applicable knowledge could be supported in the virtual learning environment. Concerning prior knowledge in empirical research methods and learning behaviour which was examined before the exams took place, the experimental groups did not differ from the control group. However the structuring means did not prove effective: they neither influenced learning outcomes nor the type of working with the learning environment but increased cognitive overload experienced by the students. Time-on-task data showed that analogous to the initial field study, the mode of working with the learning environment was highly deficient. Thus, deficits in self-regulated learning and metacognitive control were not compensated by the structuring means. It is discussed to what extent the preparedness of the learners to invest effort could be fostered by making the feedback-situation more effective; this effect might be moderated by the learner's self-effica

The successful implementation of educational innovations is dependent on their sustainability. This paper discusses the success of pilot programs in connection to sustainability and transfer. It is argued that the conceptualisation and planning of innovations must be considered as well as the complete process of implementation, which consists of the phases of beginning, of realisation and of continuation. The phase of realisation is exceptionally significant in this context because important processes must be initiated here. The educational program SEMIK (Systematic Integration of Media, Information and Communication Technologies in Teaching and Learning) is used as an example to illustrate criteria for assessing successful sustainability and possible measures to foster it. Consequences and problems in concern to pilot programs are discussed. The main focuses of SEMIK (development of new concepts of teaching and learning, school development, teacher education and further education, curricula development and technical tools) are examined in respect of their sustainability. In the concluding discussion some pivotal aspects are shown

Two cognitivistic conceptual-change-approaches are presented in a detailled manner: the "framework theory"-approach of Vosniadou (Vosniadou & Brewer, 1992) and the "categorization approach" of Chi (1992). Vosniadou describes conceptual change as a gradual revision of mental models, and Chi conceptualizes it as an overcoming of of ontological categorization errors. Both deficit-oriented approaches are criticized from a contextualistic perspective. The problem of reification, the neglected context-problem, the problem of knowledge diagnosis, the problem of focusing on initial learning in well-structured domains and finally the cognitive bias-problem are discussed. A context modell of Caravita und Halldén (1994) is provided as an example of a situated approach. This model will be employed and critically discussed in the context of a study of our research group on learning with a computer-based scenario in the domain of economics; it differentiates between everyday and scientific context. The additional differentiation between situational and cognitive context is supplemented by the cultural context which plays an eminent role in the "radical" position of Säljö (1999). Finally the conceptual pluralism by which the current research landscape is dominated as well as possibilities of integrating competing perspectives are discussed

This research report is concerned with the evaluation of problem-oriented learning in medicine, i.e. the Munich Model of medicine education. First, key concepts of problem-oriented learning and their realisation in medical education are outlined. Then, the Munich Model of medicine education which has been established in cooperation with the Harvard Medical School, Boston, is described. Four problem-oriented courses are part of this model. Approximately 1.500 students participated in these courses. The aim of the evaluation is to provide a basis for improving the quality of the four problem-oriented courses. Evaluation dimensions are acceptance, subjective learning gains, group cooperation and tutor's support. The report shows the students' ratings of all courses conducted since 1997. The evaluation results are described for each course. Furthermore, between-course comparisons are reported. In general, students are very satisfied with the courses. Findings are discussed and future research is outlined

In the present study data of an experimental study on the effectiveness of a complex worked-out example in the domain of empirical research methods and statistics were re-analysed from a new perspective. On the basis of cognitive, motivational and emotional prerequisites and associated characteristics four homogeneous sub-groups were identified by running a cluster analysis. It could be shown that learners with different profiles differed in some process-variables which were recorded during the learning phase; moreover differences in the learning outcomes and in dependent motivation variables appeared. Starting from these findings which show that even under experimental conditions quantitative and qualitative aspects of the learning process are influenced to a high degree by specific constellations of learner characteristics, possibilities of increasing the effectiveness of the learning environment by integrating adaptive elements were discussed

Starting from problems of knowledge application in the domain of empirical re-search methods and findings from a field study on example-based learning in this domain, a complex worked-out example was employed under experimental conditions. The completeness of the information provided in the example (no gaps vs. gaps) and the provision of questions of understanding (no questions vs. questions) was varied, that is a 2×2-factorial design was used. For all conditions, a distinct learning progress could be achieved by employing the complex worked-out example. However, learning outcomes were neither fostered by the gaps nor by the questions of understanding. The instructional means also had no influence on cognitive load and on motivational aspects. However, various characteristics of the students proved to be important influencing factors

Recent social developments towards a "knowledge society" require the ability to engage in life-long learning, i.e. learning competence. The term learning competence is elucidated in this paper, including its constituents "learning" and "competence": Against the background of a moderate constructivist approach, learning is perceived as an active, constructive, self-regulated, situated and interactive process. Competence is defined as the ability to act successfully. As to learning competence, a subdivision into three components is suggested: self-regulatory competence, cooperative competence, and media competence. These sub-competencies are illustrated and suggestions are made for their support by means of problem-oriented learning environments. As an example, a problem-oriented virtual seminar at the Ludwig-Maximilians-University of Munich is described that intends to enhance competencies in self-regulated, cooperative and web-based learning. Finally, factors are indicated that should be taken into account while implementing new concepts of learning for the support of learning competence

This study investigates collaborative learning of small groups via text-based com-puter-mediated communication. We analyzed how two approaches to pre-structure communication influence participation, individual knowledge transfer, the conver-gence of participation and the convergence of knowledge among learning partners. We varied the factor "scripted cooperation" and the factor "scaffolding" in a 2x2-design. 105 university students of Pedagogy participated. Results show that scrip-ted cooperation was most and scaffolding least beneficial to individual transfer, knowledge convergence and participation in comparison to open discourse

Starting from problems of knowledge acquisition and transfer in the domain of empirical research methods, an example-based instructional approach to foster domain-specific action competence was developed. The heart of the approach are two worked-out examples which include most contents of a two-semester-lecture on empirical research methods. The examples were presented in an incomplete form and had to be completed by the students. The instructional approach was implemented in the context of a virtual tutorial which accompanied the regular lectures. It was evaluated in the context of a field study in which the feedback-condition was varied experimentally. 25 students were given special questions to guide feedback-processing (experimental group 1), 25 students were given no guidance (experimental group 2). 30 students who attended the lectures but did not participate in the virtual tutorial were used as control group. The feedback-condition did not influence the acquisition of action competence. Even though the learners did not use the examples in an optimal manner, the experimental group was more successful than the control group both in an exercise test and in the regular written exam. In order to further increase the effectiveness of the instructional approach, the students´ competence of self-regulated learning should be fostered.

The focus of the paper is on important theoretical perspectives on collaborative knowledge construction: The socio-genetical perspective, the cognitive perspective of information processing, the socio-cultural and situated perspectives, the perspective of argumentative discourse, and the perspective of collective information processing. Each perspective is described with respect to its basic idea, main research questions, theoretical aspects of collaborative knowledge construction in discourse, and methodology typically applied. On this background, conclusions for theory building and empirical research are draw.

Video-conferencing is expected to become increasingly important for tele-learning environments. In contrast to asynchronous, text-based computer-mediated communication, video-conferencing facilitates cooperation tasks that require highly frequent and continuous coordination. Typical kinds of such cooperation tasks are found in peer teaching settings. Despite the growing application of video-conferencing, only little is known about possibilities of enhancing collaboration in video-conferencing settings. This study investigates the effects of different types of support for cooperation on the learning outcomes of peer dyads in a video-conferencing scenario. The main research question is how cooperation scripts and content schemes enhance the students' cognitive activities and foster the outcomes of cooperative learning. Two factors were varied experimentally: The content scheme (with/without) and the cooperation script (with/without). 86 university students of educational psychology participated in the study. Each student of a dyad received a text dealing with a psychological theory in the field of the nature-nurture-debate. The students' tasks were (1) to teach their partners the relevant contents of their text and (2) to reflect ideas that went beyond the scope of the text. Results indicate that in particular the cooperation script en-hances learning outcomes of collaborative knowledge construction

Starting from problems of knowledge acquisition and transfer in subdomains of economics various experimental studies were carried out in which the effectiveness of an example-based instructional approach was investigated. On the basis of these studies, instructional consequences were drawn. In the context of a field study in which example-based learning and teaching was implemented at vocational schools, these consequences were applied and evaluated. Compared to a control group which was taught in a traditional way, the experimental group with example-based instruction acquired more applicable knowledge. The differences between the two groups were statistically significant and of practical relevance. With respect to motivation, the experimental group also showed positive results. Further consequences for the implementation of example-based learning and teaching in practice are drawn.

Up to this point, university education has largely remained unaffected by the developments of novel approaches to web-based learning. The paper presents a principled approach to the design of problem-oriented, web-based learning at the university level. The principles include providing authentic contexts with multimedia, supporting collaborative knowledge construction, making thinking visible with dynamic visualisation, quick access to content resources via Information and Communication Technologies (ICT), and flexible support by tele-tutoring. These principles are used in the Munich Net-based Learning In Computer Science (MUNICS) learning environment, which is designed to support students of computer science to apply their factual knowledge from the lectures to complex real-world problems. For example, students can model the knowledge management in an educational organisation with a graphical simulation tool. Some more general findings from a formative evaluation study with the MUNICS prototype are reported and discussed. E.g., the students' ignorance of the additional content resources is discussed in the light of the well-known finding of insufficient use of help systems in software applications

If new theoretical approaches emerge from criticism of established theories, they have to prove reasonable in the framework of empirical research projects. This is also true for approaches of situated learning. In this contribution, characteristic features of situated learning approaches will be described. In addition, the most important research surveys and their designs will be discussed. Following the first predominantly ethno-methodological phase, current research focuses on the investigation of the collaborative culture of learning, analysing both the shared and the individual knowledge. At this stage, research is mainly based on the principle of ecological validity, implemented by means of complex designs and field experiments. The presented surveys of five research groups show a change in methodology that is called interactive or integrative methodology. Finally, this contribution refers to possible consequences for educational philosophy and technology

Life-long learning is an important topic not only in current political debates but also in educational-psychological theory building. Theoretical assumptions regarding life-long learning are based on research on life-span-development and research on skill acquisition. Descriptions of the concept associate life-long learning with forms of self-directed and cooperative learning. Consequently, motivational, cognitive, and social-communicative competencies of the learner play a major role. Regarding their importance for life-long learning, it is a major educational goal to foster these competencies. Here, problem-based learning environments are an important measure to foster self-directed and cooperative learning strategies

This study investigated how two types of graphical representation tools influence the way in which learners use shared and unshared knowledge resources in two different collaboration scenarios, and how learners represent and transfer shared knowledge under these different conditions. Moreover, the relation between the use of knowledge resources, representation, and the transfer of shared knowledge was analyzed. The type of graphical representation (content-specific vs. content-unspecific) and the collaboration scenario (video conferencing vs. face-to-face) were varied. 64 university students participated. Results show that the learning partners converged in their profiles of resource use. With the content-specific graphical representation, learners used more appropriate knowledge resources. Learners in the computer-mediated scenarios showed a greater bandwidth in their profiles of resource use. A relation between discourse and outcomes could be shown for the transfer but not for the knowledge representation aspect

This article on the one hand wants to survey action research in the area of management in these aspects that are relevant to knowledge management research. It also gives an overview of qualitative evaluation research in the area of education. On the other hand the article tries to point out how these two research trends relate to the model of qualitative social research. In addition to that the article introduces the relatively unknown mode 2 research; its basic idea of integrating different understandings of research can sometimes be already found in educational psychology. By this way the article highlights possibilities of an integrated understanding of research in scientific knowledge management projects and encourages to discuss a scenario for knowledge management driven by Mode 2 research.

The Munich Knowledge Management Model is based on learning goals as well as a conception of knowledge as a variable state between information and acting. Know-ledge management in the Munich model paraphrases the attempt to organize movements of knowledge between information and acting, so that specific problems and situations can be solved purposefully. It embodies a new position towards know-ledge and its carriers as well as a new culture of how to deal with knowledge. It offers the possibility to integrate technical oriented infor-mation management and human resource orientated competence manage-ment. Based on results of meta-cognitive research the Munich Management Model wants to combine theoretically psycholo-gical, organisational and technical tasks of knowledge management. Communities are the germ-cells of knowledge ma-nagement and enforce the inclusive function of the model.

Most trainings of communicative behavior focus on fostering the observable speech productive behavior (i.e. speaking). The individual cognitive processes underlying speech receptive behavior (hearing and understanding utterances) thus are often neglected. This is due to the fact that speech receptive behavior cannot be accessed in the midst of a conversation and that its training is very time-consuming. Computer-supported learning environments employed as cognitive tools can help to foster speech receptive behavior. This article discusses the fostering of speech receptive behavior and the possibilities of using software for this purpose. The computer-supported learning environment CaiMan© which is based on these ideas is presented. Finally, seven factors of success for the integration of software into the training of soft skills are derived from empirical research.

This research report is concerned with integrative evaluation as a means to enhance the accep-tance of evaluations at universities. If evaluations are initiated from outside, e.g. from administrative institutions, the problem of reduced acceptance frequently arises. This means that teachers and students tend to dislike the evaluation, because the possibilities for those directly affected persons to actively influence the evaluation are rather low. With respect to this problem, it is shown how teachers, students and administration can be integrated in the evaluation process by providing possibilities for active participation. The three groups are integrated in the clarification of the evaluation goals and the evaluation design. This process is supported by using the evaluation cube. When the questionnaires are developed, these groups participate by generating the evaluation criteria. Based on these criteria, the expectancies of students regarding course quality, the expectancy confirmation and the satisfaction with the course are assessed. The feedback of the evaluation results aims at motivating teachers to enhance the quality of the course. Finally, intervention steps are elaborated by cooperation of the three groups. At the end of the report, research questions are outlined which are considered to be important with regard to integrative evaluation.

In an experimental study in the domain of bookkeeping it was investigated to what extent the problem of knowledge acquisition can be overcome by variations of an example-based instructional approach which differed with respect to some instruc-tional means. In order to investigate the influence these means have on learning outcomes and learning behaviour, the factors "provision of instructional explana-tions" (with vs. without explanations) and "variability of perspectives during lear-ning" (uniform vs. multiple perspectives) were varied experimentally in a 2?2-factorial design. Sixty students of a vocational school were randomly assigned to the resulting four learning conditions. By inducing multiple perspectives, acqui-sition of applicable knowledge could be fostered; against our expectations, instruc-tional explanations had no effect on the learning outcomes. Neither instructional expla-nations nor multiple perspectives had a measurable influence on the lear-ning behaviour. Further evidence concerning the mechanisms underlying the in-struc-tional means implemented in this study could be provided by an analysis of various qualitative data.

Rapid communication and marked-oriented inventions belong to New Economy as do the "jockey to the horse". Nevertheless, such key notions only get meaningful by finding common structure between well-known and unknown entities, between old and new. Analogies represent exactly these common structure in a narrative, descriptive and plausible way. Keeping this in mind, it can be expected that the explicit encouragement of analogous thinking and speaking will have lasting effects on knowledge-intensive processes in companies, especially concerning heterogeneous teams. This report present an modular analogy-training which is based on an integrated teaching-learning approach including the Munich knowledge-management model. Additionally, the scientific concept of the training is presented which will be implemented and evaluated in a company environment. A sketch of the planned project phases gives an idea of the concrete implementation of the analogy project.

The article introduces into the method of "Story Telling" that will be embedded in a holistic knowledge management model. A project of the authors, where Story Telling is applied will be described. Story Telling is a method for the construction of stories about one's experiences within an organizational setting. It is applied for filtering out and documenting the background of significant events and the implicit knowledge of the participants. Story Telling is considered as sustainable and effective when being used for starting organizational changes within knowledge management and for fostering the development towards learning organizations. Besides a detailed description of the method and its connections to the Munich Knowledge Management model the article describes the planned application of Story Telling within a cooperation between three institutes of the LMU Munich and industry about knowledge management in further education.

The idea of communities is very popular in the current discussion on knowledge management in practice: Positive and emotional associations as well as high expectations, especially regarding communication and innovation, have resulted in the foundation of communities as informal groups of shared interests in many organizations. Compared to the community-euphoria, the empirical foundation of the concept can be characterized as unsatisfactory. It is not yet clear if communities content the proposed potential of creativity and innovation. It is also an open question to what extent such communities can develop and exist on the basis of self-organization claimed by the theoretical community-concept. This article tries to analyze the attractive power and chances of communities in detail and points to the critical aspects which can be understood as scientific tasks.

Sat, 1 Jan 1983 12:00:00 +0100 http://epub.ub.uni-muenchen.de/2394/ http://epub.ub.uni-muenchen.de/2394/1/2394.pdf Heller, Kurt A.; Vieweg, Heidemarie Heller, Kurt A. und Vieweg, Heidemarie (1983): Die Rollenproblematik des Lehrers als Berater. Forschungsberichte des Landes Nordrhein-Westfalen; Nr. 3160. Opladen: Westdeutscher Verlag Psychologie und Pädagogik