rainer kuhlen informationswissenschaft – universität konstanz fb informatik und...
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Rainer KuhlenUniversity of Konstanz
Germany
Department of Computer and Information Science
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Collaborative knowledge management in an e-learning environment (K3)
Rainer KuhlenUniversity of Konstanz
Germany
Department of Computer and Information Science
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Collaborative knowledge management in an e-learning environment (K3)
Rainer KuhlenUniversity of Konstanz
Germany
Department of Computer and Information Science
also an opportunity to identify and to
overcome gender barriers
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Collaborative knowledge management in an e-learning environment (K3)
Rainer KuhlenUniversity of Konstanz
Germany
Department of Computer and Information Science
also an opportunity to identify and to
overcome gender barriers
This document will be published under the following Creative-Commons-License: http://creativecommons.org/licenses/by-nc-sa/2.0/de//
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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 5
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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 6
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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 7
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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 8
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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 9
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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 10
Universities of Applied Science (Polytechnics)
Darmstadt
Hamburg
Hannover
Köln
Leipzig
Potsdam
Stuttgart
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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 11
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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 12
Universities
Berlin HU
Berlin FU
Saarbrücken
Regensburg
Hildesheim
Düsseldorf
Konstanz
2
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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 13
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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 14
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.
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.
Current book projecta2k4oi
access to knowledge for open innovation
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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 15
Content – Topics
Gender differences -
findings from research
Gender-mixed course
information ethics
Gender differences
in rolebehaviour
Conclusion
Gender mainstreaming
ine-learning
K3 collaborative
e-learning paradigm
Gender differences
in discourse
K3 didactic concept
K3systemfeatures
3
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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 16
K3 collaborative
e-learning paradigm
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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 17
K3 (German acronym for communication, collaboration,
competence) is a knowledge management system in learning
environments for higher level academic teaching.
K3 collaborative
e-learning paradigm
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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 18
K3 as a tool for collaborative work
to enable virtual groups (and in them, of course, individual learners)
to acquire information and communication competence
K3 collaborative
e-learning paradigm
to produce content and acquire knowledge in the special course domain
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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 19
K3
didactic concept
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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 20
Blended learning
Mixture of constructivism and instructionalism
K3
didactic concept
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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 21
Blended learning - didactic mix
virtual group work
individual work
classic lectures
class room discussion
video conference presentations
K3
didactic concept
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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 22
Combination of constructivism and instructionalism
discourse types roles reference objects summaries presentation
course description main topics work assignments work tasks reference objects feedback (evaluation)
K3
didactic concept
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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 23
K3 collaborative
e-learning paradigm
K3 in a nutshell
Collaborative e-learning in K3
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.
K3
didactic concept
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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 24
Moderator
PresenterCommunication competence
Information competence Summarizer
Researcher
role concept K3
didactic concept
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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 25
K3
system features
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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 26
K3 K3 Courses since 2004
Information ethics
Joint course Univ, Konstanz – Univ. Zürich
Joint course Univ.Konstanz – Univ. Genf
technical course
Joint course Univ. Konstanz – Univ. Berlin
discourse-oriented
Joint course Univ.Konstanz – Univ. Berlin – Univ.
Hildesheim
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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 27
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
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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 28
K3 5-level architecture
(1) course
(2) main topics
(3) work assignments
(4) specific tasks
(5) discourse objects
(5) discourse objects
(5) discourse objects
(5) discourse objects
(6) reference objects
bibl. references web links upload files summaries presentations
4
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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 29
Objectives Target groups Didactics Language Main topics Discourse types
Course – level 1
Information ethics Reference objects
Short course description
Learning contract
Extended course description
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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 30
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?
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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 31
Main topics - level 2 (instructional mode)
Work assignments
Reference objects
Main topicK1 Privacy in electronic
environments
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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 32
Work assignments - level 3
Topic work assigment: What is information
privacy?Beginning/end of
group work
Work assigment description
Assigned roles for work assignment
Evaluation of group work - by course
instructor
Work tasks Filter:userFilter:
discourse typeFilter:roles
Filter: date
Filter: free text
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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 33
Work tasks - level 4
Discourse
Work task „Privacy – data traces“
Results:Summariespresentation
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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 34
Work tasks - level 4
Discourse for work task „privacy - data
traces“
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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 35
Work tasks - level 4Role: ResearcherDiscourse type:
Addendum
Reference objectshyperlinksliterature
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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 36
(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 K3 discourse with discourse objects – in the thread paradigm
Discourse objects – level 5
8
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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 37
Gender mainstreaming
ine-learning
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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 38
Gender mainstreaming
The gender concept, in contrast to the bi-
polar sex concept, considers differences
between male and female behavior and
their norms/value systems to be socially
and culturally constructed.
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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 39
Gender mainstreaming
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.
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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 40
Gender mainstreaming
inGermany
„Innovation and work place in the information society of the 21st century“
equal Internet 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
objectives
http://www.bmbf.de/pub/women_in_education_and_research.pdf.
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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 41
Gender differences -
findings from research
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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 42
Gender differences -
findings from research
Some 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.
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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 43
Gender differences -
findings from research
Some findings from research
Confidence levels of the female CS majors are
often lower even than the male non-majors.
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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 44
Gender differences -
findings from research
Some findings from research
Male students prefer individual work whereas
female students like group work.
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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 45
Gender differences -
findings from research
Some findings from research
Women are less likely to engage in criticism of
one other.
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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 46
Gender differences -
findings from research
Some findings from research
5
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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 47
Gender differences -
findings from research
Some findings from research
5
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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 48
Gender-mixed course
in information ethics
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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 49
Gender-mixed 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)
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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 50
Blended learning – Phases in the information ethics course
Gender-mixed course
in information ethics
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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 51
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.
Gender-mixed course
in information ethics
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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 52
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.
Hypotheses Gender-mixed
course in information
ethics
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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 53
Discourse objects as typed objectsOrganization of discourse
Initialization of discourse (to get discourse started): question, thesis, new topic
Enhancement of discourse: addendum, critique
Results of discourse: summaries, presentations
Gender-mixed course
in information ethics
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Gender differences
in discoursein detail
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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 55
Gender differences in
discourse
H1 There are gender- and domain-specific differences in course activity
The median of the total number of gender-specific contributions shows clearly more activity on the part 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).
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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 56
H1 There are gender- and domain-specific differences in course activity
Gender differences in
discourse
9
Men in the male-dominated Konstanz group are more active than men in total (58,5/m/KN vs. 51/m/total), and 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).
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Gender-mixed course
information ethics
DataMale/female in male/females groups
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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 58
H1 There are gender- and domain-specific differences in course activity
Significant 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.
Gender differences in
discourse
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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 59
Gender-mixed course
information ethics
Data – total – Konstanz - Berlin
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Gender-mixed course
information ethics
Data
11
Data – total – Konstanz - Berlin
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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 61
Gender differences in
discourse
H1 There are gender- and domain-specific differences in course activity
Women add more information to existing discourse objects than men – 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.
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Gender-mixed course
information ethics
Data
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H1 There are gender- and domain-specific differences in course activity
Women 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).
Gender differences in
discourse
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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 64
But:
Women in their own environment tend to be more critical than in a male dominated environ- ment
whereas men seem to be more constant in their critical behavior.
Gender-mixed course
information ethics
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H2 Women in general are more willing to take on role responsibility and thus feel more responsible for the success of collaborative work.
Gender differences in role
behaviour
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H2 The higher degree of female responsibility is also supported by their willingness to take on the moderator´s role (internal group work activity).
Gender differences
in rolebehaviour
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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 service-oriented internal roles.
Gender differences
in rolebehaviour
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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 68
Gender differences
in discourse
H3 Men tend to be more initiative-oriented and critical in discourse
This hypothesis 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.
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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 69
Gender differences
in discourse
H4 The gender composition in virtual group work has an effect on the performance of the virtual work
This hypothesis 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 female-dominated 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
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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?
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Conclusion
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?
What do these gender-specific differences mean?
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Conclusion
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?
What do these gender-specific differences mean?
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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 74
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.
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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:[email protected]
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.