Rainer Kuhlen University of Konstanz Germany Department of

Rainer Kuhlen University of Konstanz Germany Department of Computer and Information Science

Collaborative knowledge management in an e-learning environment (K 3) Rainer Kuhlen University of Konstanz Germany Department of Computer and Information Science

Collaborative knowledge management in an e-learning environment (K 3) Rainer Kuhlen University of Konstanz Germany Department of Computer and Information Science also an opportunity to identify and to overcome gender barriers

Collaborative knowledge management in an e-learning environment (K 3) Rainer Kuhlen University of Konstanz Germany also an opportunity to identify and to overcome gender barriers Department of Computer and Information Science This document will be published under the following Creative-Commons-License: http: //creativecommons. org/licenses/by-nc-sa/2. 0/de//

Information Engineering - Department of Computer and Information Science University of Constance 5 E-Learning and Gender – UCLA – GSE&IS March 08 2007 5

Information Engineering - Department of Computer and Information Science University of Constance 6 E-Learning and Gender – UCLA – GSE&IS March 08 2007 6

Information Engineering - Department of Computer and Information Science University of Constance 7 E-Learning and Gender – UCLA – GSE&IS March 08 2007 7

Information Engineering - Department of Computer and Information Science University of Constance 8 E-Learning and Gender – UCLA – GSE&IS March 08 2007 8

Information Engineering - Department of Computer and Information Science University of Constance 9 E-Learning and Gender – UCLA – GSE&IS March 08 2007 9

Universities of Applied Science (Polytechnics) Darmstadt Hamburg Hannover Köln Leipzig Potsdam Stuttgart Information Engineering - Department of Computer and Information Science University of Constance 10 E-Learning and Gender – UCLA – GSE&IS March 08 2007 10

Information Engineering - Department of Computer and Information Science University of Constance 11 E-Learning and Gender – UCLA – GSE&IS March 08 2007 11

Universities Berlin HU Berlin FU Saarbrücken Regensburg Hildesheim Düsseldorf Konstanz Information Engineering - Department of Computer and Information Science University of Constance 12 E-Learning and Gender – UCLA – GSE&IS March 08 2007 2 12

Information Engineering - Department of Computer and Information Science University of Constance 13 E-Learning and Gender – UCLA – GSE&IS March 08 2007 13

Current book project a 2 k 4 oi 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. access to knowledge for open innovation 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. Information Engineering - Department of Computer and Information Science University of Constance 14 E-Learning and Gender – UCLA – GSE&IS March 08 2007 14

Content – Topics K 3 colla borative elearning Gender para mains digm treaming K 3 didactic concept K 3 system features Gendermixed course inform ation ethics Conclusion Gender differenc es in findings e. Gender from learning differe research nces in in role discours behavio e ur. Information Science University of Constance Information Engineering - Department of Computer and 15 E-Learning and Gender – UCLA – GSE&IS March 08 2007 3 15

K 3 collab orative elearning parad igm Information Engineering - Department of Computer and Information Science University of Constance 16 E-Learning and Gender – UCLA – GSE&IS March 08 2007 16

K 3 s coll aborativ e elearning para K 3 (German acronym for communication, collaboration, digm competence) is a knowledge management system in learning environments for higher level academic teaching. Information Engineering - Department of Computer and Information Science University of Constance 17 E-Learning and Gender – UCLA – GSE&IS March 08 2007 17

K 3 coll aborativ e elearning K 3 as a tool for collaborative para digm work to enable virtual groups (and in them, of course, individual learners) Ø to produce content and acquire knowledge in the special course domain Ø to acquire information and communication competence Information Engineering - Department of Computer and Information Science University of Constance 18 E-Learning and Gender – UCLA – GSE&IS March 08 2007 18

K 3 didacti c conce pt Information Engineering - Department of Computer and Information Science University of Constance 19 E-Learning and Gender – UCLA – GSE&IS March 08 2007 19

K 3 didacti c concept s Blended learning � Mixture of constructivism and instructionalism Information Engineering - Department of Computer and Information Science University of Constance 20 E-Learning and Gender – UCLA – GSE&IS March 08 2007 20

K 3 didacti c concept s Blended learning - didactic mix Ø virtual group work Ø individual work Ø classic lectures Ø class room discussion Ø video conference presentations Information Engineering - Department of Computer and Information Science University of Constance 21 E-Learning and Gender – UCLA – GSE&IS March 08 2007 21

K 3 didacti c concept Combination of constructivism and instructionalism Ø Ø Ø course description main topics work assignments work tasks reference objects feedback (evaluation) Ø Ø Ø discourse types roles reference objects summaries presentation Information Engineering - Department of Computer and Information Science University of Constance 22 E-Learning and Gender – UCLA – GSE&IS March 08 2007 22

K 3 in a nutshell didacti c concept Collaborative e-learning in K 3 colla borative elearning para digm Ø firstly, to enable virtual groups (and in them, of course, individual learners) to produce content and acquire knowledge in the special course domain, and, Ø secondly, to enable virtual groups to acquire information and communication competence. Information Engineering - Department of Computer and Information Science University of Constance 23 E-Learning and Gender – UCLA – GSE&IS March 08 2007 23

K 3 role concept didacti c concept Ø Moderator Ø Presenter Ø Summarizer Ø Researcher Communication competence Information Engineering - Department of Computer and Information Science University of Constance 24 E-Learning and Gender – UCLA – GSE&IS March 08 2007 24

K 3 system features Information Engineering - Department of Computer and Information Science University of Constance 25 E-Learning and Gender – UCLA – GSE&IS March 08 2007 25

K 3 Courses since 2004 Joint course Univ. Konstanz – Univ. Genf technical course Joint course Univ. Konstanz – Univ. Berlin discourse-oriented Joint course Univ, Konstanz – Univ. Zürich Information ethics Joint course Univ. Konstanz – Univ. Berlin – Univ. Hildesheim Information Engineering - Department of Computer and Information Science University of Constance 26 E-Learning and Gender – UCLA – GSE&IS March 08 2007 26

Types of K 3 courses K 3 as a management tool for organizing courses K 3 as a knowledge base for single courses and for the whole curriculum K 3 as a tool for collaborative work in virtual groups Information Engineering - Department of Computer and Information Science University of Constance 27 E-Learning and Gender – UCLA – GSE&IS March 08 2007 27

K 3 5 -level architecture (1) course (5) discourse objects (2) main topics (3) work assignments (5) discourse objects (4) specific tasks (5) discourse objects (6) reference objects bibl. references web links upload files summaries presentations Information Engineering - Department of Computer and Information Science University of Constance 28 E-Learning and Gender – UCLA – GSE&IS March 08 2007 4 28

Course – level 1 Information ethics Reference objects Short course description Learning contract Extended course description Objectives Target groups Didactics Language Main topics Discourse types Information Engineering - Department of Computer and Information Science University of Constance 29 E-Learning and Gender – UCLA – GSE&IS March 08 2007 29

Main topics - level 2 (instructional mode) What is information ethics? K 1 Privacy B 1 Human rights B 2 Knowledge ecology K 2 Digital divide KB 3 Who owns knowledge? Information Engineering - Department of Computer and Information Science University of Constance 30 E-Learning and Gender – UCLA – GSE&IS March 08 2007 30

Main topics - level 2 (instructional mode) Reference objects Work assignments Main topic K 1 Privacy in electronic environments Information Engineering - Department of Computer and Information Science University of Constance 31 E-Learning and Gender – UCLA – GSE&IS March 08 2007 31

Work assignments - level 3 Work tasks Filter: user Filter: discourse type Filter: date Filter: roles Topic work assigment: What is information privacy? Filter: free text Beginning/end of group work Assigned roles for work assignment Evaluation of group work - by course instructor Work assigment description Information Engineering - Department of Computer and Information Science University of Constance 32 E-Learning and Gender – UCLA – GSE&IS March 08 2007 32

Work tasks - level 4 Results: Summaries presentation Work task „Privacy – data traces“ Discourse Information Engineering - Department of Computer and Information Science University of Constance 33 E-Learning and Gender – UCLA – GSE&IS March 08 2007 33

Work tasks - level 4 Discourse for work task „privacy - data traces“ Information Engineering - Department of Computer and Information Science University of Constance 34 E-Learning and Gender – UCLA – GSE&IS March 08 2007 34

Work tasks - level 4 Role: Researcher Discourse type: Addendum Reference objects hyperlinks literature Information Engineering - Department of Computer and Information Science University of Constance 35 E-Learning and Gender – UCLA – GSE&IS March 08 2007 35

Discourse objects – level 5 (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 Information Engineering - Department of Computer and Information Science University of Constance K 3 discourse with discourse objects – in the thread paradigm 36 E-Learning and Gender – UCLA – GSE&IS March 08 2007 8 36

Gender mainstr eaming in e-learning Information Engineering - Department of Computer and Information Science University of Constance 37 E-Learning and Gender – UCLA – GSE&IS March 08 2007 37

Gender mainst reaming The gender concept, in contrast to the bipolar sex concept, considers differences between male and female behavior and their norms/value systems to be socially and culturally constructed. Information Engineering - Department of Computer and Information Science University of Constance 38 E-Learning and Gender – UCLA – GSE&IS March 08 2007 38

Gender mainst reaming 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. Information Engineering - Department of Computer and Information Science University of Constance 39 E-Learning and Gender – UCLA – GSE&IS March 08 2007 39

Gender mainst reaming in German y „Innovation and work place in the information society of the 21 st century“ objectives Øequal Internet access for men and women Ø a 40% contingent of women in IT-related professional training and in the first semester in computer science Ø a significant consideration of women in other government programs, such as media and e-learning http: //www. bmbf. de/pub/women_in_education_and_research. pdf. Information Engineering - Department of Computer and Information Science University of Constance 40 E-Learning and Gender – UCLA – GSE&IS March 08 2007 40

Gender differenc es findings from research Information Engineering - Department of Computer and Information Science University of Constance 41 E-Learning and Gender – UCLA – GSE&IS March 08 2007 41

Gender difference sfindings from research Some findings from research Ø Women tend to underestimate their computer competence compared to men even if they have a higher competence profile than that of their male colleagues. Information Engineering - Department of Computer and Information Science University of Constance 42 E-Learning and Gender – UCLA – GSE&IS March 08 2007 42

Gender difference sfindings from research Some findings from research Ø Confidence levels of the female CS majors are often lower even than the male non-majors. Information Engineering - Department of Computer and Information Science University of Constance 43 E-Learning and Gender – UCLA – GSE&IS March 08 2007 43

Gender difference sfindings from research Some findings from research Ø Male students prefer individual work whereas female students like group work. Information Engineering - Department of Computer and Information Science University of Constance 44 E-Learning and Gender – UCLA – GSE&IS March 08 2007 44

Gender difference sfindings from research Some findings from research Ø Women are less likely to engage in criticism of one other. Information Engineering - Department of Computer and Information Science University of Constance 45 E-Learning and Gender – UCLA – GSE&IS March 08 2007 45

Gender difference sfindings from research Some findings from research Information Engineering - Department of Computer and Information Science University of Constance 46 E-Learning and Gender – UCLA – GSE&IS March 08 2007 5 46

Gender difference sfindings from research Some findings from research Information Engineering - Department of Computer and Information Science University of Constance 47 E-Learning and Gender – UCLA – GSE&IS March 08 2007 5 47

Gendermixed course in information ethics Information Engineering - Department of Computer and Information Science University of Constance 48 E-Learning and Gender – UCLA – GSE&IS March 08 2007 48

Gendermixed 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) Information Engineering - Department of Computer and Information Science University of Constance 49 E-Learning and Gender – UCLA – GSE&IS March 08 2007 6 49

Gendermixed course in information ethics Blended learning – Phases in the information ethics course Information Engineering - Department of Computer and Information Science University of Constance 50 E-Learning and Gender – UCLA – GSE&IS March 08 2007 50

Gendermixed course in information ethics Hypotheses H 1 There are gender- and domain-specific differences in course activity. H 2 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. Information Engineering - Department of Computer and Information Science University of Constance 51 E-Learning and Gender – UCLA – GSE&IS March 08 2007 7 51

Gendermixed course in information ethics Hypotheses H 3 Men tend to be more initiative-oriented and critical in discourse, whereas women act more cooperatively by reacting to other people’s comments. H 4 The gender composition in virtual group work has an effect on the performance of the virtual work. Information Engineering - Department of Computer and Information Science University of Constance 52 E-Learning and Gender – UCLA – GSE&IS March 08 2007 7 52

Gendermixed course in information ethics Discourse objects as typed objects ØOrganization of discourse Ø Initialization of discourse (to get discourse started): question, thesis, new topic Ø Enhancement of discourse: addendum, critique ØResults of discourse: summaries, presentations Information Engineering - Department of Computer and Information Science University of Constance 53 E-Learning and Gender – UCLA – GSE&IS March 08 2007 8 53

Gender differen ces in discourse in detail Information Engineering - Department of Computer and Information Science University of Constance 54 E-Learning and Gender – UCLA – GSE&IS March 08 2007 54

H 1 There are gender- and domain-specific Gender differences in course activity ences in The median of the total number of gender-specific discou contributions shows clearly more activity on the part of the rse 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). Information Engineering - Department of Computer and Information Science University of Constance 55 E-Learning and Gender – UCLA – GSE&IS March 08 2007 10 55

Ø Gender H 1 There are gender- and domain-specific differ ences differences in course activity in Men in the male-dominated Konstanz group are more discou rse 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). Ø 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). Information Engineering - Department of Computer and Information Science University of Constance 56 E-Learning and Gender – UCLA – GSE&IS March 08 2007 9 56

Gendermixed course informat ion ethics Male/female in Data male/females groups Information Engineering - Department of Computer and Information Science University of Constance 57 E-Learning and Gender – UCLA – GSE&IS March 08 2007 11 57

Gender differ ences in discou rse Ø Significant H 1 There are gender- and domain-specific differences in course activity 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. Information Engineering - Department of Computer and Information Science University of Constance 58 E-Learning and Gender – UCLA – GSE&IS March 08 2007 58 13

Gendermixed course informat ion ethics Data – total – Konstanz - Berlin Information Engineering - Department of Computer and Information Science University of Constance 59 E-Learning and Gender – UCLA – GSE&IS March 08 2007 12 59

Gendermixed course informat ion ethics Data – total – Konstanz - Berlin Information Engineering - Department of Computer and Information Science University of Constance 60 E-Learning and Gender – UCLA – GSE&IS March 08 2007 11 60

Gender H 1 There are gender- and domain-specific differ ences differences in course activity in Ø Women add more information to existing discourse objects than men discou – thus they contribute considerably to the success of collaborative rse 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. Information Engineering - Department of Computer and Information Science University of Constance 61 E-Learning and Gender – UCLA – GSE&IS March 08 2007 13 61

Gendermixed course informat ion ethics Data Information Engineering - Department of Computer and Information Science University of Constance 62 E-Learning and Gender – UCLA – GSE&IS March 08 2007 11 62

Gender differ ences in Ø Women discouadded rse H 1 There are gender- and domain-specific differences in course activity 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). Information Engineering - Department of Computer and Information Science University of Constance 63 E-Learning and Gender – UCLA – GSE&IS March 08 2007 13 63

Gendermixed course informat ion ethics 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. Information Engineering - Department of Computer and Information Science University of Constance 64 E-Learning and Gender – UCLA – GSE&IS March 08 2007 64

Gender differe nces in role behaviou r H 2 Women in general are more willing to take on role responsibility and thus feel more responsible for the success of collaborative work. Information Engineering - Department of Computer and Information Science University of Constance 65 E-Learning and Gender – UCLA – GSE&IS March 08 2007 14 65

Gender differe nces in role behaviou r H 2 The higher degree of female responsibility is also supported by their willingness to take on the moderator´s role (internal group work activity). Information Engineering - Department of Computer and Information Science University of Constance 66 E-Learning and Gender – UCLA – GSE&IS March 08 2007 14 66

Gender differe nces in role behaviou r H 2 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 serviceoriented internal roles. Information Engineering - Department of Computer and Information Science University of Constance 67 E-Learning and Gender – UCLA – GSE&IS March 08 2007 14 67

Gender differe nces in discours e H 3 Men tend to be more initiative-oriented and critical in discourse Ø 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. Information Engineering - Department of Computer and Information Science University of Constance 68 E-Learning and Gender – UCLA – GSE&IS March 08 2007 68

Gender differe nces in discours e H 4 The gender composition in virtual group work has an effect on the performance of the virtual work Ø This hypothesis could not be fully tested so far. ØData in the discussion of H 1 show that men and women are in general more active in those environments where their sex is dominant. Ø Other results support the interpretation that both femaledominated virtual groups and male-dominated groups achieved better results (the female groups with slightly higher ratings) compared to gender-mixed groups. Information Engineering - Department of Computer and Information Science University of Constance 69 E-Learning and Gender – UCLA – GSE&IS March 08 2007 69

Con clusion Information Engineering - Department of Computer and Information Science University of Constance 70 E-Learning and Gender – UCLA – GSE&IS March 08 2007 70

Conclusi on What do these gender-specific differences mean? Ø 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? Information Engineering - Department of Computer and Information Science University of Constance 71 E-Learning and Gender – UCLA – GSE&IS March 08 2007 71

Conclusi on What do these gender-specific differences mean? Ø 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? Information Engineering - Department of Computer and Information Science University of Constance 72 E-Learning and Gender – UCLA – GSE&IS March 08 2007 72

Conclusi on What do these gender-specific differences mean? 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? Information Engineering - Department of Computer and Information Science University of Constance 73 E-Learning and Gender – UCLA – GSE&IS March 08 2007 73

Conclusi on 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. Information Engineering - Department of Computer and Information Science University of Constance 74 E-Learning and Gender – UCLA – GSE&IS March 08 2007 15 74

Conclusi on Ø 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. Information Engineering - Department of Computer and Information Science University of Constance 75 E-Learning and Gender – UCLA – GSE&IS March 08 2007 75

Thank you for your attention Power point slides – under open CC licence – can be downloaded: http: //www. kuhlen. name or send an email to: rainer. kuhlen@uni-konstanz. de to receive both the full text file and the powerpoint file Information Engineering - Department of Computer and Information Science University of Constance 76 E-Learning and Gender – UCLA – GSE&IS March 08 2007 16 76

Functions of constructivism s 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. Information Engineering - Department of Computer and Information Science University of Constance 77 E-Learning and Gender – UCLA – GSE&IS March 08 2007 77