Engineering Peer-to-Peer Learning Processes for Generating High Quality Learning Materials

Abstract

Organizations are facing the challenge of transferring knowledge from experienced to novice employees and are seeking for solutions that avoid the loss of knowledge with retiring experts. A possible way for overcoming this challenge is having employees develop learning materials for their novice colleagues. Based on insights from both, education and collaboration research, designing structured collaborative peer-creation-processes seems a promising approach due to several reasons. Within a peer-creation-process participants are guided to knowledge acquisition, transfer as well as documentation for others. By developing learning materials through collaboration with people at different level of knowledge, e.g., the tacit knowledge of the expert gets codified and is ready for being used by novices. Furthermore, the collaborative creation will create learning effects even among participants and should further increase their knowledge, and the quality of the learning materials. Unfortunately, little research has addressed reusable didactically driven processes of systematically documenting knowledge that can be used by others as learning material. In order to bridge this gap we identify requirements from educational and collaboration literature and conceptualize educationally driven changes in the layer model of collaboration, e.g., to consider learning objectives in the goals layer or to integrate peer review as mechanisms for quality control in the procedures layer. This paper opens up a promising field for collaboration research and provides future research directions for reusable structured peer-creation-processes with focus on learning. This research-in-progress paper closes with a conceptual framework with requirements of a collaborative peer creation process.

Development of a Peer-Creation-Process to Leverage the Power of Collaborative Knowledge Transfer

“…In comparison to factual knowledge, such knowledge is more valuable, since it is often only visible in an indirect manner, such as actions by a person or within a certain context [16]. Social interactions between at least two people take place in order to enhance a transfer of knowledge [17]. Figure 2 depicts a working definition of knowledge transfer, since the transfer of procedural knowledge requires social interactions, collaboration between at least two people is necessary [16].…”

Flipping the Classroom – IT-unterstützte Lerneraktivierung zur Verbesserung des Lernerfolges einer universitären Massenlehrveranstaltung

“…Denkanstöße gegeben und die individuelle Relexions-, Kooperations-undKommunikationsfähigkeit gefördert (Arbaugh 2010;Oeste et al 2014b). Darüber hinaus erfolgt eine tiefere Auseinandersetzung mit den Lerninhalten(Wegener und Leimeister 2012).…”

“…Diese Freitextaufgaben sind sehr komplex, erfordern hohe kognitive Denkprozesse und adressieren die Lerninhalte auf den hohen Lernzielebenen. Gruppen bearbeiten online und kollaborativ über das LMS die Freitextaufgaben und bereiten eine gemeinsame Lösung in Form von Power Point Folien vor(Oeste et al 2014b). Zu Semesterbeginn tragen sich die Lernende in einer von 12 Gruppen ein, in der sie auch das Tutorium gemeinsam besuchen.…”