Knowledge convergence in collaborative learning: Concepts and assessment

Weinberger, Armin; Stegmann, Karsten; Fischer, Frank

doi:10.1016/j.learninstruc.2007.03.007

Cited by 222 publications

(138 citation statements)

References 16 publications

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“…Team research in organization sciences, on the other hand, provides more examples of measuring shared mental models or similar constructs. Nevertheless, many authors have pointed to the problematic issue of the measurement of shared mental models (e.g., Weinberger et al 2007;Cannon-Bowers and Salas 2001;Mohammed and Dumville 2001). Researchers used many methods, each of them having strengths and weaknesses.…”

Section: Measurement Of Shared Mental Modelsmentioning

confidence: 99%

Team learning: building shared mental models

Bossche

Gijselaers²,

Segers³

et al. 2010

Instr Sci

247

203

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To gain insight in the social processes that underlie knowledge sharing in teams, this article questions which team learning behaviors lead to the construction of a shared mental model. Additionally, it explores how the development of shared mental models mediates the relation between team learning behaviors and team effectiveness. Analyses were performed on student-teams engaged in a business simulation game. The measurement of shared mental models was based on cognitive mapping techniques. The results indicate that a team learning perspective provides insight in how people share knowledge. Particularly the team learning behaviors identified as co-construction and constructive conflict are related to the development of shared mental models. In addition, a shared mental model of the task environment in a team leads to improved performance. This underscores the importance of developing shared cognition in teamwork.

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Section: Measurement Of Shared Mental Modelsmentioning

confidence: 99%

Team learning: building shared mental models

Bossche

Gijselaers²,

Segers³

et al. 2010

Instr Sci

247

203

View full text Add to dashboard Cite

show abstract

“…In the area of collaborative problem solving, existing research has proposed approaches to describe social processes that can be observed during collaborative Evaluation of collaborative modeling processes for… 719 work (Weinberger et al 2007). Those approaches are not limited to collaborative modeling tasks.…”

Section: Related Workmentioning

confidence: 99%

Evaluation of collaborative modeling processes for knowledge articulation and alignment

Oppl

2016

Inf Syst E-Bus Manage

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The evaluation of modeling processes for years has focused on assessing the outcome of modeling, while the process of modeling itself hardly has been subject of examination. Only in recent years, with rising interest in collaborative conceptual modeling approaches, the process of modeling has gained more attention. Different streams of research have focused on examining the sequence of model manipulations or have considered the collaborative modeling to be a negotiation process and shaped evaluation criteria accordingly. This article proposes to add the perspective of articulation and alignment of the topic of modeling to the potential foci of evaluation. Its contribution is to show, how existing research originating in theories of co-construction of knowledge can be adapted for this purpose and how the adopted perspective is complementary to those already available in related work. A comparative field study applying different evaluation methods on a single real world showcase is presented to show the practical applicability of the approach and allows to identify potential for the combination of previously unrelated analytical dimensions.

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“…Aportes importantes en la búsqueda de marcos comprensivos se reconocen en los trabajos realizados sobre cómo los estudiantes construyen el conocimiento mediante procesos de argumentación apoyados en el uso de herramientas TIC y sin estas (Felton y Khun, 2001;Jiménez-Alexandrie 2007;Weinberger, Stegmann, y Fischer, 2007;Ramírez-Guzmán, 2012). Estos autores han mostrado las debilidades que presentan los estudiantes en la construcción del conocimiento, en las habilidades argumentativas, y también en las propuestas curriculares utilizadas para enseñar a argumentar en la Educación Básica.…”

Section: A Modo De Conclusionesunclassified

Estado del arte de la investigación sobre argumentación y escritura multimodal desde una perspectiva didáctica

Upegui

2015

Rev. Lasallista Investig.

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*Este artículo hace parte de los avances relacionados con la revisión de literatura especializada, en el marco de los estudios doctorales desarrollados en la Universidad de Antioquia Colombia. Se presenta una aproximación al estado del arte de la investigación en cuestión. * ResumenEsta ponencia revisa y analiza algunas investigaciones sobre la enseñanza de la argumentación en la escritura de textos multimodales digitales, temática que se aborda en tres momentos a saber: 1) argumentación y didáctica de los años 60 al 90, 2) enseñanza de la argumentación desde una perspectiva cognitiva y epistémica desde los 90 al 2000; y 3) formas de argumentar apoyadas en recursos multimodales desde los años 90 al 2013. Finalmente, se presentan las conclusiones enfocadas en develar algunas problemáticas que abren el campo de discusión e investigación.Palabras clave: argumentación, escritura, multimodalidad, didáctica. State of the art in research about argumentation and multimodal writing from a didactic perspective AbstractThis is a revisión and an analysis of some research work about argumentation teaching in the writing of digital multimodal texts, a subject approached in three moments, as follows: 1). Argumentation and didactics between the decades of the 60´s and the 90´s; 2). Argumentation teaching from cognitive and epistemic focuses from the 90´s to the 2000 and 3). Argumentation forms supported on multimodal resources in the years between 1990 and 2013. The conclusions are finally presented, focusing on revealing some problems that open the discussion and research field.Key words: argumentation, writing, multimodality, didactics.Estado da arte da investigação sobre argumentação e escritura multimodal desde uma perspectiva didática ResumoEsta conferência revisa e analisa algumas investigações sobre o ensino da argumentação na escritura de textos multimodais digitais, temática que se aborda em três momentos a saber: 1) argumentação e didática dos anos 60 aos anos 90, 2) ensino da argumentação desde uma perspectiva cognitiva e epistémica desde os anos 90 ao ano 2000; e 3) formas de argumentar apoiadas em recursos multimodais desde os anos 90 ao ano 2013. Finalmente, apresentam-se as conclusões enfocadas em desvendar algumas problemáticas que abrem o campo de discussão e investigação.

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Knowledge convergence in collaborative learning: Concepts and assessment

Cited by 222 publications

References 16 publications

Team learning: building shared mental models

Team learning: building shared mental models

Evaluation of collaborative modeling processes for knowledge articulation and alignment

Estado del arte de la investigación sobre argumentación y escritura multimodal desde una perspectiva didáctica

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