Jessica Dehler
[Person] [Project]
Jessica Dehler, Dipl. Psych.
Short Vita
- 1979:
- Born in Nürnberg (Germany).
- 1998-2004:
- Study of Psychology at the University of Erlangen (Germany).
- 02/2004:
- Graduation in Psychology at the University of Erlangen(Germany).
- Thesis: "Wege der Informationsverarbeitung im Impliziten
- Assoziationstest (IAT) - Eine Studie über deutsch-türkische
- Stereotype" [Paths of information-processing in the Implicit
- Association Test (IAT) - a study of german-turkish stereotypes]
- 01/2007 - 03/2007:
- Visiting researcher at CRAFT, School of Computer and
- Communication Sciences, École Polytechnique Fédérale de
- Lausanne (EPFL), (Switzerland)
- Topic: Mutual Partner Modeling in Collaborative Learning
- Scenarios (Chair: Prof. Pierre Dillenbourg)
- Since June 2005:
- PhD student of the VGK.
Contact
Phone: ++49 (0) 7071 / 979 325
FAX: ++49 (0) 7071 / 979 100
email: j.dehler@iwm-kmrc.de
WWW: My homepageUniversität Tübingen
Lehrstuhl für Angewandte Kognitionspsychologie und Medienpsychologie
Konrad-Adenauer-Str. 40
D-72072 Tübingen (Germany)
Ph.D. Project
Topic: Fostering computer-mediated knowledge communication through "Knowledge Mirroring"Supervisor: Prof. Dr. Dr. F. W. Hesse (Tübingen)
Start of the Ph.D. project: 06/2005
Summary
Higher education is increasingly realized by net-based collaborative scenarios. Thus, by analysing the specific constraints of computer-mediated collaborative learning effective support can be developed. "Knowledge Mirroring" (KM) follows recent interest in group awareness tools (Jermann, Soller, & Muehlenbrock, 2001) and is a method of implicit support. That is, learners are provided with relevant information without explicit instruction on how to use the information. The effects of KM are analysed here. Among the various tasks that can be implemented within collaborative learning this study focuses on two basic activities within peer-tutoring, namely question-asking and explanation-giving.
For peer-tutoring to be effective learners need to construct adequate models of their partner's knowledge (Chi, Siler, & Jeong, 2004). However, initial models are biased towards the model of one's own knowledge (Nickerson, 1999). Even worse, common strategies of verifying models are frequently ineffective (Person, Graesser, Magliano, & Kreuz, 1994). In addition to these problems also arising in face-to-face tutoring, particular affordances and constraints are being introduced when peer-tutoring is realized through computer-mediated communication (e.g. mail, chat). More specifically, costs of grounding vary with the medium (Clark & Brennan, 1991). Altogether, in computer-mediated peer-tutoring it is more difficult to construct mutual models, establish common ground and adapt utterances to the specific partner, i.e. perform audience design (Clark & Murphy, 1982). KM is introduced in this paper as a method to compensate for these specific problems by providing information about the partner's knowledge. This is assumed to improve adaptation of communication and knowledge acquisition. KM offers information on which to adapt utterances for more efficient communication (Grice, 1975). Support for knowledge acquisition is suggested as audience design of explanations elicits additional elaboration and re-organisation of knowledge. Giving as well as receiving elaborated explanations was shown to enhance learning (Webb & Palincsar, 1996).
In the first experiment participants individually engaged in learning material on the immune system and subsequently were asked to explain central concepts of the learning material to a simulated learning partner via text messages. During the initial learning phase participants indicated their comprehension of each text unit by assigning tags. The study compared two conditions. In the control condition, only subjects´ own tags were shown when formulating explanations. In the experimental condition, apart from their own tags subjects were presented their simulated partner's tags which were systematically different from their own tags. Explanations were analysed regarding indicators for adaptation to supposed learning partners´ knowledge. Analysis of explanations revealed audience design with respect to usage of elaborations and references. Results regarding knowledge acquisition showed that learners provided with Knowledge Mirroring were able to draw more inferences on information distributed across the learning material.
Journal publications
Dehler, J., Bodemer, D., Buder, J., & Hesse, F. W. (subm.). Partner knowledge awareness in net-based knowledge communication: Learning by adapting to the partner.
Engelmann, T., Dehler, J., Bodemer, D., & Buder, J. (subm.). Knowledge Awareness in CSCL: A Psychological Perspective.
Dehler, J., Bodemer, D., Buder, J., & Hesse, F. W. (in prep.). Providing group knowledge awareness in computer-mediated collaboration: Insights into outcomes and processes of learning.
Conference contributions
Dehler, J., Buder, J., & Bodemer, D. (accepted). Knowledge convergence in asynchronous CMC: The impact of convergence-related external representations. Paper to be presented at the International Conference for the Learning Sciences ICLS 2008, Utrecht, The Netherlands.
Dehler, J., Bodemer, D., & Buder, J. (2007). Fostering audience design of computer-mediated knowledge communication by knowledge mirroring. In C. Chinn, G. Erkens & S. Puntambekar (Eds.), Proceedings of the 7th Computer Supported Collaborative Learning Conference. New Brunswick: International Society of the Learning Sciences, Inc.
Dehler, J., Bodemer, D., & Buder, J. (2007). Using Knowledge Mirroring to Foster Computer-Mediated Biomedical Knowledge Communication. Paper presented at 12th Biennial Conference for Research on Learning and Instruction (EARLI), Budapest, Hungary.
Dehler, J., Buder, J., & Bodemer, D. (2006). Knowledge Mirroring Tool (KMT) for computer-mediated knowledge communication: impact on communication efficiency and effectiveness. Paper presented at Earli´s 9th JURE conference, Tartu, Estonia.
Dehler, J., Hesse, F.W. (2006). Unterstützung von computer-vermittelter Wissenskommunikation durch "Knowledge Mirroring". Paper presented at 45th conference of DGPs, Nürnberg.
Workshop contributions
Dehler, J. (2007). Fostering audience design and learning of computer-mediated knowledge communication with Knowledge Mirroring. Paper presented at the Workshop "Mutual Modeling" at Kaleidoscope’s CSCL SIG Alpine Rendez-Vous, Villars-sur-Ollon, Switzerland.
Dehler, J., Engelmann, T., & Hesse, F.W. (2007). Group Awareness - Impact on Participation and Personalization. Paper presented at the second Distributed Learning and Collaboration (DLAC II) symposium, Singapur.
Engelmann, T., Dehler, J., & Hesse, F.W. (2007). Participation and Personalization - The Main Factors of Social Software. Paper presented at the second Distributed Learning and Collaboration (DLAC II) symposium, Singapur.
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