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Sabine Hauser

[Person] [Project]

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Sabine Hauser, Dipl. Psych.

Short Vita

1979:

Born in Bühl (Germany).

1998-2004:

Study of Psychology at the University of Freiburg (Germany).

05/2004:

Graduation in Psychology at the University of

Freiburg (Germany).

Thesis: "Computerbasierter Erwerb von Lernstrategien:

Vergleich der Erfassung situationaler und habitueller

Lernstrategien und Effekte adaptiver Prompts auf das

komplexe Lernen"

[Computer based Acquisition of Learning Strategies.

Comparison of Situational and Habitual Learning Strategies

and Effects of Adaptive Prompts on Complex Learning]

Since October 2004:

Research Scientist with Prof. Hans Spada, Prof. Franz

Caspar, and Dr. Nikol Rummel in the Research Project

"Computer-mediated collaboration on the basis of

complementary expertise: Analysis and support."

(Part of the Special Priority Program "Net-based Knowledge

Communication in Groups")

Since May 2005:

PhD student of the VGK (without scholarship).

Contact

Phone: ++49 (0) 761 / 203 2485
FAX: ++49 (0) 761 / 203 2496
email: sabine.hauser@vgk.de
WWW: My homepage

Department of Psychology
Cognition-Emotion-Communication
University of Freiburg
Engelbergerstr. 41
D-79117 Freiburg (Germany)

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Ph.D. Project

Topic: Development of Expertise in Clinical Psychology and Effects of Expertise on Net-Based Interdisciplinary Collaboration

Supervisor: Prof. Dr. Hans Spada (Freiburg), Prof. Dr. Rainer Bromme (Münster)

Start of the Ph.D. project: October 2004

Summary

Projects in various domains need both people highly specialized and capable of cooperating in order to solve a problem. New technical solutions permit that these experts do not have to meet in person but work net-based, for example via videoconferencing systems.

This PhD-project examines how different levels of expertise affect such a net-based and interdisciplinary collaboration. As research context we choose the domains of medicine and clinical psychology. In our studies a medical doctor and a clinical psychologist collaborate via a videoconferencing system on a complex case (cf. Rummel & Spada, 2005). In analyzing the effects of expertise on collaboration, we first need to understand what constitutes expertise in the domain of medicine and clinical psychology, respectively.

In the domain of medicine a lot of research about development of expertise has been done from the seventies (Elstein, Shulman, & Sprafka, 1978) to today (Boshuizen, 2004). Recent work postulates 3 steps of becoming a medical expert: At first, students acquire large amounts of declarative knowledge. This knowledge then proceduralizes trough knowledge encapsulation. Finally his clinical experience helps the expert to develop illness scripts (e.g. Boshuizen, 2003, 2004). Unfortunately, in the domain of clinical psychology comparable research is missing. Therefore, in a first step, I want to examine whether expertise in the domain of clinical psychology develops in a similar way as in the domain of medicine. For this purpose, I developed an instrument assessing the quality and quantity of clinical psychological knowledge. This instrument consists of three parts: (1) A declarative knowledge test (measuring the availability of knowledge within the different expertise levels), (2) association questions (where participants freely list what they know about selected concepts) and (3) case studies (in order to reveal differences in procedural knowledge). Psychologists of different expertise levels will fill in this instrument.

We will further examine the effects of expertise on net-based, interdisciplinary collaboration. It seems plausible to expect that higher domain knowledge will lead to a better solution of the case study. However, we assume that with increasing expertise the encapsulated knowledge complicates collaboration processes. For example, difficulties in communication can result if experts use technical terms, experts might hesitate to ask comprehension questions because they fear to appear incompetent. One can also imagine difficulties in finding consensus if experts rely on their expert status in order to affirm their point of view. Students on the other hand, might rather search for stronger arguments.

To analyze these effects of expertise the collaboration of dyads of three different expertise levels will be examined.
Level 1: advanced students in medicine and clinical psychology.
Level 2: graduated psychologist and medical doctors gaining first practical experiences.
Level 3: psychologists and medical doctors who have worked for at least 10 years with patients

In addition to measures of solution quality, the collaboration process will be analyzed. For this purpose we have developed a rating scheme comprising 11 dimensions: sustaining mutual understanding, coordinating communication, pooling information, reaching consensus, task division, time management, technical coordination, shared task alignment, and sustaining commitment. (Spada, Meier, Rummel, & Hauser, 2005). The results of this analysis of collaboration process will be used to deduce support measures for net-based collaboration with higher expertise level.

This Ph.D. project is part of the research project "Netzbasierte Kooperation bei komplementärer Expertise: Analyse und Förderung" [Computer-mediated collaboration on the basis of complementary expertise: Analysis and support of Prof. Hans Spada, Dr. Nikol Rummel and Prof. Franz Caspar, which is funded by the German Research Foundation (Deutsche Forschungsgemeinschaft) in the Special Priority Program "Netzbasierte Wissenkommunikation in Gruppen" [Net-based Knowledge Communication in Groups].

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References

Boshuizen, H. (2003). Expertise development: how to bridge the gap between school and work. Den Haag: Cip-gegevens Koninklijke Bibliotheek.

Boshuizen, H. (2004). Does Practice Make Perfect? In H. Boshuizen, R. Bromme & H. Gruber (Hrsg.), Professional Learning: Gaps and Transitions on the Way from Novice to Expert (S. 73-93). Dordrecht: Kluwer.

Elstein, A. S., Shulman, L. S., & Sprafka, S. A. (1978). Medical Problem Solving - An Analysis of Clinical Reasoning. Cambridge MA: Harvard University Press.

Rummel, N., & Spada, H. (2005). Learning to collaborate: An instructional approach to promoting collaborative problem-solving in computer-mediated settings. Journal of the Learning Sciences, 14(2), 201-241.

Spada, H., Meier, A., Rummel, N., & Hauser, S. (2005). A New Method to Assess the Quality of Collaborative Process in CSCL. In T. Koschmann, D. Suthers, & T. W. Chan (Eds.), Computer Supported Collaborative Learning 2005: The Next 10 Years! (p. 622-631). Mahwah, NJ: Lawrence Erlbaum.

Publications

Schwonke, R., Hauser, S., Nückles, M., & Renkl, A. (in press). Enhancing computer-supported writing of learning protocols by adaptive prompts. Computers in Human Behavior.

Spada, H., Meier, A., Rummel, N., & Hauser, S. (2005). A New Method to Assess the Quality of Collaborative Process in CSCL. In T. Koschmann, D. Suthers, & T. W. Chan (Eds.), Computer Supported Collaborative Learning 2005: The Next 10 Years! (pp. 622-631). Mahwah, NJ: Lawrence Erlbaum.

Schwonke, R., Nückles, M., Berthold, K., Hauser, S., & Renkl, A. (2005). Computergestütztes Schreiben von Lernprotokollen: Umsetzung und Evaluation eines kognitiven Werkzeugs zur Förderung selbstgesteuerten Lernens. [Writing and commenting on learning journals with eHELp - fostering self-regulated learning with a cognitive too]. Zeitschrift für Medienpsychologie, 2, 42-53.

Schwonke, R., Hauser, S., Nückles, M., & Renkl, A. (2004). Fostering self-guided learning through adaptive prompts in a cognitive tool for the composition of learning protocols. In J. Elen, P. Gerjets, R. Joiner & P. Kirschner (eds.), Proceedings of the Special Interest Meeting 2004 of EARLI SIGs 6 and 7, Tübingen.

Renkl, A., Nückles, M., Schwonke, R., Berthold, K., & Hauser, S. (2004). Lerntagebücher als Medium selbstgesteuerten Lernens: Theoretischer Hintergrund, empirische Befunde, praktische Entwicklungen. [Fostering self-regulated learning by means of learning journals: Theoretical framework, empirical results, and practical developments] In M. Wosnitza, A. Frey, & R. Jäger (Hrsg.), Lernprozess, Lernumgebung und Lerndiagnostik. Wissenschaftliche Beiträge zum Lernen im 21. Jahrhundert, (S. 101-116). Landau: Verlag Empirische Pädagogik.

Conference Contributions

Hauser, S., Nückles, M., & Renkl, A. (accepted). Die Effektivität unterschiedlicher Concept-Mapping-Varianten als Lernstrategie beim Lernen aus Texten [Effects of different types of concept mapping as learning strategy for learning from text]. Accepted for oral presentation at the 10. Fachtagung Pädagogische Psychologie in Halle-Wittenberg, Germany.

Hauser, S., Nückles, M., & Renkl, A. (accepted). Supporting Concept Mapping for Learning from Text. Accepted for oral presentation at the EARLI 2005 conference, Nicosia, Cyprus.

Meier, A., Rummel, N., Spada, H., & Hauser, S. (accepted). Evaluating Collaboration: A Rating Scheme for Assessing the Quality of Computer Supported Collaborative Problem-Solving. Poster accepted at the EARLI 2005 conference, Nicosia, Cyprus.

Schwonke, R., Hauser, S., Berthold, K., Nückles, M., & Renkl, A. (2003). eHELp - eine elektronische Hilfe zur Erstellung von Lernprotokollen. [eHELp - an electronic tool to generate learning protocols]. Demonstration at the 9th Symposium of Educational Psychology, Bielefeld, Germany.

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Last update 24 Mar 2006
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