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Karsten Stegmann

[Person] [Project]

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Karsten Stegmann, M.A.

Short Vita

1976:

Born in Salzgitter (Germany).

1997-2003:

Study of Educational Science at the Ludwig-Maximilians-University in Munich (Germany).

03/2003:

Graduation in Pedagogy at the Ludwig-Maximilians-University in Munich (Germany). Thesis: NetBite - ein virtuelles Tutorium für die Empirischen Forschungsmethoden in der Pädagogik. Konzeption und Evaluation [NetBite - a virtual tutorial for the empirical research methods of pedadgogy. Conceptual design and evaluation].

03/2002-09/2003:

Research assistant at the Department of Education and Educational Psychology at the Ludwig-Maximilians-University in Munich (Chair: Prof. Dr. Heinz Mandl).

Since October 2003:

PhD student of the VGK.

Contact

Phone: ++49 (0) 7071 / 979 303
FAX: ++49 (0) 7071 / 979 100
email: Karsten.Stegmann@vgk.de
WWW: My homepage

Knowledge Media Research Center
(Institut für Wissensmedien)
Konrad-Adenauer-Str. 40
D-72072 Tübingen (Germany)

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Ph.D. Project

Topic: Argumentative knowledge construction - effects of net-based cooperation scripts for processes of collaborative and individual argumentative knowldege construction

Supervisor: Prof. Dr. Dr. F. W. Hesse (Tübingen), Prof. Dr. H. Spada (Freiburg)

Start of the Ph.D. project: 10/2003

Summary

Studies show that even adult learners hardly justify their statements and typically do not inquire counterarguments (e.g., Kuhn, 1991). The goal of this study is to facilitate the micro- and macrostructure of argumentation in a text-based asynchronous computer-supported collaborative learning environment with the help of cooperation scripts (O'Donnell & Dansereau, 2000).

Learners supported with the respective scripts are supposed to construct complete single arguments (microstructure of argumentation) and to construct complete sequences of argumentation (macrostructure of argumentation) and thereby acquire more knowledge individually with respect to domain specific contents as well as knowledge about the micro- and macrostructure of argumentation.

References

O'Donnell, A. M., & Dansereau, D. F. (2000). Interactive effects of prior knowledge and material format on cooperative teaching. Journal of Experimental Education, 68(2), 101-118.

Kuhn, D. (1991). The skills of argument. Cambridge: Cambridge University Press.

Publications

Articles in refereed Journals and refereed Proceedings

Dönmez, P., Rosé, C., Stegmann, K., Weinberger, A., & Fischer, F. (2005). Supporting CSCL with automatic corpus analysis technology. In T. Koschmann, D. Suthers, & T. -W. Chan (Eds.), Computer Supported Collaborative Learning 2005: The Next 10 Years (pp. 125-134). Mahwah, NJ: Lawrence Erlbaum.

Stegmann, K., Weinberger, A., Fischer, F., & Mandl, H. (2004). Scripting Argumentation in computer-supported learning environments. In P. Gerjets, P. A. Kirschner, J. Elen & R. Joiner (Eds.), Instructional design for effective and enjoyable computer-supported learning. Proceedings of the first joint meeting of the EARLI SIGs "Instructional Design" and "Learning and Instruction with Computers" (pp. 320-330) [CD-ROM]. Tübingen: Knowledge Media Research Center.

Weinberger, A., Stegmann, K., & Fischer, F. (2005). Computer-supported collaborative learning in higher education: Scripts for argumentative knowledge construction in distributed groups. In T. Koschmann, D. Suthers, & T. -W. Chan (Eds.), Computer Supported Collaborative Learning 2005: The Next 10 Years (pp. 717-726). Mahwah, NJ: Lawrence Erlbaum.

Chapters in Edited Books

Weinberger, A., Stegmann, K., Fischer, F., & Mandl, H. (in press). Problem-based collaborative knowledge construction online: Effects of multiple argumentative script components in text-based communication. In F. Fischer, H. Mandl, J. Haake & I. Kollar (Eds.), Scripting computer-supported communication of knowledge - cognitive, computational and educational perspectives.

Conference Presentations and Talks

Dönmez, P., Rosé, C., Stegmann, K., Weinberger, A., & Fischer, F. (2005, May). Supporting CSCL with automatic corpus analysis technology. International Conference on Computer Supported Collaborative Learning (CSCL) 2005: The Next 10 Years. Taipei, Taiwan.

Fischer, F., Weinberger, A., & Stegmann, K. (2005, July). Discourse and cognition in online peer discussions. First International Kaleidoscope Symposium on Technology Enhanced Learning. Oberhausen.

Fischer, F., Weinberger, A., & Stegmann, K. (2005, April). Collaboration scripts for productive online discussions. Center of Lifelong Learning and Design, University of Colorado. Boulder, CO, USA.

Fischer, F., Weinberger, A., & Stegmann, K. (2005, May). Collaborative knowledge construction in online discussions: Effects of computer-supported collaboration scripts. Pittsburgh Science of Learning Center, Carnegie Mellon University. Pittsburgh, PA, USA.

Fischer, F., Weinberger, A., & Stegmann, K. (2005, May). Learning in online discussions. Scripting collaborative processes to facilitate individual knowledge acquisition. Workshop "Talk and Dialog. A festschrift for Lauren Resnick". Learning Research and Development Center (LRDC), University of Pittsburgh, PA, USA.

Stegmann, K., Weinberger, A., & Fischer, F. (2005, May). Interaction on task and social interaction in online discussions: Effects of computer-supported collaboration scripts on self-explanation and effort towards shared understanding. International Conference on Computer Supported Collaborative Learning (CSCL) 2005: The Next 10 Years. Taipei, Taiwan.

Stegmann, K., Weinberger, A., & Fischer, F. (2005, September). Effekte eines Argumentaufbauskripts auf Qualität der Argumente, individuelle Kognitionen und Wissenserwerb in Onlinediskussionen. 10. Fachtagung Pädagogische Psychologie. Halle.

Stegmann, K., Weinberger, A., Fischer, F., & Mandl, H. (2004, September). Förderung der argumentativen Wissenskonstruktion durch computerbasierte Kooperationsskripts. Tagung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF). Nürnberg.

Stegmann, K., Weinberger, A., Fischer, F., & Mandl, H. (2004, July). Scripting argumentative knowledge construction in computer-supported learning environments. First joint meeting of the EARLI SIGs "Instructional Design" and "Learning and Instruction with Computers". Tübingen.

Weinberger, A., Stegmann, K., & Fischer, F. (2005, May). Computer-supported collaborative learning in higher education: Scripts for argumentative knowledge construction in distributed groups. International Conference on Computer Supported Collaborative Learning (CSCL) 2005: The Next 10 Years! Taipei, Taiwan.

Weinberger, A., Stegmann, K., & Fischer, F. (2005, August). Measuring knowledge convergence: Achievement similarity and shared knowledge in computer-supported collaborative learning. 11th Biennial Conference for Research on Learning and Instruction (EARLI). Nicosia, Cyprus.

Weinberger, A., Stegmann, K., & Fischer, F. (2005, September). Förderung des Lernens in Online-Diskussionen an der Hochschule durch epistemische und soziale Kooperationsskripts. 67. Tagung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF). Salzburg, Österreich.

Weinberger, A., Stegmann, K., Fischer, F., & Mandl, H. (2004, September). Können computerunterstützte Kooperationsscripts argumentative Wissenskonstruktion fördern? 44. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Göttingen.

Poster Presentations

Fischer F., Weinberger, A., Stegmann, K., & Mandl, H. (2004, September). Effekte computerunterstützter Kooperationsskripts auf die Wissenskonvergenz beim Lernen in Kleingruppen. 44. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Göttingen.

Stegmann, K., Weinberger, A., Fischer, F., & Mandl, H. (2004, September). Einfluss von Argumentationsskripts auf den individuellen Wissenserwerb und die Wissenskonvergenz beim kooperativen Lernen in Computernetzen. 44. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Göttingen.

Stegmann, K., Weinberger, A., Fischer, F., & Mandl, H. (2004, April). Can computer-supported collaboration scripts facilitate argumentative knowledge construction? Annual Meeting of the American Educational Research Association (AERA). San Diego, CA, USA.

Stegmann, K., Weinberger, A., Fischer, F., & Mandl, H. (2004, July). Scripting argumentative knowledge construction in computer-supported learning environments. First joint meeting of the EARLI SIGs "Instructional Design" and "Learning and Instruction with Computers". Tübingen.

Research Reports

Stegmann, K., Bollen, L., Hämäläinen, R., Hoeksema, K., Kollar, I., Rysjedal, K., et al. (2005). Report about the International Conference on Computer Supported Collaborative Learning 2005: The Next 10 Years! Taipei, Taiwan. URL: http://cscl-sig. intermedia. uib. no/cscl2005/CSCL_SIG_Contributions/cscl2005-report_final. pdf

Poster Presentations

Fischer F., Weinberger, A., Stegmann, K., & Mandl, H. (2004, September). Effekte computerunterstützter Kooperationsskripts auf die Wissenskonvergenz beim Lernen in Kleingruppen [Effects of computer-supported collaboration scripts on knowledge convergence during learning in small groups]. 44. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Göttingen.

Stegmann, K., Weinberger, A., Fischer, F., & Mandl, H. (2004, September). Einfluss von Argumentationsskripts auf den individuellen Wissenserwerb und die Wissenskonvergenz beim kooperativen Lernen in Computernetzen [Effects of argumentative scripts on individual knowledge acquisition and knowledge convergence during collaborative learning with computer networks]. 44. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Göttingen.

Stegmann, K., Weinberger, A., Fischer, F., & Mandl, H. (2004, April). Can computer-supported collaboration scripts facilitate argumentative knowledge construction? Annual Meeting of the American Educational Research Association (AERA). San Diego, CA, USA.

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Last update: 20 Oct 2005, vgk-webmaster.vgk
URL: www.vgk.de/projects/stegmann/index.html