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Jörg Zumbach

[Person] [Project]

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Jörg Zumbach, Prof. Dr.

Short Vita

1973:

Born in Bruchsal (Germany).

1993-1999:

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

May 1999 - December 2000:

Graduate student of the VGK (with scholarship).

Contact

Phone: +43 (0) 662 / 8044-5801 (Sekretariat -5800)
Fax: +43 (0) 662 / 8044-5822
email: joerg.zumbach@sbg.ac.at
WWW: My homepage

Universitätsprofessor für fachdidaktische Lehr-Lernforschung mit Schwerpunkt Neue Medien
Interfakultärer Fachbereich Fachdidaktik - LehrerInnenbildung
Universität Salzburg
Hellbrunner Str. 34
A-5020 Salzburg (Austria)

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Ph.D. Project

Topic: Problem-Based Learning:  Fundamentals and application of network-based group curricula.

Supervisor: Prof. Dr. P. Reimann (Heidelberg)

Start/End of the Ph.D. project: May 1999 - October 2000

Summary

Situated learning approaches have become more and more important in applied learning research. Problem-Based Learning (PBL) is a situated approach where students act together in small group curricula assisted and supported by tutors. Although there is much research in "traditional" analogous PBL (especially in teaching medicine), there is a lack of research in the application of PBL-approaches in virtual network-based settings. Main research fields of "virtual" PBL are:

• Interaction among students in small groups
• Motivational attitudes towards network-based courses
• Cognitive requirements and results

In virtual learning environments students have to meet special requirements concerning knowledge sharing and communication in contrast to traditional face-to-face settings. Shared knowledge reception and information evaluation supposedly results in a different knowledge representation among group members. In traditional face-to-face settings these differences can be compensated by interventions of tutors or colleagues, whereas in network-based settings specials tools have to be used to perform this task. Tools enhance external representations to a higher degree and support a deeper level of knowledge representation and discussion-like argumentation as well as problem solving processes. This form of communication implies a different, subject-dependent formalization:  Different cognitive requirements result from this special knowledge sharing in order to complete group goals or cause transfer to occur.
My research focus will be to develop a network-based PBL-curriculum for students in educational psychology. Furthermore this course will be evaluated (formatively and summatively) and compared to a traditional PBL. Evaluation concerns knowledge acquisition (declarative and structural), motivational and volitional parameters. Due to the special form of communication the usability and effectiveness of different tools will be investigated. Consequences of different external representations on transfer will be expected.

Publications

Reimann, P. & Zumbach, J. (1998).
Lehren ohne Grenzen. Werkzeuge für Internet-Kurse. c't magazin für computer technik, 12, 168-177.

Zumbach, J. (1999).
Wissensvermittlung durch computerbasierte Lernumgebungen. Gestaltung und Evaluation von Lernumgebungen für lokale Anwendungen und das World Wide Web. St. Augustin: Gardez.

Zumbach, J., Bosnjak, M. & Reimann, P. (1998).
Hypertexte als Lernumgebung – Motivation und Wissenserwerb in hypertextbasierten umweltpädagogischen Lernumgebungen. In W.-F. Riekert & K. Tochtermann (Hrsg.), Hypermedia im Umweltschutz (S. 277-280). Marburg: Metropolis-Verlag.

Zumbach, J. & Reimann, P. (1999).
Assessment of a Goal-Based Scenario Approach. In P. Marquet, S. Mathey, A. Jaillet & E. Nissen (Eds.), internet-based teaching and learning (IN-TELE) 98 (pp. 449-454). Frankfurt: Peter Lang.

Zumbach, J. (2000).
Web-Based Teaching. Eine praktische Einführung in die Gestaltung von Online-Lernmaterial.Stuttgart: Ibidem.

Zumbach, J.,Mehrabi, A. Schwarzer, H., Rentz, C., Reimann, P., Herfarth, Ch. & Kallinowski, F. (2000).
Wie beurteilen Studierende CBT-Module? Evaluation von Trainingsprogrammen in der Chirurgie. In A. Koop & D. Novak (Hrsg.), CBT in der Medizin (S.113-125). Aachen: Shaker.

Zumbach, J. & Reimann, P. (2000).
Problem-Based Learning als konstruktivistischer Ansatz in der internetbasierten Umweltpädagogik. In K. Tochtermann und W.-F. Riekert (Hrsg.). Hypermedia im Umweltschutz (pp. 55-58). Marburg: Metropolis-Verlag. 

Zumbach,J. (in press).
Weiterbildung online. In C. Thimm (Hrsg.), Unternehmenskommunikation offline-online. Opladen: Westdeutscher Verlag.

Zumbach,J. & Reimann, P. (in press).
Hypermediales Lernen und Kognition. In P. Handler & E.-M. Jakobs (Hrsg.), Textproduktion im Zeitalter des Computers. Frankfurt: Peter Lang. 

Zumbach, J. & Reimann, P. (in press).
Hypertext-Based Argumentation: Role of Tools, Motivation, And Cognition. In W. Frindte & T. Köhler (Eds.), Proceedings of the In-Tele 99 conference. Frankfurt: Peter Lang.

Zumbach,J., Reimann, P. & Koch, S. (in press).
Influence of passive versus active information access to hypertextualinformation resources on cognitive and emotional parameters. Journal of Educational Computing Research.

 

Presentations/Workshops/Conferences

May 14-15, 1998:
Zumbach, J., Bosnjak, M. & Reimann P. (1998). Hypertexte als Lernumgebung in umweltpädagogischen Szenarien [Hypertext as Learning Environment in Environmental Education]. Hypermedia im Umweltschutz [Hypermedia in Environmental Issues], Ulm (Germany).

September 23-26, 1998:
Zumbach, J. & Reimann, P. (1998). Zielbasierte Gestaltung von Hypermedia: Ein GBS-Ansatz im Vergleich [Goal-Based Design of Hypermedia: A Comparison]. 56. Tagung der Arbeitsgemeinschaft Experimentell Pädagogischer Forschung [56th Conference of Experimental Educational Research], Mannheim (Germany).

September 24-26, 1998:
Zumbach, J. & Reimann, P. (1998). Hypermedia as Learning Tools: A Goal-Based Scenario Approach. In-Tele 98. Internet-based teaching and learning, Strasbourg (France).

September 16-18, 1999:
Zumbach, J. & Reimann, P. (1999). How do external representations, publicity and need for cogntion affect  hypertext-based argumentation skills? In-Tele 99. Internet-based teaching and learning, Jena (Germany).

September 17, 1999:
Chair of Workshop "Hypertext and Internet in Education (D7)" at the In-Tele 99 conference in Jena (Germany).

December 10-16, 1999:
Zumbach, J. & Reimann, P. (1999). Combining Computer Supported Collaborative Argumentation and Problem-Based Learning: An Approach for Designing Online Learning Environments. Workshop CSCA at the CSCL99-conference, Stanford (USA, CA).

March 23-24, 2000: 
Zumbach, J. & Reimann, P. (2000). Konstruktivismus und Internet in der Umweltpädagogik. [Constructivism and Internet in Environmental Education]. Hypermedia im Umweltschutz 2000 [Hypermedia in Environmental Issues 2000], Ulm (Germany).

April 27-29, 2000:
Zumbach, J. & Reimann, P. (2000). Hypertext und Kognition: Anforderungen an die Gestaltung des nicht-linearen Mediums [Hypertext and Cognition: Requirements for the Design of Non-Linear Media]. 4. Kolloquium Textproduktion im Zeitalter des Computers [4th Colloquium Text-Production in the Computer Age], Vienna (Austria).

May,11-13, 2000:
Zumbach, J. et al. (2000). Formative Evaluation von CBTs in der Medizin [Formative Evaluation of Medical CBT]. 5.Workshop der AG CBT in der Medizin der GMDS in Köln [5th Workshop of Medical CBT. Cologne, Germany].

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Last update: 24 Mar 2006
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