Soziale Suche und Selbstgesteuertes Lernen

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1 Soziale Suche und Selbstgesteuertes Lernen Diversity, Multiliteracies and Education Wolfgang Nejdl L3S Research Center Hannover, Germany 1

2 Web Science L3S Cluster 1 - Internet How does the Future Internet look like? Cluster 2 - Information How do I get the information I need? Cluster 3 Community How do groups use the Web? Cluster 4 Society Which requirements do we have for the Web?

3 Web L3S Computer Science and interdisciplinary research on all aspects of the Web Internet: Communication and Networks Information: Accessing information and knowledge on and through the Web Community: Supporting communities and groups on the Web, for research, education, production and entertainment Society: Requirements (technological, social, legal) for the Web LivingKnowledge: Diversity, Opinions and Bias on the Web Glocal: Event-based Search for Networked Media Terence: Adaptive Learning for Poor Readers Cubrik: Search with a Human Touch Selected projects CROKODIL: Communities, Resources and Competence Development STELLAR Network of Excellence

4 Diversity of Information Global Warming AN INCONVENIENT TRUTH Information is not neutral Schools of thought Opinions Culture Time Data Source (Die Zeit, Bild, Blogs) 4

5 Information Diversity on the Web FET Project LivingKnowledge (FET - Future and Emerging Technologies) Goals Make diversity and opinion visible Improve search and navigation Provide scaleable solutions Together with Yahoo! Research Barcelona and others, coordinated by Trento 5

6 Diversity and Education - Multiliteracies Multiliteracies pedagogy provides a framework for dealing with diversity and different contexts in our society 1. Available designs (available meaningmaking resources and conventions of meaning in a particular context) 2. Designing (the process of shaping meaning, involving representation, transforming, recontextualization of available designs) 3. The Redesigned (outcome of designing, through which learners create new meaning-making resources and remake themselves, i.e. learn) The New London Group (Cazden, Courtney, Bill Cope, Mary Kalantzis et al.), A Pedagogy of Multiliteracies: Designing Social Futures, Harvard Educational Review, Vol.66, No.1, Spring 1996, pp

7 CLIL Content and Language Integrated Learning CLIL is an approach to foreign language teaching and learning that attempts to take into consideration the diversity and contextuality of language learning. In the CLIL classroom the foreign language is a medium through which specific subject content is learnt. Learning focuses more on context-specific meaning and meaning-making, instead of learning grammar rules and vocabulary without much context. To be effective in a society where developing communication skills and building intercultural knowledge is important, language teaching needs to diversify classroom methodology, provide opportunities to study content through different perspectives, and increase learners motivation and confidence in both the language and the subject being taught. [Marsh, 2002] [Marsh, 2002] D. Marsh, CLIL/EMILE - The European Dimension - Actions, Trends and Foresight Potential, Public Services Contract DG EAC: European Commission, pp , UniCOM, Univ. of Jyvaskyla,

8 A Pedagogy of Multiliteracies Pedagogical dimensions Situated Practice (immersion in experience and the utilization of Available Designs), Overt Instruction (analytical and conscious understanding of the elements of different modes of meaning) Critical Framing (interpreting the social and cultural context of particular Designs of meaning) Transformed Practice (transformation of meanings so that they can be transferred and used in other contexts) Knowledge processes Yelland, Nicola, Cope, Bill and Kalantzis, Mary(2008) 'Learning by Design: creating pedagogical frameworks for knowledge building in the twenty-first century', Asia-Pacific Journal of Teacher Education, 36: 3, ) 8

9 LearnWeb2.0 Search and Task Specific Collaboration Ivana Marenzi, Sergej Zerr, "Multiliteracies and Active Learning in CLIL;The Development of LearnWeb2.0," IEEE Transactions on Learning Technologies, vol. 5, no. 4, pp ,

10 Experiencing: Search and Explore Available Designs 10

11 Conceptualizing and Analyzing: Annotate, describe, discuss search results 11

12 Applying: Aggregate and Present Relevant Resources 12

13 The LearnWeb2.0 Design Framework The model helps in - guiding the dialogue - planning the lessons - making the knowledge processes explicit 13

14 LearnWeb2.0 and Borchert German literature analysis on Borchert An einem Dienstag done by students of grade 8 and 12 Task: Write a GoogleDoc document on W. Borchert An diesem Dienstag as example on post war literature, as group work Suggested content W. Borchert biography and work Short story An diesem Dienstag Post war literature as genre, other authors, etc. School and life during national socialism Characteristics of short stories 14

15 Hannover, Group 1, Grade 12 two YouTube videos (i.e. Nachts schlafen die Ratten doch, and Das Gewitter ) a YouTube documentation about Borchert in five parts a German and an English Wikipedia article about Borchert, and his biography from polunbi.de two Wikipedia Artikel about Kahlschlagliteratur and Nachkriegsliteratur, and one article on the same topic a web site about Schools in national socialism and about Life in national socialism a web page with citations and texts by Borchert a web site about An diesem Dienstag a web collection about materials about the writer for teachers the PDF summary by the teacher about Borchert a Flickr foto

16 From Available Designs to The Redesigned 16

17 Share Search Strategy Execute Search CROKODIL Universal support Use Learn Bag Select Annotate Persist Organize Supporting personal knowledge management Organizing information appropriately Saving specific additional information on the learners needs Supporting communication of knowledge Sharing knowledge Building networks between people

18 Collaborative Learning: Social Ties Strong ties (family, close friends, learning group) Mutual support and trust Homophily ( Birds of a feather flock together ) and / or social influence: similarity in preferences, knowledge, values, attributes like age, race, etc. Overlapping social circles Weak Ties (acquaintances) Are often bridges, connecting to other communities in the global network Are critical for innovation and diversity Direct implications for algorithms on search and information propagation 1 M. Granovetter (1973): The strength of weak ties. In: American Journal of Sociology, 78 (6), S

19 Potentials of Social Ties Many platforms still oversimplify social relations Different kinds of ties are said to hold different potentials for search and information propagation None/Absent ties: Collective Intelligence Potential ties: Efficient search, tie formation Weak ties: Innovation, non-redundant information, network bridging Strong ties: Collaboration, productivity, agility, completeness, trust McAfee 2007: 19

20 Identification of Weak, Strong and Potential Ties On Last.fm, existence and strength of ties can be predicted using demographics, taste, and interaction data Affinity for location, common friends, taste increases with tie strength; so does interaction frequency For binary online friendship taste preferences are much more indicative, following the top-predictor number of common friends Some tie strength indicators seem to generalize Experiments on predicting future edits on Wikipedia based on the tie strength of contacts (i.e. interaction on user talk pages) Common friends (and similar simple local network measures) and article overlap are top indicators 20

21 Tie Strength for Resource and People Recommendations New contacts are recommended based on common friends, resource and tagging similarity, message exchange, and social activity Resources are recommended from the strongest ties Future work: experiment with recommendations by weak or strong ties 21

22 Wolfgang Nejdl 28/02/13 22

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