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Context-oriented communication and the design of computer-supported discursive learning

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Abstract

Computer-supported discursive learning (CSDL) systems for the support of asynchronous discursive learning need to fulfil specific socio-technical conditions. To understand these conditions, we employed design experiments combining aspects of communication theory, empirical findings, and continuous improvement of the investigated prototypes. Our theoretical perspective starts with a context-oriented model of communication which is—as a result of the experiments—extended by including the role of a third-party such as a facilitator. The theory-driven initial design requirements lead to the CSCL-prototype, KOLUMBUS, emphasizing the role of annotations. In KOLUMBUS, annotations can be immediately embedded in their context of learning material. Practical experience with the prototype in five cases reveals possibilities for implementing improvements and observing their impact. On this basis, we provide guidelines for the design of CSDL systems that focus on the support of asynchronous discursive learning.

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Notes

  1. The modelling notation which is used in Fig. 1 and in the other diagrams in this paper is explained in (Herrmann 2006). The white semi-circles in Fig. 1 indicate that an activity may include more sub-activities than are depicted in the diagram.

  2. By this distinction between communicative and extra-communicative we disagree with Watzlawick et al. (1967) who take as an axiom that one could not non-communicate. This might be helpful to explain pathological behavior where people cannot differentiate between whether an act of behavior is meant as communication or not. However, it is not helpful for the design of collaborative learning environments in which participants usually have to decide—and are able to do so—whether a contribution is meant as an act of communication (such as an email message) or is mainly an interaction with the system which contributes to collaborative task completion (e.g., the act of adding an attachment to an email).

  3. KOLUMBUS has gone through several cycles of improvement—further information can be found under http://www.imtm-iaw.rub.de/projekte/k2/index.html.

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Authors and Affiliations

  1. Institute of Applied Work Science, Ruhr University of Bochum, Universitätsstraße 150, 44780, Bochum, Germany

    Thomas Herrmann

  2. Fraunhofer IPSI, Julius-Reiber Straße-15 a, 64293, Darmstadt, Germany

    Andrea Kienle

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  1. Thomas Herrmann
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Correspondence to Andrea Kienle.

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Herrmann, T., Kienle, A. Context-oriented communication and the design of computer-supported discursive learning. Computer Supported Learning 3, 273–299 (2008). https://doi.org/10.1007/s11412-008-9045-5

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