Using weblogs at school to prepare today's students for their (professional) life

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Slides I presented on the ZEW-KMRC-Workshop on "The potential of social software for knowledge creation and economics performance" on 6th/7th November 2009 in Mannheim.

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  • Problemlösekompetenz im Bildungsplan u.a. in Mathematik und Naturwissenschaften
  • Medienkompetenz wird im Fach Deutsch verankert (sowohl Medienerstellung als auch kritische Nutzung), auch im Fach Englisch zusammen mit Präsentierfähigkeit verankert.
  • Medienkompetenz wird im Fach Deutsch verankert (sowohl Medienerstellung als auch kritische Nutzung), auch im Fach Englisch zusammen mit Präsentierfähigkeit verankert.
  • Im Bildungsplan für Realschule nur allgemein bei den Leitgedanken zum Kompetenzerwerb angesprochen – nicht weiter expliziert – ob Ziel durch aktuelle Unterrichtspraxis erreicht wird darf bezweifelt werden.
  • Internet ist inzwischen fester Bestandteil unseres Alltags. Auch Jugendliche nutzen es regelmäßig JIM-Studie 2008 (Medienpädagogischewr Forschungsverbund Südewest): 97% aller 12 – 19 Jährigen nutzen das Internet (kein Unterschied zwischen Geschlecht und Schule), täglich 62% ARD/ZDF-(N)Onliner-Studie 2009: Vor allem Angebote aus dem sog. Social Web oder Web 2.0 erfreuen sich großer Beliebtheit JIM: 84% (Hälfte der Online-Zeit für Kommunikation In den Schulen ist der Einsatz von Web-2.0-Tools noch nicht weit verbreitet (zunehmend Best Practice-Beispiele ) Gap zwischen Alltagswelt der Jugendlichen und dem schulischen Alltag Auch in der Bildungswissenschaft beschäftigt man sich mit Möglichkeiten diese Kluft zu überbrücken. Neben Wikis und Podcasts rückten in letzter Zeit vor allem Weblogs verstärkt ins pädagogische Interesse und werden in den Fachcommunities vermehrt diskutiert. Man verspricht sich von ihnen vielversprechende Einsatzmöglichkeiten in Lehr-Lernszenarien und positive Auswirkungen auf den Lernprozess.
  • Reflexion erfordert Bewusstheit bzw. bewusste Aufmerksamkeit, eine kontextualisierte Problemstellung, das Vorhandensein problemrelevanter Erfahrungen sowie Handlungsoptionen.
  • Using weblogs at school to prepare today's students for their (professional) life

    1. 1. Using weblogs at school to prepare today’s students for their (professional) life Christian Schmidt 6 TH November 2009 ZEW-KMRC Workshop on Social Software Mannheim
    2. 2. Table of contents <ul><li>Challenges through changing business environments </li></ul><ul><li>Competences for a knowledge society </li></ul><ul><li>Opportunities gained by teaching knowledge management at school </li></ul><ul><li>Potential of weblogs for students’ motivation and reflection </li></ul><ul><li>Study design and main results of a pilot study </li></ul><ul><li>Summing up </li></ul>
    3. 3. New business environments… SOURCE: Adapted from Brühl & Keicher (2007), p. 26 Transformation I Transformation II Transformation III Increasing complexity efficiency information access options <ul><li>Industrial working culture evolves </li></ul><ul><li>high external costs </li></ul><ul><li>rule breaking </li></ul><ul><li>heyday of organization man </li></ul><ul><li>knowledge work evolves </li></ul><ul><li>globalization </li></ul><ul><li>creative work evolves </li></ul>material: value added by producing immaterial: value added by information processing and differentiation Agrarian economy since 400 AD Industrial economy 1879 Knowledge economy 1959 Creative economy 1990 Creative worker Knowledge worker Industrial worker Farmer
    4. 4. … demand new competences. <ul><li>Characteristics of knowledge work: </li></ul><ul><ul><li>Complex and dynamic </li></ul></ul><ul><ul><li>Continuously new challenges </li></ul></ul><ul><ul><li>Demand a high degree of information, coordination and cooperation </li></ul></ul><ul><ul><li>Demand continuously personal development and creative performance </li></ul></ul><ul><li>Personal resources needed : </li></ul><ul><ul><li>Domain knowledge </li></ul></ul><ul><ul><li>Problem solving competence </li></ul></ul><ul><ul><li>Media competence (utilization, appraisal) </li></ul></ul><ul><ul><li>Social competence </li></ul></ul><ul><ul><li>A positive attitude to lifelong learning </li></ul></ul>
    5. 5. … demand new competences. <ul><li>Characteristics of knowledge work: </li></ul><ul><ul><li>Complex and dynamic </li></ul></ul><ul><ul><li>Continuously new challenges </li></ul></ul><ul><ul><li>Demand a high degree of information, coordination and cooperation </li></ul></ul><ul><ul><li>Demand continuously personal development and creative performance </li></ul></ul><ul><li>Personal resources needed : </li></ul><ul><ul><li>Domain knowledge </li></ul></ul><ul><ul><li>Problem solving competence </li></ul></ul><ul><ul><li>Media competence (utilization, appraisal) </li></ul></ul><ul><ul><li>Social competence </li></ul></ul><ul><ul><li>A positive attitude to lifelong learning </li></ul></ul>
    6. 6. Assembling the jigsaw pieces Problem solving competence
    7. 7. Assembling the jigsaw pieces Problem solving competence Media competence
    8. 8. Assembling the jigsaw pieces Problem solving competence Media competence Social competence
    9. 9. Assembling the jigsaw pieces Problem solving competence Media competence Social competence A positive attitude to lifelong learning ?
    10. 10. Opportunities gained by teaching knowledge management at school Schools Students Students learn the benefit of teamwork as well as the necessity of lifelong learning. With increased competencies in handling information and knowledge they are better prepared for their future (professional) lives.
    11. 11. Opportunities gained by teaching knowledge management at school Schools Students Students who are able to cooperate as well as to handle information can be confronted with more complex tasks. This allows schools to implement innovative teaching methods, and hence make education more effective. Students learn the benefit of teamwork as well as the necessity of lifelong learning. With increased competencies in handling information and knowledge they are better prepared for their future (professional) lives.
    12. 12. Students use ICT in their spare time – but at school? Source: http://blaugh.com/2006/09/01/rough-first-day/ [03.11.2009]
    13. 13. Self-determination theory of motivation (see Ryan & Deci, 2000) Self-determined learning Autonomy Competence Relatedness
    14. 14. Reflection Operational definition „ Reflection is a process during which a person pays attention to a problem, evaluates this problem on the background of a previously set goal and of his/her past experiences, generates options for action, relates the expectable outcomes of these options to the present situation, and makes decisions for future actions with the aim of solving the problem.“ (Henninger & Mandl, 2006, p. 56)
    15. 15. Design of the main study <ul><li>Use of weblogs in addition to German classes </li></ul><ul><li>Treatment: use of weblogs </li></ul><ul><li>Variables: </li></ul><ul><ul><li>Control variables: teacher, class atmosphere, interest (subject, Web-2.0-tools), media competence </li></ul></ul><ul><ul><li>Independent variable: use of weblogs </li></ul></ul><ul><ul><li>Moderator variable: motivation </li></ul></ul><ul><ul><li>Mediator variable: reflection </li></ul></ul><ul><ul><li>Dependent variable: learning results </li></ul></ul><ul><li>Methods: </li></ul><ul><ul><li>Quantitative: questionnaires, quantitative content analysis </li></ul></ul><ul><ul><li>Qualitative: qualitative content analysis, interviews </li></ul></ul>
    16. 16. Design of the main study EG CG Questionnaires Content analysis Interviews Jan 10 Feb 10 Mar 10 Apr 10 6 weeks Data collection to select matched samples
    17. 17. <ul><li>Goals of the pilot study: </li></ul><ul><ul><li>How will students use their weblogs? </li></ul></ul><ul><ul><li>How will students appraise the use of weblogs? </li></ul></ul><ul><ul><li>How will students’ motivation and students’ interest develop during the course? </li></ul></ul><ul><li>Panel study: 4 measuring times at intervals of approx. 4 weeks </li></ul><ul><li>Research tools: questionnaires based on </li></ul><ul><ul><li>Basic Psychological Needs Scales </li></ul></ul><ul><ul><li>Interest scale from the “Intrinsic Motivation Inventory” (adapted to the subject media law and to weblogs) </li></ul></ul><ul><ul><li>Self-formulated control items (at first and last measuring time only) </li></ul></ul>Explorative pilot study in summer term 2009 Use of weblogs at a media law course
    18. 18. Results: Basic psychological needs No significant differences between measuring times 0 1 2 3 4 5 6 7 t1 t2 t3 t4 Measuring times Mean value Aut Comp Rela
    19. 19. Results: Interest in media law and weblogs No significant differences between measuring times 0 1 2 3 4 5 6 7 t1 t2 t3 t4 Measuring times Mean Value IntBlog IntML
    20. 20. Summing up <ul><li>The competence to handle information and knowledge is a basic skill in today’s society that becomes more and more important for our (professional) everyday life. </li></ul><ul><li>Schools can benefit from imparting knowledge management competence to their students as well. </li></ul><ul><li>Using weblogs at school seems to be a promising method for training knowledge management and so to prepare students for their future. </li></ul><ul><li>More studies in these fields of research are necessary to create optimized learning settings. </li></ul>
    21. 21. Thank you for listening
    22. 22. Contact Christian Schmidt University of Education Weingarten Kirchplatz 2 88250 Weingarten Germany Tel. +49 (0)751 5018576 E-mail: [email_address] Twitter: http://www.twitter.com/Crossyard Blog: http://crossyard.wordpress.com http://www.ph-weingarten.de/medien-und-bildungsmanagement
    23. 23. References <ul><li>Brühl, K. & Keicher, I. (2007). Creative Work. Business der Zukunft. Zukunftsinstitut GmbH. </li></ul><ul><li>Ryan, M. R. & Deci, E. L. (2000). Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. Contemporary Educational Psychology 25 , 54-67. </li></ul><ul><li>Henninger, M. & Mandl, H. (2006). Training soft skills with software. Fostering reflection in the training of speech-receptive action. In D. Frey, L. von Rosenstiel & H. Mandl (Eds.), Knowledge and Action (p. 53-86). New York: Springer. </li></ul>

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