Automatic detection of accommodation steps as an indicator of knowledge maturing

Moskaliuk, Johannes; Rath, Andreas; Devaurs, Didier; Weber, Nicolas; Lindstaedt, Stefanie; Kimmerle, Joachim; Cress, Ulrike

doi:10.1016/j.intcom.2011.03.006

Cited by 8 publications

(4 citation statements)

References 31 publications

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“…On the contrary, internalization is an active process of accommodation and assimilation, that is, a permanent equilibration between the perceived external stimuli and the internal cognitive structures (Piaget, 1970(Piaget, , 1977. When people interact with others, they also internalize information by assimilation and accommodation Moskaliuk et al, 2011). As a result, their own cognitive structures evolve dynamically, which is regarded as a process of learning.…”

Section: Internalization and Externalization As Enablers Of System Dementioning

confidence: 99%

Learning and Collective Knowledge Construction With Social Media: A Process-Oriented Perspective

Kimmerle

Moskaliuk

Oeberst³

et al. 2015

Educational Psychologist

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113

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Social media are increasingly being used for educational purposes. The first part of this article briefly reviews literature that reports on educational applications of social media tools. The second part discusses theories that may provide a basis for analyzing the processes that are relevant for individual learning and collective knowledge construction. We argue that a systems-theoretical constructivist approach is appropriate to examine the processes of educational social media use, namely, self-organization, the internalization of information, the externalization of knowledge, and the interplay of externalization and internalization providing the basis of a co-evolution of cognitive and social systems. In the third part we present research findings that illustrate and support this systems-theoretical framework. Concluding, we discuss the implications for educational design and for future research on learning and collective knowledge construction with social media.

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Section: Internalization and Externalization As Enablers Of System Dementioning

confidence: 99%

Learning and Collective Knowledge Construction With Social Media: A Process-Oriented Perspective

Kimmerle

Moskaliuk

Oeberst³

et al. 2015

Educational Psychologist

Self Cite

113

View full text Add to dashboard Cite

show abstract

“…This automatically generated information on collaboration processes can in turn be used in learning analytics systems, for example, to facilitate an exchange of ideas. Machine learning is also used in the context of recommender systems that aim at providing learners with the most useful learning materials according to their previous learning trajectory (e.g., Drachsler et al 2015;Kopeinik et al 2016;Moskaliuk et al 2011).…”

Section: Automatic Text Classificationmentioning

confidence: 99%

Using big data techniques for measuring productive friction in mass collaboration online environments

Holtz

Kimmerle

Creß

2018

Intern. J. Comput.-Support. Collab. Learn

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The advent of the social web brought with it challenges and opportunities for research on learning and knowledge construction. Using the online-encyclopedia Wikipedia as an example, we discuss several methods that can be applied to analyze the dynamic nature of knowledge-related processes in mass collaboration environments. These methods can help in the analysis of the interactions between the two levels that are relevant in computer-supported collaborative learning (CSCL) research: The individual level of learners and the collective level of the group or community. In line with constructivist theories of learning, we argue that the development of knowledge on both levels is triggered by productive friction, that is, the prolific resolution of socio-cognitive conflicts. By describing three prototypical methods that have been used in previous Wikipedia research, we review how these techniques can be used to examine the dynamics on both levels and analyze how these dynamics can be predicted by the amount of productive friction. We illustrate how these studies make use of text classifiers, social network analysis, and cluster analysis in order to operationalize the theoretical concepts. We conclude by discussing implications for the analysis of dynamic knowledge processes from a learning sciences perspective.

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“…In an accommodation process, in contrast, existing schemas have to be changed in order for new information to fit. While assimilation means accumulating additional information into the existing structures, accommodation means that cognitive systems typically become more complex or more sophisticated ( Rumelhart and Norman, 1978 ; Moskaliuk et al, 2009 , 2011 ). For example, an engineer in an automotive company may learn about an improved (more efficient) component for a fuel-injection system in a combustion engine.…”

Section: Declarative and Non-declarative Knowledge In Organizational mentioning

confidence: 99%

Cognitive foundations of organizational learning: re-introducing the distinction between declarative and non-declarative knowledge

Kump¹,

Moskaliuk

Creß³

et al. 2015

Front. Psychol.

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Contemporary research into socio-cognitive foundations of organizational learning tends to disregard the distinction between declarative and non-declarative knowledge. By reviewing the literature from organizational learning research and cognitive psychology we explain that this distinction is crucial. We describe the foundations of organizational learning by referring to models that consider the interplay between individual and collective knowledge-related processes in organizations. We highlight the existence of a research gap resulting from the finding that these approaches have widely neglected the existence of different types of knowledge. We then elaborate on characteristics of declarative and non-declarative knowledge in general, consider organizations as structures of distributed cognition, and discuss the relationship between organizational knowledge and practice. Subsequently, we examine the role of declarative and non-declarative knowledge in the context of organizational learning. Here, we analyze (1) the cognitive and social mechanisms underlying the development of declarative and non-declarative knowledge within structures of distributed cognition; and (2) the relationship between alterations in declarative and non-declarative types of knowledge on the one hand and changes in organizational practice on the other. Concluding, we discuss implications of our analysis for organizational learning research. We explain how our integrative perspective may offer starting points for a refined understanding of the sub-processes involved in organizational learning and unlearning and may support a better understanding of practical problems related to organizational learning and change.

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Automatic detection of accommodation steps as an indicator of knowledge maturing

Cited by 8 publications

References 31 publications

Learning and Collective Knowledge Construction With Social Media: A Process-Oriented Perspective

Learning and Collective Knowledge Construction With Social Media: A Process-Oriented Perspective

Using big data techniques for measuring productive friction in mass collaboration online environments

Cognitive foundations of organizational learning: re-introducing the distinction between declarative and non-declarative knowledge

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