Knowledge transfer by sharing task templates: two approaches and their psychological requirements     

Uwe V?RissEmail author  Ulrike?Cress  Joachim?Kimmerle  Stefan?Martin 《知识管理研究与实践》2007,5(4):287-296

This paper considers two paradigms of process-aware information systems (PAIS) that are used to share knowledge about planning and executing tasks. The case-based task management (CBTM) system is based on the transduction of execution protocols, so-called cases; and the pattern-based task management (PBTM) system is based on task patterns that are derived from cases but yield more abstract information. As user motivation to contribute to a collaborative task management system is a crucial factor for its success, we consider the different motivational requirements of CBTM and PBTM from a psychological point of view. Based on experimental findings about different factors that have been shown to enhance people's motivation to contribute their knowledge to a shared pool, we compare the two approaches and assess which one is more appropriate with respect to motivation.  相似文献   

Gender-related beliefs of teachers in elementary school mathematics     

Joachim Tiedemann 《Educational Studies in Mathematics》2000,41(2):191-207

In this quantitative study, questionnaire data of fifty-two third- and fourth-grade teachers were analyzed using MANOVA tools. Teachers were asked to consider boys' and girls' achievement in mathematics, giving their views on the reasons for the students' successes and failures and describing their learning characteristics. Teachers thought that their average achieving girls were less logical than equally achieving boys. The girls were thought to profit less than boys from additional effort and to exert relatively more effort to achieve the level of actual performance in mathematics. Teachers rated mathematics as more difficult for average achieving girls than for equally achieving boys. With regard to girls, teachers attributed unexpected failure more to low ability and less to lack of effort than with boys. The results increase our understanding of stereotypical teacher beliefs that might help explain gender differences in achievement and in subsequent occupational choices.This revised version was published online in September 2005 with corrections to the Cover Date.  相似文献   

Max Schmeling     

Volker Kluge  Hans Joachim Teichler 《Sportwissenschaft》2005,35(1):77-80

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Adults'' Tolerance of Cries: An Experimental Investigation of Acoustic Features     

Rudolf Bisping  Hans Joachim Steingrueber  Martine Oltmann  Christine Wenk 《Child development》1990,61(4):1218-1229

Variations in the aversiveness of a newborn's distress cry were examined using experimental manipulation of 3 acoustic features of the cry (fundamental frequency, intonation, spectral complexity) and of the information given to subjects about the infant's health status. The subjects (N = 164 medical students) were allowed to control the sound pressure level (range: 50 dB [A]-105 dB[A]) of the different cry versions by repeatedly pressing a button (operant titration). For the nonmanipulated (original) cry version, the accepted sound pressure level decreased as fundamental frequency increased at above 610 Hz. This effect was modified by experimental manipulation of spectral complexity as well as intonation. A preference of intonated cries over monotonous cries was most pronounced between 534 and 686 Hz. Significant interactions of the information variable with the intonation and the complexity variables suggest that the listener's reaction to certain physical cry characteristics can be altered substantially by inducing different cognitive sets.  相似文献   

New digital media and devices: An analysis for the media industry     

Joachim Rawolle  Thomas Hess 《媒体管理杂志》2013,15(2):89-99

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Engineering education as a complex system     

David K. Gattie  Nadia N. Kellam  John R. Schramski  Joachim Walther 《European Journal of Engineering Education》2011,36(6):521-535

This paper presents a theoretical basis for cultivating engineering education as a complex system that will prepare students to think critically and make decisions with regard to poorly understood, ill-structured issues. Integral to this theoretical basis is a solution space construct developed and presented as a benchmark for evaluating problem-solving orientations that emerge within students’ thinking as they progress through an engineering curriculum. It is proposed that the traditional engineering education model, while analytically rigorous, is characterised by properties that, although necessary, are insufficient for preparing students to address complex issues of the twenty-first century. A Synthesis and Design Studio model for engineering education is proposed, which maintains the necessary rigor of analysis within a uniquely complex yet sufficiently structured learning environment.  相似文献   

Sport als Instrument der Außenpolitik?     

Prof. Dr. Hans Joachim Teichler 《Sportwissenschaft》2010,40(3):210-212

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How to get a French doctoral thesis,especially when you arent’s French     

Pierrette?Paillassard  Joachim?Sch?pfelEmail author  Christiane?Stock 《Publishing Research Quarterly》2005,21(1):73-93

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Promoting effective e-learning practices through the constructivist pedagogy     

Jared Keengwe  Grace Onchwari  Joachim Agamba 《Education and Information Technologies》2014,19(4):887-898

Although rapid advances in technology has allowed for the growth of collaborative e-learning experiences unconstrained by time and space, technology has not been heavily infused in the activities of teaching and learning. This article examines the theory of constructivism as well as the design of e-learning activities using constructivist principles. The manner in which constructivist theory supports e-Learning is explored, and extrapolating from this pedagogical theory, some implications are provided to model effective practices of the characteristics and capacities of this powerful learning environment.  相似文献   

Service Industry for Teachers? Using the Internet to Plan Lessons     

Reinhold Hedtke  Joachim Kahlert  & Volker Schwier 《European Journal of Education》2001,36(2):189-193

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