Karsten Stegmann

Karsten Stegmann
Ludwig-Maximilians-University of Munich | LMU · Department of Psychology

PD Dr. phil.

About

122
Publications
13,985
Reads
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Introduction
I'm post-doc researcher at the Ludwig-Maximilians University (Munich, Germany). The focus of my research is the "digitization of teaching in schools". I investigate the essential conditions and factors on classroom, teacher and school level for the success of digitization processes in education. My central research question is which conditions and factors can be influenced in order to effectively support successful use of digital media in school.
Additional affiliations
April 2012 - present
Ludwig-Maximilians-University of Munich
Position
  • PostDoc Position
April 2011 - March 2012
Universität Koblenz-Landau
Position
  • Professor (proxy)
July 2008 - March 2011
Ludwig-Maximilians-University of Munich
Position
  • PostDoc Position

Publications

Publications (122)
Article
Zahlreiche Studien zeigen, dass die wirkungsvolle Implementierung von Innovationen davon profitiert und sich positive Effekte auf die Schüler:innen nachweisen lassen, wenn Lehrpersonen kooperieren. In vielen Fällen einer solchen Zusammenarbeit handelt es sich um professionelle Lerngemeinschaften, typischerweise bestehend aus Lehrpersonen, Schulleit...
Article
Previous research has focused on self-assessments rather than objective assessments for assessing teachers’ technological knowledge (TK). Notwithstanding, empirical studies have failed to show stable relationships between self-assessments and objective assessments. In this study, we investigate the extent to which scenario-based self-assessments of...
Article
Full-text available
Collaborations are essential in research, especially in answering increasingly complex questions that require integrating knowledge from different disciplines and that engage multiple stakeholders. Fostering such collaboration between newcomers and established researchers helps keep scientific communities alive while opening the way to innovation....
Chapter
Im Alltag der meisten Menschen sind digitale Medien wie Smartphone, Computer, Internet oder Fernseher allgegenwärtig. Manche davon sind ständige Begleiter in der Freizeit, aber auch unentbehrliche Werkzeuge bei der täglichen Arbeit. Dies gilt nicht nur für Erwachsene, sondern auch für Kinder und Jugendliche. Nichts deutet darauf hin, dass sich dara...
Chapter
Digitale Medien sind ein Bestandteil vieler Lernumgebungen in Schule, Hochschule, Aus- und Weiterbildung. Die zentrale Frage der empirischen Bildungsforschung mit Bezug auf Lehren und Lernen mit digitalen Medien ist daher weniger, ob digitale Medien eingesetzt werden sollten, sondern (1) welche Einsatzformen digitaler Medien mit welchen Wirkungen a...
Article
Collaboration scripts have repeatedly been implemented in Computer-Supported Collaborative Learning (CSCL) to facilitate collaboration processes and individual learning. However, finding the right degree of structure is a subtle design task: scripts that are too rigid may impair self-regulation and hinder learning; scripts that are too flexible may...
Article
In a recent paper, Pierre Tchounikine has suggested to advance the Script Theory of Guidance (SToG) by addressing the question how learners appropriate collaboration scripts presented to them in learning environments. Tchounikine’s main criticism addresses SToG’s “internal script configuration principle.” This principle states that in any collabora...
Chapter
European universities are facing a massification of education, which leads to classes with the size of more than 1000 students in massive online courses (or in short “MOCs”, including the open version of MOOCs as a subcategory). This Grand Challenge Problem deals with the application of adaptive and adaptable educational technologies that exploit u...
Chapter
Currently, many Learning Analytics (LA) initiatives are carried out throughout Europe. Typically, LA have been developed and are provided for one specific stakeholder group such as students or teachers of a university. In some cases the exploitation of technology usage data lacks the consideration of ethical issues, for instance if students are not...
Chapter
Digitale Medien sind ein Bestandteil vieler Lernumgebungen in Schule, Hochschule, Aus- und Weiterbildung. Die zentrale Frage der empirischen Bildungsforschung mit Bezug auf Lehren und Lernen mit digitalen Medien ist daher weniger, ob digitale Medien eingesetzt werden sollten, sondern (1) welche Einsatzformen digitaler Medien mit welchen Wirkungen a...
Article
We argue that social network analysis is a useful methodology to study and to extend scholarly knowledge on learning through legitimate peripheral participation in communities of practice. We first review work on legitimate peripheral participation and show that research on this topic currently focusses on the adoption of practices. Then we describ...
Article
Full-text available
Due to the nature of collaborative learning, realising perfectly controlled experiments often requires an unreasonable amount of resources and sometimes it is not possible at all. Against this background, I propose to augment as good as feasible experimental design with a nomological net of relations between instructional support (intervention), le...
Article
Participating in communities of practice (CoPs) is an important way of learning. For newcomers in such communities, the learning process can be described as legitimate peripheral participation (LPP). Although a body of knowledge on LPP has been accumulated from qualitative case studies, mostly focusing on the use of practices, the concrete mechanis...
Article
Full-text available
Universities are increasingly organizing international exchange programs to meet the requirements of growing globalisation in the field of health care. Analyses based on the programs' fundamental theoretical background are needed to confirm the learning value for participants. This study investigated the extent of sociocultural learning in an excha...
Article
We argue that social network analysis is a useful methodology to study learning under the participation metaphor and to extend scholarly knowledge on the process of legitimate peripheral participation in communities of practice. We emphasize that it is necessary to extend current research about the epistemic aspects of participative learning and to...
Article
Full-text available
Collaborative learners are often meant to be guided by collaboration scripts to identify, discuss, and resolve differences of opinion and knowledge. How learners engage in and resolve conflict, however, may be highly dependent on learners’ cultural background. In this article, we examine the extent to which a peer-critique collaboration script indu...
Article
Full-text available
This article presents an outline of a script theory of guidance for computer-supported collaborative learning (CSCL). With its 4 types of components of internal and external scripts (play, scene, role, and scriptlet) and 7 principles, this theory addresses the question of how CSCL practices are shaped by dynamically reconfigured internal collaborat...
Chapter
Full-text available
In this study, the integration of new members into a scientific community that comprised to a large extent members from the CSCL community was investigated. New members usually lack the necessary knowledge to interact successfully with more experienced members of a scientific community and to find collaboration partners. We investigated how the lev...
Article
With respect to the Script Theory of Guidance (SToG), four open questions of importance are identified regarding the optimal scripting level principle. This principle concerns mainly the interaction between internal and external scripts as well as the effect of this interaction on knowledge acquisition. In an experimental study with N = 96 particip...
Chapter
This paper is rooted in the research field of Computer Supported Collaborative Learning (CSCL), where the debate is lively around whether and to what extent structuring the interactions among students enhances the effectiveness of the collaborative process. The paper discusses two different design approaches to structuring collaboration: the former...
Article
Students often face process losses when learning together via text-based online environments. Computer-supported collaboration scripts can scaffold collaborative learning processes by distributing roles and activities and thus facilitate acquisition of domain-specific as well as domain-general knowledge, such as knowledge on argumentation. Possibly...
Article
Unless they are adequately structured, online discussions in university teaching often reveal a suboptimal level of quality. The authors present empirical studies and recent research topics concerning the structuring of online discussions by means of collaboration scripts. The results of these studies show that collaboration scripts can be an effec...
Article
This study explores the relation between argumentation in online discussions, cognitive elaboration, and individual knowledge acquisition. In a one-factorial experimental design with 48 participants we investigated the effect of an argumentative computer-supported collaboration script (with vs. without) on the formal quality of argumentation, cogni...
Article
Full-text available
Collaboration scripts are usually implemented as parts of a particular collaborative-learning platform. Therefore, scripts of demonstrated effectiveness are hardly used with learning platforms at other sites, and replication studies are rare. The approach of a platform-independent description language for scripts that allows for easy implementation...
Article
Medical Education 2012: 46: 1001–1008 Context Doctor–patient communication skills are often fostered by using simulations with standardised patients (SPs). The efficiency of such experiences is greater if student observers learn at least as much from the simulation as do students who actually interact with the patient. Objectives This study aimed t...
Article
Full-text available
Research related to online discussions frequently faces the problem of analyzing huge corpora. Natural Language Processing (NLP) technologies may allow automating this analysis. However, the state-of-the-art in machine learning and text mining approaches yields models that do not transfer well between corpora related to different topics. Also, segm...
Chapter
Full-text available
In the field of collaborative learning, instructional designs are often used to structure learning processes. In order to support educationalists during the design of such learning scripts, graphical learning design editors have been developed, e.g. MoCoLaDe. The learning designs can then be exported using a formal specification, such as the markup...
Article
A rather small part of lifelong learning happens in settings that are intentionally designed for learning. Much more knowledge is acquired through participative learning, i.e. social interaction within specific groups or communities. So far participative learning has only been vaguely described as legitimate peripheral participation, but facilitati...
Chapter
Several approaches in CSCL research conceptualize and empirically explore the relations between specific qualities of text-based knowledge ­building ­processes in CSCL and successful knowledge construction. In argumentative knowledge construction, for example, a positive relation is assumed to exist between argumentation and individual knowledge co...
Article
Full-text available
This paper is rooted in the research field of Computer Supported Collaborative Learning (CSCL), where the debate is lively around whether and to what extent structuring the interactions among students enhances the effectiveness of the collaborative process. The paper discusses two different design approaches to structuring collaboration: the former...
Article
Undergraduate medical curricula are often deficient in teaching physical examinations in intimate zones, such as the rectal examination. Student inhibition is assumed to substantially hamper both the acquisition of knowledge and the performance of these examinations in practice. The two present studies examined the effects of low-fidelity (LFS) and...
Chapter
Full-text available
Despite the fact that many researchers in CSCL use the term over-scripting to interpret negative effects of scripts, the term is not clearly defined. Our contribution is to reframe the term according to concepts of internal and external scripts. We further conceptualize potential interferences between internal and external scripts in terms of cogni...
Article
Full-text available
Collaboration scripts have repeatedly been implemented in CSCL with the aim of improving individual acquisition of domain-specific knowledge and domain-general skills. However, it is a delicate compromise between taking the "freedom from" (i.e., constraining the learners' efforts to self-regulate their learning) and providing the "freedom to" learn...
Conference Paper
Full-text available
Knowledge sharing is important in every team or organization. Various tools are frequently used in meetings to support knowledge sharing, ranging from pen-and-paper to whiteboards and other shared workspaces. This paper reports on a user study that investigated how private and shared displays affect knowledge sharing processes in co-located meeting...
Article
Full-text available
A workshop held at the National Academies in the United States in 2007 highlighted five broad categories of skills that appear valuable across a range of jobs for people working in modern global economies. Engaging students in scientific argumentation can support the development of these 21st century skills. Unfortunately, opportunities are rare in...
Article
Full-text available
Collaboration scripts are usually implemented as parts of a particular collaborative-learning platform. Therefore, scripts of demonstrated effectiveness are hardly used with learning platforms at other sites, and replication studies are rare. The approach of a platform-independent description language for scripts that allows for easy implementation...
Conference Paper
Full-text available
We present a single solution for the following two problems: (1) to provide just-in- time support for collaborative learning tasks on top of arbitrary web pages (e. g. in order to foster online search competence) and (2) to transfer collaboration scripts implemented on a particular platform to other platforms. S-COL solves both by using fixed brows...
Conference Paper
Full-text available
External computer-supported collaboration scripts may support learners in collaboratively using new technologies. This contribution introduces a framework that offers an object-oriented package of classes and methods that supports eXtremely Simple Scripting (XSS), i.e., the rapid implementation of CSCL scripts for the use with new technologies. We...
Conference Paper
Full-text available
This paper aims at answering the question how ambient displays can be used as group mirrors to support collaborative (learning) activities. Our research question is to what extent the type of feedback representation affects collaborative processes. Two different representations have been created and compared in a user study: a diagram and a metapho...
Conference Paper
We present a single solution for the following two problems: (1) to provide just-in-time support for collaborative learning tasks on top of arbitrary web pages (e. g. in order to foster online search competence) and (2) to transfer collaboration scripts implemented on a particular platform to other platforms. S-COL solves both by using fixed browse...
Conference Paper
External computer-supported collaboration scripts may support learners in collaboratively using new technologies. This contribution introduces a framework that offers an object-oriented package of classes and methods that supports eXtremely Simple Scripting (XSS), i.e., the rapid implementation of CSCL scripts for the use with new technologies. We...
Article
Full-text available
In this article we describe the emerging area of text classification research focused on the problem of collaborative learning process analysis both from a broad perspective and more specifically in terms of a publicly available tool set called TagHelper tools. Analyzing the variety of pedagogically valuable facets of learners’ interactions is a ti...
Conference Paper
Full-text available
Research on learning and argumentation traditionally focuses on the (socio-)cognitive dimensions and benefits of argumentative dialogue. The papers which are part of this symposium, however, present recent research on intra-personal, non-cognitive variables and how they affect or are affected by electronic collective argumentation. The data are obt...
Conference Paper
Full-text available
This symposium brings together a panel of researchers using contrasting case methodology to analyze computer-supported collaborative learning in a wide range of learning environments. Such analyses can help researchers better understand the differences in the collaborative processes by sharpening researchers' perception and facilitating the discove...
Chapter
Full-text available
Collaborative learning, as both a pedagogical method and a cognitive mechanism plays a prominent role in the Learning Sciences. In this symposium we will use the term "cognitive convergence" to encompass various concepts that have been used to explain the important processes underlying successful collaboration, such as intersubjectivity, co- constr...
Article
Full-text available
Online discussions provide opportunities for learners to engage in argumentative debate, but learners rarely formulate well-grounded arguments or benefit individually from participating in online discussions. Learners often do not explicitly warrant their arguments and fail to construct counterarguments (incomplete formal argumentation structure),...