Daniel Bodemer: Functions of cognitive group awareness tools @ CREATE Lab, 196 Mercer St., 8th Floor

06/16/2017 10:30 am – 06/16/2017 12:00 pm Functions of cognitive group awareness tools Daniel Bodemer, University of Duisburg-Essen, Germany Cognitive Group Awareness Tools (CGA tools) provide textual or visual information about others’ knowledge, interests, or opinions. They make users aware of the provided socio-cognitive information that can be used in different ways. In the learning sciences such tools are particularly popular for providing implicit guidance to learners, that is triggering collaboration and communication behaviour intended to be beneficial for learning, thereby maintaining the learners’ self-regulation and enabling instructional designers to combine multimedia learning principles with CSCL support. The tools’ effectiveness for collaborative learning is usually evaluated on an overall tool level and with a focus on learning outcomes instead of underlying processes. On this basis, research generally indicates that the use of CGA tools can be beneficial for learning. On the other hand, there is also a well-founded reasoning for minor effectiveness and efficiency of information-based guidance approaches. In order to identify how CGA tools work they have to be investigated beyond an overall level and under consideration of the processes potentially affecting the learning outcomes. With a differentiated view, various functions of CGA tools can be identified and distinguished that may trigger cognitive processes. This talk will introduce potential functions of CGA tools by means of presenting several studies performed by the Media-Based Knowledge Construction-Team at the University of Duisburg. The talk intends to connect several research topics (e.g., computer-supported collaborative learning, self-regulated learning, multiple external representations, scientific discovery learning, cognitive load theory, informal learning) and to identify common research interests. Daniel Bodemer holds the chair on Research Methods in Psychology – Media-Based Knowledge Construction at the University of Duisburg-Essen in Germany. His research interests and projects comprise and connect analyzing and guiding processes of collaborative learning (e.g., cognitive group awareness tools), multimedia learning (e.g., multiple and interactive representations), and self-regulated learning (including social metacognition).  He is a Co-PI of the current DFG-Research Training Group on “User-Centred Social Media” and has received further research funding from various organizations. Moreover, he has been a member of several interdisciplinary research programs such as the American-German Research Exchange Programs “in the Field of Technology-Supported Education” funded by NSF and DFG. Before he moved to Duisburg in 2012, Daniel has been an Assistant Professor at the University of Tübingen, associated to the Leibniz-Knowledge Media Research Center. He received his Ph.D. in Psychology at the University of Freiburg.