1 / 16

Career guidance - A European dimension; Alba College Athens, 04.11.2006. Köhler, T. & Börner, C.

Development of a cooperative online communi-cation infrastructure for career guidance experts: Presentation of the CG Web Portal. Career guidance - A European dimension; Alba College Athens, 04.11.2006. Köhler, T. & Börner, C. Technical University of Dresden, Germany.

robyn
Download Presentation

Career guidance - A European dimension; Alba College Athens, 04.11.2006. Köhler, T. & Börner, C.

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Development of a cooperative online communi-cation infrastructure for career guidance experts: Presentation of the CG Web Portal. Career guidance - A European dimension; Alba College Athens, 04.11.2006. Köhler, T. & Börner, C. Technical University of Dresden, Germany

  2. Structure of the presentation • Introduction: Issues of socio-technic design. • The ICT concept. • Current status of the CG Portal. • Presentation of the main functionality. • Modelling the CG knowledge design.

  3. Socio-technic design

  4. Structure of the presentation • Introduction: Issues of socio-technic design. • The ICT concept. • Current status of the CG Portal. • Presentation of the main functionality. • Modelling the CG knowledge design.

  5. Overall Goal • Inter-individual & interactive co-construction of joint (virtual) knowledge on CG • Immediate / short-time knowledge cooperation • Set up an independently accessible knowledge base on CG

  6. Draft Design Structure of the Portal Website Design: based on the logo Website (public) Info Space (restricted) Evaluation (restricted)

  7. Structure of the presentation • Introduction: Issues of socio-technic design. • The ICT concept. • Current status of the CG Portal. • Presentation of the main functionality. • Modelling the CG knowledge design.

  8. Development since 11/2005 • Coordination of expectations among partners from 8 EU member states • Development of the prototype • Submission and implementation of contents • Thematic structuring of contents • Launch of the portal • Usability testing within the network partnership • Extension of functionality and redesign of the web portal • Translations

  9. Current Status 11/2006 • Need for completion of the functionality (specification of access rights for forum and CMS) due to change of staff • Need for new thematic structuring due to changed WG structure • Need for additional languages • Need for new integration of the chosen communication tools (Wiki, Portal and Forum) • Need for a moderation of the forum • Need for marketing of the website

  10. Structure of the presentation • Introduction: Issues of socio-technic design. • The ICT concept. • Current status of the CG Portal. • Presentation of the main functionality. • Modelling the CG knowledge design.

  11. Structure of the presentation • Introduction: Issues of socio-technic design. • The ICT concept. • Current status of the CG Portal. • Presentation of the main functionality. • Modelling the CG knowledge design.

  12. Conceptual Models

  13. Community of Practice Characteristics • strongly connected with the context of work • based on the concept of situated learning • learning as legitimate peripheral participation (lpP) • in the beginning of the learning process the novice takes up a position at the fringe of the community • free of the responsibility that full membership would bring, s/he participates only partly in common practice (“peripherality”) • Stepwise full access to the common practice of community members (“legitimacy”) • process of situated learning leads to the expert status and represents thereby also a process of cultivation • LpP thus describes the relationship between experts and novices • learning motivation arises by the interest in sharing / improving practice

  14. Community of Practice 3 central elements constitute a CoP: • Domain: members must have expertise in a common area („domain“). • Community: must be a group of people, who exchange experiences. • Practice: members need to share practice. The Career Guidance Network fits exactly the model of a Community of practice.

  15. Thank you for your attention! Your questions? Contact: thomas.koehler@tu-dresden.de

  16. References Köhler, T. & Kahnwald, N. (2005). Does a class need a teacher? New teaching and learning paradigms for virtual learning communities; In: Online Communities and Social Computing. Proceedings of the HCI 2005. New York, Lawrence Erlbaum Associates. Wenger, E. (1998). Communities of Practice. Learning, Meaning and Identity. Cambridge, University Press.

More Related