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...s similar to what they may encounter in future work situations.sSummary and DiscussionsOur findings show that the learning task of metadata creation can be seen as a “mindtool”. Thesterm "Mindtools" (=-=Jonassen, 1999-=-) is used to describe information technology formalisms that aresused to engage students in critical thinking. The activities of metadata creation brought studentssto rethink and reinterpret the vario...

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...ing mode preferred by novices (e.g. Anderson, Farrell, & Sauers, 1984; Lefevre & Dixon, 1986). Furthermore,sresearch has shown that learning from worked-out examples is typically very effective (e.g.s=-=Sweller & Cooper, 1985-=-; Ward & Sweller, 1990). Such examples are chosen and designed to present not just a solution for a problem, but also a reasoning process along with concepts and issuessthat are of special importance ...

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...by a human or machine tutor for adapted tutoring interventions. This external representation of the learning process can serve also as an open student model to support students'sreflection processes (=-=Dimitrova, 2003-=-; Kay, 2001).sOur future plans include the employment of more structured observations, interviews and surveyssin order to refine the analysis and hence the description of the individual learning proce...

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..., worked-out examples,scommunity of practice.sIntroductionsWorked-out examples serve an important role in the educational process. Learning from workedout examples is an important source of learning (=-=VanLehn, 1996-=-), and it is a learning mode preferred by novices (e.g. Anderson, Farrell, & Sauers, 1984; Lefevre & Dixon, 1986). Furthermore,sresearch has shown that learning from worked-out examples is typically v...

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... examples serve an important role in the educational process. Learning from workedout examples is an important source of learning (VanLehn, 1996), and it is a learning mode preferred by novices (e.g. =-=Anderson, Farrell, & Sauers, 1984-=-; Lefevre & Dixon, 1986). Furthermore,sresearch has shown that learning from worked-out examples is typically very effective (e.g.sSweller & Cooper, 1985; Ward & Sweller, 1990). Such examples are chos...

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...hine tutor for adapted tutoring interventions. This external representation of the learning process can serve also as an open student model to support students'sreflection processes (Dimitrova, 2003; =-=Kay, 2001-=-).sOur future plans include the employment of more structured observations, interviews and surveyssin order to refine the analysis and hence the description of the individual learning processes asswel...

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...vices (e.g. Anderson, Farrell, & Sauers, 1984; Lefevre & Dixon, 1986). Furthermore,sresearch has shown that learning from worked-out examples is typically very effective (e.g.sSweller & Cooper, 1985; =-=Ward & Sweller, 1990-=-). Such examples are chosen and designed to present not just a solution for a problem, but also a reasoning process along with concepts and issuessthat are of special importance for the respective sub...

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...ningswith regard to learning objects and metadata to enable the retrieval of appropriate learning objectssby human teachers as well as virtual tutors (Carey, Swallow, & Oldfield, 2003, Friesen, 2002;s=-=Recker & Wiley, 2001-=-). .sBesides the educational benefits for a student and for a community of students (or a studentswithin a community), the suggested learning activities entail also potential benefits for tutoring. As...

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...provided an additional opportunitysto foster critical thinking as well as to practice interpersonal communication and team skills. Assstudents tend to use superficial clues for retrieval of examples (=-=Lithner, 2003-=-), a systematic approach for knowledge management can be beneficial for them.sWe were especially interested in educational benefits that are more oriented towards students ofsinformation systems and r...

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...mation technology specialists. An effort to define a metadata scheme for the worked-out examples elicits the current dilemmas of the semantic web regarding standard versus community-based ontologies (=-=Allert, 2004-=-).sThe following sections of this paper describe the instructional strategies and the learning tasks ofsthe course and the accompanying study. We conclude with a summary and a discussion regardingsthe...

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...individually and collaboratively made studentssaware of the dynamic and subjective nature of knowledge. While it is common practice to seesinformation and knowledge as different stages in s spectrum (=-=Bellinger, Castro, & Mills, 2004-=-),sthe appreciation of the central role of the human interpreter (Knox, 2007) is important for bothsconcepts. This conceptualization is necessary for anybody interested in information, knowledge,sand ...

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...e material. The metadata scheme definition is expected to be a dynamic process that captures the growing understanding and also fosters the dynamic and subjective nature ofsknowledge and information (=-=Knox, 2007-=-). We encouraged collaboration among students in ordersto bring up explicitly the dilemmas in defining an appropriate metadata scheme that can be helpful for retrieval and reuse of previous examples w...

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...tion of the learning process. Comparisons between learners’smetadata schemes can provide an anchor for meaningful discussions as demonstrated in studies ofsuse of conflicts in collaborative learning (=-=Constantino-Gonzalez & Suthers, 2000-=-; Or-Bach & vansJoolingen, 2001). The potential for stimulating negotiation of meaning can support the development of a community of practice (Wenger, 1998). The idea that learning involves a deepenin...