Knowledge Network Internetworking

The convergence of informatics systems and media systems has caused a lack of educational concepts for long-term knowledge. We assume that gaining informatics competencies enables adults to meet the demands of today’s society. Therefore, didactics of informatics has to contribute educational concepts. In this paper, we introduce a strategy to structure the domain Internetworking. Aim of our research is to develop a Didactic System for Internetworking. By applying the presented strategy a knowledge network is constructed. It represents knowledge with an educational value for handling informatics systems as well as various possibilities of sequencing this knowledge for learning processes. Thereby, findings in informatics and didactics of informatics are considered. The knowledge network is improved by results of a case study. Dimensions of knowledge networks are informatics principles, knowledge level, application, and matter. 1 Media Upheaval and implications to Didactics of Informatics Informatics systems and media systems have converged. Therefore, media usage has changed. As a result a lack in educational frameworks has emerged. Therefore, didactics of informatics contribute concepts. Research objective is development of an e-learning framework [1]. Thereby, we concentrate on the domain Internetworking. We regard its structure, communication, and information security. In this paper, we present a strategy to structure learning processes for acquiring informatics knowledge regarding Internetworking. Thereby, we consider adult learners with no prior knowledge informatics and heterogeneous experience in handling informatics systems. A knowledge network is the result of applying the strategy. The network represents a structure of a domain from a didactic point of view. Arrangement of knowledge objects provides various learning sequences. Findings in informatics, didactic of informatics, and adult learning are considered to deduce sequence of learning matter. 2 Kirstin Schwidrowski 2 Approaches for Structuring Learning Processes and Domain Brinda and Schubert have introduced a Didactic System [2]. This educational framework combines a knowledge network, exercise classes, and exploration modules. We follow up this approach to deduce a Didactic System for Internetworking. Stechert has applied a learner-centred cognitive approach for improving informatics system understanding [3]. Observable behavior, internal structure, and implementation are characteristics of informatics systems. These characteristics structure the learning matter. Voß has proposed an educational concept for using standard software [4]. She has addressed adult learners. Her approach offers a cognitive access based on informatics modelling. Learners get to know the internal structure of a text or table document. This knowledge is combined with applying standard software. In our assumption, informatics knowledge enables to analyze, evaluate, and reflect functioning of informatics systems. In particular, learners know structure of Internetbased media systems, states of media processes, and the combination of both.