7th Workshop on Awareness and Reflection in Technology Enhanced Learning

Accepted papers

Published at CEUR: http://ceur-ws.org/Vol-1997/

  • Alicja Piotrkowicz, Vania Dimitrova, Tamsin Treasure-Jones, Alisdair Smithies, Pat Harkin, Jane Kirby and Trudie Roberts: Quantified Self Analytics Tools for Self-regulated Learning with myPAL
  • Angela Fessl, Viktoria Pammer, Michael Wiese and Stefan Thalmann: Improving Search Strategies of Auditors – A Focus Group on Reflection Interventions
  • Svenja Neitzel, Christoph Rensing and Henrik Bellhäuser: Concept, Design and First Evaluation of a Mobile Learning Diary Application with Access to a Learning Record Store
  • Milos Kravcik, Carsten Ullrich and Christoph Igel: Supporting Awareness and Reflection in Companies to Move towards Industry 4.0
  • Mathieu D’Aquin, Alessandro Adamou, Stefan Dietze, Besnik Fetahu, Ujwal Gadiraju, Ilire Hasani-Mavriqi, Peter Holtz, Joachim Kimmerle, Dominik Kowald, Elisabeth Lex, Susana Lopez Sola, Ricardo Maturana, Vedran Sabol, Pinelopi Troullinou and Eduardo Veas: AFEL: Towards Measuring Online Activities Contributions to Self-directed Learning
  • Francesca Dagnino, Francesca Pozzi, Donatella Persico, Flavio Manganello and Andrea Ceregini: Supporting teachers’ self- reflection and professional development with gamification
  • Tom Broos, Laurie Peeters, Katrien Verbert, Carolien Van Soom, Greet Langie and Tinne De Laet: Dashboard for Actionable Feedback on Learning Skills: How Learner Profile Affects Use

Call for papers

The 7th Workshop on Awareness and Reflection in Technology Enhanced Learning (ARTEL 2017) will be held in the context of the EC-TEL 2017, Tallinn, Estonia: 12 September 2017.
Workshop webpage: http://teleurope.eu/artel17
Twitter hashtag: #artel17

 

Rationale

Awareness and reflection are viewed differently across the disciplines informing Technology-Enhanced Learning (CSCW, psychology, educational sciences, computer science and others). The ARTEL workshop series brings together researchers and professionals from different backgrounds to provide a forum for discussing the multi-faceted area of awareness and reflection. 2017 will be the 7th workshop in the series.

 

Through the last ARTEL workshops at EC-TEL (2011-2016) the topic has gained maturity and questions addresses are converging towards the usage of awareness and reflection in practice, its implementation in modern organisations, its impact on learners and questions of feasibility and sustainability for awareness and reflection in education and work. To reflect the growing maturity of research in ARTEL over the years in conjunction with the latest trends in TEL, this year’s topic particularly invites contributions that deal with moving from awareness and reflection to action. Changing individual behaviour and collaborative practice is very challenging, and we invite research that particularly deals with technology’s role in helping users take this step.

 

The workshop will include a paper session, a demo and prototype slam as well as an interactive session. The workshop aims at:

  1. Providing a forum for presenting and discussing research on awareness and reflection in TEL.
  2. Creating an interactive experience that connects participants’ research, current tools or latest prototypes and models with real end users’ learning experiences and requirements regarding reflection technology.
  3. Creating an agenda for future ARTEL research and development.

 

Proceedings of the predecessor workshops are available via http://ceur-ws.org/Vol-790/ (2011), http://ceur-ws.org/Vol-931/ (2012), http://ceur-ws.org/Vol-1103/ (2013), http://ceur-ws.org/Vol-1238/ (2014), http://ceur-ws.org/Vol-1465/ (2015), and http://ceur-ws.org/Vol-1736/ (2016).
Topics of interest
Reflective learning is a mechanism to turn experience into learning. Boud, Keogh & Walker (1985) phrase this as “those intellectual and affective activities in which individuals […] explore their experiences in order to lead to new understandings and appreciations”. As a mechanism that is suitable for self-directed learning, reflective learning has been found to be critical for success at work (Eraut, 2004; Knipfer et al, 2012). Reflection might be seen as a cognitive process as well as a social, collaborative process of learning (Prilla, Balzert & Pammer., 2012). Technology has the potential to support breakdown in the sense of creating awareness of a potential reflection opportunity, to support inquiry into the object of reflection, and to support transformation in the sense of creating new knowledge, i.e. meaning (Baumer, 2015). Concretely, technology can support e.g., data collection and analysis, sensemaking, discussion, or to guide the reflection process itself.
Furthermore, the previous six ARTEL Workshops show a wide variety of challenges and solution ideas when designing technology for reflective learning. Additionally, the IJTEL Special Issue on Awareness and Reflection in Technology Enhanced Learning captures various theoretical and empirical works that deal with aspects such as reflection guidance, reflection in blended learning, reflective learning processes in the workplace, reflection interventions in online courses, digital storytelling for developing reflection and digital skills in professional education, system architecture discussions, visualisations for awareness raising, and the impact of awareness and reflection tools in a virtual laboratory setting.
Considering the multitude of views on awareness and reflection distributed over a wide range of disciplines (CSCW, psychology, educational sciences, computer science…) the workshop’s general theme is encapsulated in the following questions:
  • How can awareness and reflection support learning in different settings (work, education, continuing professional development, lifelong learning, etc)?
  • What are the role(s) that technology can play in these contexts?
For ARTEL 2017 we particularly invite contributions that address the theme of moving from awareness and reflection to action. To answer the above and related questions, we are looking for contributions that address the following aspects:
  • Theoretical discussion of awareness and reflection in TEL and related concepts (e.g., collaborative learning, creativity techniques, experiential learning, etc.)
  • Methodologies to identify, study and analyse awareness and reflection in the context of (technology-enhanced) learning (quantitative and qualitative methods, learning analytics, visualisations etc.)
  • Empirical studies about technology support for awareness and reflection
  • Technology (design, application, evaluation) supporting awareness and reflection
  • Designing awareness and reflection in TEL applications and processes
  • Using awareness and reflection support to enhance the learning experience
  • Awareness of social context, knowledge, artefacts and processes
  • Awareness and reflection in specific contexts, such as higher education, work-integrated learning, learning networks, etc.
  • Challenges and solution ideas to help users move from awareness and reflection to action, i.e. to changing individual behaviour and collaborative practice

Submission

  • Full papers: Description of novel theoretical, empirical or development work on awareness and reflection in TEL, including a substantial contribution to the field (up to 15 pages).
  • Work in progress: Ongoing research and current approaches on investigating the field, with initial insights for the community (up to 7 pages).
  • Demos: Prototypes, design studies and tools for the support of awareness and reflection in TEL, which can be demoed and discussed  (up to 3 pages).

All contributions will be peer reviewed by at least two members of the programme committee evaluating their originality, significance, and rigour. The papers will be published in the CEUR workshop proceedings. Submissions should use the Springer LNCS template. Please submit your paper via EasyChair: https://easychair.org/conferences/?conf=artel2017

Important dates
22.06.2017 30.06.2017 Submission Deadline

15.07.2017 Notification of Acceptance
30.08.2017 Camera-Ready Papers
12.09.2017 Workshop
31.10.2017 Publication of Workshop Proceedings

ARTEL format
ARTEL 2017 is targeted at research and development on awareness and reflection in TEL across disciplines (CSCW, psychology, educational science, computer science) and across European TEL projects. The target audience of ARTEL 2017 are researchers and practitioners in the field of TEL. The workshop will include a paper session, a demo and prototype slam as well as an interactive session. The workshop will last for a full day (around 7 hours of working time) and will consist of four main parts of 1.5h-2h each, bookended with introductions and summaries. Besides the discussion of novel research and work in progress, this year’s ARTEL edition will contain a session of demoing and discussing tools, especially prototypes and cutting-edge development, in which researchers and practitioners can discuss their ideas for the support of awareness and reflection in learning.

The workshop format will be a mixture of paper and demo presentations, and a discussion session in which we will link theory and existing prototypes (both from the involved projects and from the presented papers and demos) to practical needs in educational and professional settings (research agenda). This link is expected to be of value to both practitioners (in that research insights become more tangible), and to researchers (in that insights and research prototypes become grounded in practice). There will be an overall narrative trajectory throughout the day moving from theory at the beginning of the workshop to pragmatic implementations at the close.

Organisers
Milos Kravcik, DFKI GmbH, Germany

Alexander Mikroyannidis, The Open University, United Kingdom
Viktoria Pammer, Graz University of Technology and Know-Center, Austria
Michael Prilla, Clausthal University of Technology, Germany

Programme Committee (tentative)
Sven Charleer, KU Leuven, Belgium
Philippe Dessus, Université Pierre-Mendès-France, France
Ines Di Loreto, Université de Technologie de Troyes (UTT), France
Eva Durall, Aalto University, Finland
Angela Fessl, Know-Center, Austria
Denis Gillet, École Polytechnique Fédérale de Lausanne (EPFL), Switzerland
Michael, Kickmeier-Rust, Graz University of Technology, Austria
Effie Law, University of Leicester, UK
Elvira Popescu, University of Craiova, Romania
Carsten Ullrich, DFKI GmbH, Germany

Dominique Verpoorten, University of Liège, Belgium
Riina Vuorikari, Institute for Prospective Technological Studies (IPTS), Spain

Supporting projects

Employ ID – Scalable & cost-effective facilitation of professional identity transformation in public employment services: http://employid.eu

SlideWiki – Collaborative OpenCourseWare Authoring: https://slidewiki.eu

ADAPTION – Migration zum Cyber-physischen Produktionssystem: http://www.adaption-projekt.de

Social platform
To stay tuned, consider joining the ARTEL social space on TELeurope: http://teleurope.eu/artel
It is easy to join. First register an account on http://teleurope.eu and then join the group on Awareness and Reflection in Technology-Enhanced Learning.

EC-TEL
The workshop will take place as part of the 12th European Conference on Technology Enhanced Learning (EC-TEL), will take place in Tallinn, Estonia, September 12-15, 2017. The overall theme of EC-TEL 2017 is Data Driven Approaches in Digital Education, focusing on the new possibilities and challenges brought by the digital transformation of the education systems. For more information visit http://www.ec-tel.eu

 

Research Evidence on the Use of Learning Analytics: Implications for Education Policy

The EU published our report on ‘Research Evidence on the Use of Learning Analytics: Implications for Education Policy’: https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical-research-reports/research-evidence-use-learning-analytics-implications-education-policy

From the abstract: Learning analytics is an emergent field of research that is growing fast. It takes advantage of the last decade of e-learning implemResearch Evidence on the Use of Learning Analytics: Implications for Education Policyentations n education and training as well as of research and development work in areas such as educational data mining, web analytics and statistics. In recent years, increasing numbers of digital tools for the education and training sectors have included learning analytics to some extent, and these tools are now in the early stages of adoption. This report reviews early uptake in the field, presenting five case studies and an inventory of tools, policies and practices. It also provides an Action List for policymakers, practitioners, researchers and industry members to guide work in Europe.

How to cite: Ferguson, R., Brasher, A., Clow, D., Cooper, A., Hillaire, G., Mittelmeier, J., Rienties, B., Ullmann, T., Vuorikari, R. (2016). Research Evidence on the Use of  Learning Analytics – Implications for Education Policy. R. Vuorikari, J.  Castaño  Muñoz (Eds.).  Joint  Research  Centre  Science for  Policy  Report;  EUR  28294  EN; doi:10.2791/955210.

6th Workshop on Awareness and Reflection in Technology Enhanced Learning

Proceedings:

Milos Kravcik, Alexander Mikroyannidis, Viktoria Pammer, Michael Prilla, Thomas Ullmann (Eds.): Proceedings of the 6th Workshop on Awareness and Reflection in Technology Enhanced Learning. In conjunction with the 11th European Conference on Technology Enhanced Learning: Adaptive and Adaptable Learning. Lyon, France, September 13, 2016. Available online at http://ceur-ws.org/Vol-1736

 

News

 

Call for papers

6th Workshop on Awareness and Reflection in Technology Enhanced Learning (ARTEL 2016) to be held in the context of the EC-TEL 2016, Lyon, France: 13 September 2016 (Tuesday).
Workshop webpage: http://teleurope.eu/artel16
Twitter hashtag: #artel16

Rationale
Awareness and reflection are viewed differently across the disciplines informing Technology-Enhanced Learning (CSCW, psychology, educational sciences, computer science and others). The ARTEL workshop series brings together researchers and professionals from different backgrounds to provide a forum for discussing the multi-faceted area of awareness and reflection. 2016 will be the 6th workshop in the series.

Through the last ARTEL workshops at EC-TEL the topic has gained maturity and questions addresses are converging towards the usage of awareness and reflection in practice, its implementation in modern organisations, its impact on learners and questions of feasibility and sustainability for awareness and reflection in education and work. To reflect the growing maturity of research in ARTEL over the years in conjunction with the latest trends in TEL, this year’s topic particularly invites contributions that deal with the contribution and impact of Learning Analytics on awareness and reflection. The motto of the workshop this year is:

“Learning Analytics for Awareness and Reflection: How can Learning Analytics methodologies and tools support awareness and reflection in different learning contexts?”

The workshop aims at:
Providing a forum for presenting and discussing research on awareness and reflection in TEL.
Creating an interactive experience that connects participants’ research, current tools or latest prototypes and models with real end users’ learning experiences and requirements regarding reflection technology.
Creating an agenda for future ARTEL research and development.

Proceedings of the predecessor workshops are available via http://ceur-ws.org/Vol-790/ (2011), http://ceur-ws.org/Vol-931/ (2012), http://ceur-ws.org/Vol-1103/ (2013), http://ceur-ws.org/Vol-1238/ (2014), and http://ceur-ws.org/Vol-1465/ (2015).

Topics of interest
For ARTEL 2016 we particularly invite contributions that address the theme of ‘Learning Analytics methodologies and tools support awareness and reflection in different learning contexts’ (but not restrict contributions to this theme).

We are looking for contributions that address the following aspects:

  • Theoretical discussion of awareness and reflection in TEL and related concepts (e.g., collaborative learning, creativity techniques, experiential learning, etc.).
  • Methodologies to identify, study and analyse awareness and reflection in the context of (technology-enhanced) learning (quantitative and qualitative methods, learning analytics, visualisations etc.).
  • Empirical studies about technology support for awareness and reflection.
  • Technology (design, application, evaluation) supporting awareness and reflection.
  • Designing awareness and reflection in TEL applications and processes.
  • Using awareness and reflection support to enhance the learning experience.
  • Awareness of social context, knowledge, artefacts and processes.
  • Awareness and reflection in specific contexts, such as higher education, work-integrated learning, learning networks, etc.

Submission

  • Full papers: Description of novel theoretical, empirical or development work on awareness and reflection in TEL, including a substantial contribution to the field (up to 15 pages).
  • Work in progress: Ongoing research and current approaches on investigating the field, with initial insights for the community (up to 7 pages).
  • Demos: Prototypes, design studies and tools for the support of awareness and reflection in TEL, which can be demoed and discussed  (up to 3 pages).

All contributions will be peer reviewed by at least two members of the programme committee evaluating their originality, significance, and rigour. The papers will be published in the CEUR workshop proceedings (http://ceur-ws.org). Submissions should use the Springer LNCS template (http://www.springer.com/computer/lncs?SGWID=0-164-6-793341-0).
Please submit your paper via EasyChair: https://easychair.org/conferences/?conf=artel2016

We are currently in the process of publishing a special issue on Awareness and Reflection in TEL published in the Int. J. of Technology Enhanced Learning: http://www.inderscience.com/info/ingeneral/cfp.php?id=2965. Authors of accepted articles in this special issue will be invited to attend ARTEL 2016 and present their work.

Important dates
01.07.2016 10.07.2016 Submission Deadline
10.08.2016 Notification of Acceptance
30.08.2016 Camera-Ready Papers
13.09.2016 Workshop
31.10.2016 Publication of Workshop Proceedings

ARTEL format
ARTEL 2016 is targeted at research and development on awareness and reflection in TEL across disciplines (CSCW, psychology, educational science, computer science) and across European TEL projects. The target audience of ARTEL 2016 are researchers and practitioners in the field of TEL.
The workshop will include a paper session, a demo and prototype slam as well as an interactive session.
The workshop will last for a full day (around 7 hours of working time) and will consist of four main parts of 1.5h-2h each, bookended with introductions and summaries. Besides the discussion of novel research and work in progress, this year’s ARTEL edition will contain a session of demoing and discussing tools, especially prototypes and cutting-edge development, in which researchers and practitioners can discuss their ideas for the support of awareness and reflection in learning.

The workshop format will be a mixture of paper and demo presentations, and a discussion session in which we will link theory and existing prototypes (both from the involved projects and from the presented papers and demos) to practical needs in educational and professional settings (research agenda). This link is expected to be of value to both practitioners (in that research insights become more tangible), and to researchers (in that insights and research prototypes become grounded in practice). There will be an overall narrative trajectory throughout the day moving from theory at the beginning of the workshop to pragmatic implementations at the close.

Organisers
Milos Kravcik, RWTH Aachen University, Germany
Alexander Mikroyannidis, The Open University, United Kingdom
Viktoria Pammer, Graz University of Technology, Austria
Michael Prilla, University of Bochum, Germany
Thomas Ullmann, The Open University, United Kingdom

Programme Committee
Yiwei Cao, IMC AG, Germany
Sven Charleer, KU Leuven, Belgium
Philippe Dessus, Université Pierre-Mendès-France, France
Ines Di Loreto, Université de Technologie de Troyes (UTT), France
Eva Durall, Aalto University, Finland
Angela Fessl, Know-Center, Austria
Denis Gillet, École Polytechnique Fédérale de Lausanne (EPFL), Switzerland
Michael, Kickmeier-Rust, Graz University of Technology, Austria
Simon Knight, University of Technology Sydney, Australia
Effie Law, University of Leicester, UK
Elvira Popescu, University of Craiova, Romania
María Jesús Rodríguez-Triana, École Polytechnique Fédérale de Lausanne (EPFL), Switzerland
Dominique Verpoorten, University of Liège, Belgium
Riina Vuorikari, Institute for Prospective Technological Studies (IPTS), Spain

Supporting projects
Employ ID – Scalable & cost-effective facilitation of professional identity transformation in public employment services: http://employid.eu
Layers – Scaling up Technologies for Informal Learning in SME Cluster: http://learning-layers.eu/
FORGE – Forging Online Education through FIRE – is a project bringing the FIRE and eLearning worlds together: http://ict-forge.eu/
LACE – The Learning Analytics Community Exchange: http://www.laceproject.eu/
WEKIT – Wearable Experience for Knowledge Intensive Training: http://wekit.eu
VIRTUS – Virtual Vocational Education and Training: http://virtus-project.eu

Social platform
To stay tuned, consider joining the ARTEL social space on TELeurope: http://teleurope.eu/artel
It is easy to join. First register an account on http://teleurope.eu and then join the group on Awareness and Reflection in Technology-Enhanced Learning.

EC-TEL
The workshop will take place as part of the 11th European Conference on Technology Enhanced Learning (EC-TEL), will take place in Lyon, France, September 13-16, 2016.
The overall theme of EC-TEL 2016 is Adaptive and Adaptable Learning.

This year’s theme of ‘Adaptive and Adaptable Learning’ highlights developments in adaptive learning systems that are starting to realise the vision of education matched to the needs and interests of each learner. Effective technology enhanced learning must also be adaptable – resilient, flexible, and sustainable despite rapidly changing needs, technologies, contexts and policies.

The conference will explore how research in collaborative and personalized learning can be combined with new developments in analytics, interaction design, mobile and ubiquitous technologies, and visualization techniques, to enhance learning for everyone.We call for papers addressing the conference themes, informed by theories of pedagogy and evidence of effective practice. Papers offering robust meta-analyses, new methods of TEL design and analysis are also welcomed.

For more information visit http://www.ec-tel.eu

ARTEL 2016 – Programme

Tuesday 13th of September

Full papers: 25 min presentation and 5 min discussion

Work in progress papers: 15 min presentation and 5 min discussion

Short / demo papers: 15 min presentation and 5 min discussion

9:00 – 9:10 Introduction to the workshop

Learning Analytics, Visualisations and Dashboards for Awareness and Reflection

  • Granit Luzhnica, Angela Fessl, Eduardo Veas, Belgin Mutlu and Viktoria Pammer. Designing Generic Visualisations for Activity Log Data. (25+5)
  • Christine Michel, Élise Lavoué, Sébastien George and Min Ji. Supporting Awareness and Self-Regulation In Project-Based Learning through Personalized Dashboards. (25+5) – IJTEL paper
  • Oliver Blunk, Michael Prilla and Graham Attwell. Reflection Analytics in Online Communities: Guiding Users to become active in Collaborative Reflection. (15+5)
  • Darya Hayit, Tobias Hölterhof, Martin Rehm, Oskar Carl and Michael Kerres. Visualizing online (social) learning processes – Designing a Dashboard to support reflection. (15+5)

11:00-11:30 Coffee break

Collaborative/Social Reflection and Reflection in the Workplace

  • Viktoria Pammer, Birgit Krogstie and Michael Prilla. Let’s Talk About Reflection at Work. (25+5) – IJTEL paper
  • Morin Roa, Eliana Scheihing, Julio Daniel Guerra and Carlos Blaña. E-portfolio for Awareness and Reflection in a Blended Learning Environment. (15+5)
  • Tracie Farrell Frey, George Gkotsis and Alexander Mikroyannidis. Are you thinking what I’m thinking? Representing Metacognition with Question-based Dialogue. (15+5)

13:00 – 14:15 Lunch break

Literature Reviews and Theoretical Contributions to Awareness and Reflection

  • Maria Jesus Rodriguez-Triana, Luis P. Prieto, Andrii Vozniuk, Mina Shirvani Boroujeni, Beat A. Schwendimann, Adrian Holzer and Denis Gillet. Monitoring, Awareness and Reflection in Blended Technology Enhanced Learning: a Systematic Review. (25+5) – IJTEL paper
  • Angela Fessl, Oliver Blunk, Michael Prilla and Viktoria Pammer. The Known Universe of Reflection Guidance: a Literature Review. (25+5) – IJTEL paper
  • Birgit Krogstie and John Krogstie. Considering Self-Efficacy in Reflection. (15+5)

16:00-16:30 Coffee break

16:30 – 17:30 Plenary discussion & wrap-up

Call for Papers Special Issue on Awareness and Reflection in Technology-Enhanced Learning (IJTEL)

Update: The Special Issue is published here: http://www.inderscience.com/info/inarticletoc.php?jcode=ijtel&year=2017&vol=9&issue=2/3

Call for papers

Awareness and reflection are viewed differently across the disciplines informing technology-enhanced learning (including CSCW, psychology, educational sciences and computer science).
Considering the multitude of views on awareness and reflection distributed over a wide range of disciplines, we are aiming to present a special issue in which answers to the following questions can be found:

How can awareness and reflection support learning in different settings (work, education, continuing professional development, lifelong learning, etc.)?
What are the roles that technology can play in these contexts to support awareness and reflection for learning?

The issue will carry revised and substantially extended versions of selected papers presented at the ARTEL workshops at the European Conference on Technology-Enhanced Learning, but we also strongly encourage researchers unable to participate in the conference to submit articles for this call.

Subject Coverage
Suitable topics include, but are not limited to, the following:

  • Theoretical discussion of awareness and reflection in TEL and related concepts (e.g. collaborative learning, creativity techniques, experiential learning, etc.)
  • Methodologies to identify, study and analyse awareness and reflection in the context of (technology-enhanced) learning (quantitative and qualitative methods, learning analytics, visualisations, etc.)
  • Empirical studies about technology support for awareness and reflection
    Technology (design, application, evaluation) supporting awareness and reflection
  • Designing awareness and reflection in TEL applications and processes
  • Using awareness and reflection support to enhance the learning experience
  • Awareness of social context, knowledge, artefacts and processes
  • Awareness and reflection in specific contexts, such as higher education, work-integrated learning, learning networks, etc.

We cordially invite you to submit a paper to the IJTEL Special Issue on Awareness and Reflection in Technology-Enhanced Learning: http://www.inderscience.com/info/ingeneral/cfp.php?id=2965.

Kind regards, and looking forward to your submission,
Thomas Ullman, Viktoria Pammer, Milos Kravcik, Alexander Mikroyannidis, Michael Prilla

Job: Research Associate in learning analytics

The Institute of Educational Technology is seeking to appoint a Research Associate in learning analytics for a high-profile project. The overall aim of the new project is to develop an evidence-based approach of learning gains that can be applied across Higher Education Institutions. You will work on a large-scale study to compare the relative performance of the students’ learning gains using secondary data analysis of pre-existing Affective, Behavioural and Cognitive data and follow-up mixed-method analysis of new data.

For more information visit: http://www.jobs.ac.uk/job/ALV176/research-associate/

Four Open Technology Enhanced Learning (OpenTEL) PhD Studentships

The Centre for Research in Education and Educational Technology at the Open University has an international reputation for the quality of its research. Providing research students with a supportive environment and excellent research facilities ensures a future supply of first class researchers. We are recruiting PhD students in Technology Enhanced Learning (TEL) who study under guidance from world-class experts in the field. Open Technology Enhanced Learning (OpenTEL) brings together the Technology Enhanced Learning Cluster in the Institute of Educational Technology with researchers in the Faculty of Education and Language Studies. We encourage interdisciplinary research which also brings in researchers from the Faculty of Science, the Faculty of Mathematics, Computing and Technology, and the Knowledge Media Institute. If you feel that the challenge of research in this exciting and interesting area is for you and you have the drive and intellectual curiosity to pursue postgraduate research, then we look forward to hearing from you!

We are offering up to 4 fully funded full-time studentships for a 1+3 programme (MRes and PhD) or +3 programme (3-year PhD).

Find out more at http://www.open.ac.uk/creet/main/news/open-technology-enhanced-learning-opentel-phd-studentships

5th Workshop on Awareness and Reflection in Technology Enhanced Learning

News:

Proceedings:

Milos Kravcik, Alexander Mikroyannidis, Viktoria Pammer, Michael Prilla, Thomas Ullmann (Eds.): Proceedings of the 5th Workshop on Awareness and Reflection in Technology Enhanced Learning.  In conjunction with the 10th European Conference on Technology Enhanced Learning: Design for Teaching and Learning in a Networked World, Toledo, Spain, September 15, 2015. Available online at http://ceur-ws.org/Vol-1465/

Call for papers
5th Workshop on Awareness and Reflection in Technology Enhanced Learning (ARTEL 2015) to be held in the context of the EC-TEL 2015, Toledo, Spain: 15 September 2015 (Tuesday).
Workshop webpage: http://teleurope.eu/artel15
Twitter hashtag: #artel15

Rationale
Awareness and reflection are viewed differently across the disciplines informing Technology Enhanced Learning (CSCW, psychology, educational sciences, computer science and others). The ARTEL workshop series brings together researchers and professionals from different backgrounds to provide a forum for discussing the multi-faceted area of awareness and reflection. 2015 will be the 5th workshop in the series.

Through the last ARTEL workshops at EC-TEL the addressed topics are converging towards the usage of awareness and reflection in practice, its implementation in modern organisations, its impact on learners and questions of feasibility and sustainability for awareness and reflection in education and work. To reflect the growing maturity of research in ARTEL over the years this year’s topic particularly invites contributions that deal with the application of awareness and reflection in practice.

The motto of the workshop this year is:
‘Awareness and Reflection in Practice: How can awareness and reflection technology become common in work practice and how does it change work practices?’

The workshop aims at:

  • Providing a forum for presenting and discussing research on awareness and reflection in TEL.
  • Creating an interactive experience that connects participants’ research, current tools or latest prototypes and models with real end users’ learning experiences and requirements regarding reflection technology.
  • Creating an agenda for future ARTEL research and development.

Proceedings of the predecessor workshops are available via http://ceur-ws.org/Vol-790/ (2011), http://ceur-ws.org/Vol-931/ (2012), http://ceur-ws.org/Vol-1103/ (2013), and http://ceur-ws.org/Vol-1238/ (2014).

 

Topics of interest
Considering the multitude of views on awareness and reflection distributed over a wide range of disciplines (CSCW, psychology, educational sciences, computer science…) the workshop’s theme is encapsulated in the following questions:

  • How can awareness and reflection support learning in different settings (work, education, continuing professional development, lifelong learning, etc)?
  • What are the role(s) that technology can play in these contexts?

For ARTEL 2015 we particularly invite contributions that address the theme of ‘Awareness and Reflection in Practice’ (but not restrict contributions to this theme):

  • How can awareness and reflection technology become common in work practice and how does it change work practices?
  • How can we include user groups with different backgrounds (education, IT-exposure etc.) into using awareness and reflection in TEL?
  • What are the success factors and barriers for awareness and reflection in TEL (trust, privacy, socio-technical aspects etc.)?

To answer the above and related questions, we are looking for contributions that address the following aspects:

  • Theoretical discussion of awareness and reflection in TEL and related concepts (e.g., collaborative learning, creativity techniques, experiential learning, etc.).
  • Methodologies to identify, study and analyse awareness and reflection in the context of (technology-enhanced) learning (quantitative and qualitative methods, learning analytics, visualisations etc.).
  • Empirical studies about technology support for awareness and reflection.
  • Technology (design, application, evaluation) supporting awareness and reflection.
  • Designing awareness and reflection in TEL applications and processes.
  • Using awareness and reflection support to enhance the learning experience.
  • Awareness of social context, knowledge, artefacts and processes.
  • Awareness and reflection in specific contexts, such as higher education, work-integrated learning, learning networks, etc.

Submission
Full papers: Description of novel theoretical, empirical or development work on awareness and reflection in TEL, including a substantial contribution to the field (up to 15 pages).
Work in progress: Ongoing research and current approaches on investigating the field, with initial insights for the community (up to 7 pages).
Demos: Prototypes, design studies and tools for the support of awareness and reflection in TEL, which can be demoed and discussed  (up to 3 pages).

All contributions will be peer reviewed by at least two members of the programme committee evaluating their originality, significance, and rigour. The papers will be published in the CEUR workshop proceedings (http://ceur-ws.org). Submissions should use the Springer LNCS template (http://www.springer.com/computer/lncs?SGWID=0-164-6-793341-0).
Please submit your paper via EasyChair: https://easychair.org/conferences/?conf=artel2015

We encourage authors, who submitted to the ARTEL15 and previous workshops, to consider submitting to the special issue on Awareness and Reflection in Technology Enhanced Learning to be published in the International Journal of Technology Enhanced Learning (IJTEL): http://www.inderscience.com/info/ingeneral/cfp.php?id=2965
Submitting first to the workshop can provide you with valuable thinking points that may be helpful for the journal submission. Questions regarding the special issue can be discussed during the workshop or via Email. Please note that the workshop papers must have been substantially revised prior to the journal submission (see http://www.inderscience.com/info/inauthors/author_mp.php).

Important dates
30.06.2015 10.07.2015 Submission Deadline
10.08.2015 Notification of Acceptance
30.08.2015 Camera-Ready Papers
15.09.2015 Workshop
30.10.2015 Publication of Workshop Proceedings

ARTEL format
ARTEL 2015 is targeted at research and development on awareness and reflection in TEL across disciplines (CSCW, psychology, educational science, computer science) and across European TEL projects (EmployID, weSPOT, FORGE and others as co-organizing projects). The target audience of ARTEL 2015 are researchers and practitioners in the field of TEL.
The workshop will include a paper session, a demo and prototype slam as well as an interactive session.
The workshop will last for a full day (around 7 hours of working time) and will consist of four main parts of 1.5h-2h each, bookended with introductions and summaries. Besides the discussion of novel research and work in progress, this year’s ARTEL edition will contain a session of demoing and discussing tools, especially prototypes and cutting-edge development, in which researchers and practitioners can discuss their ideas for the support of awareness and reflection in learning.

The workshop format will be a mixture of paper and demo presentations, and a discussion session in which we will link theory and existing prototypes (both from the involved projects and from the presented papers and demos) to practical needs in educational and professional settings (research agenda). This link is expected to be of value to both practitioners (in that research insights become more tangible), and to researchers (in that insights and research prototypes become grounded in practice). There will be an overall narrative trajectory throughout the day moving from theory at the beginning of the workshop to pragmatic implementations at the close.

Organisers
Milos Kravcik, RWTH Aachen University, Germany
Alexander Mikroyannidis, The Open University, United Kingdom
Viktoria Pammer, Graz University of Technology, Austria
Michael Prilla, University of Bochum, Germany
Thomas Ullmann, The Open University, United Kingdom

Programme Committee
Philippe Dessus, Université Pierre-Mendès-France, France
Ines Di Loreto, UTT – Université de Technologie de Troyes, France
Eva Durall, Aalto University, Finland
Nils Faltin, IMC AG, Germany
Rebecca Ferguson, The Open University, UK
Angela Fessl, Know-Center, Austria
Michael, Kickmeier-Rust, Graz University of Technology, Austria
Kinshuk, Athabasca University, Canada
Simon Knight, The Open University, UK
Effie Law, University of Leicester, UK
Paul Lefrere, The Open University, UK
Elvira Popescu, University of Craiova, Romania
Carsten Ullrich, DFKI, Germany
Dominique Verpoorten, University of Liège, Belgium
Riina Vuorikari, European Commission JRC IPTS, Spain

Workshop schedule – Tuesday 15th of September

Full papers presentations (25 min presentation and 5 min discussion)
Work in progress paper presentation (15 min presentation and 5 min discussion)
Short discussion papers (15 min presentation and 5 min discussion)
9:30 – 9:40 Introduction to the workshop

Technology enhanced reflection and awareness in formal education (80min)

Dominique Verpoorten, Wim Westera and Marcus Specht. Effects of isolated versus combined reflective enactments in an online course – An exploratory study. (25+5)
Michael A. Bedek, Michael Kickmeier-Rust and Dietrich Albert. Formal Concept Analysis for Modelling Students in a Technology-enhanced Learning Setting. (15+5)
Sophie Tasnier, Valeria Busoni, Christian Hanzen, Géraldine Bolen, Catherine Delguste, Nadine Antoine, Véronique Delvaux, Art Tatiana, Jean-François Van de Poël and Dominique Verpoorten. Learning to look – Purpose and design of an awareness-raising online course in veterinary sciences. (15+5)

11:00-11:30 Coffee break

Technology enhanced reflection and awareness outside formal education (90min)

Oliver Blunk and Michael Prilla. Prompting users to facilitate support needs in collaborative reflection. (25+5)
Nils Faltin and Margret Jung. A course concept for enhancing reflective learning – bringing research project results into the field. (15+5)
Eva Durall. Feeler: supporting awareness and reflection through EEG data. (15+5)
Viktoria Pammer. Mood in the City – Data-Driven Reflection on Mood in Relation to Public Spaces. (15+5)

13:00 – 14:30 Lunch Break

Methods and analytics of awareness and reflection research in technology enhanced learning (80min)

Thomas Ullmann. Keywords of written reflection – a comparison of a reflective and descriptive dataset. (25+5)
Alana Morais, Ivana Marenzi and Deirdre Kantz. The LearnWeb Formative Assessment Module: Supporting Awareness and Reflection in Blended Courses. (15+5)
Alexander Mikroyannidis, Aitor Gomez-Goiri, John Domingue, Christos Tranoris, Daan Pareit, Jono Vanhie-Van Gerwen and Johann Marquez-Barja. Deploying Learning Analytics for Awareness and Reflection in Online Scientific Experimentation. (15+5)

16:00-16:30 Coffee Break

16:30 – 18:00 Closing plenary discussion

Supporting projects
LEARNING LAYERS: Scaling up Technologies for Informal Learning in SME Clusters: http://learning-layers.eu/
weSPOT: Propagating scientific inquiry for science learning and teaching: http://wespot-project.eu
EmployID: Scalable & cost-effective facilitation of professional identity transformation in public employment services: http://employid.eu
BOOST: Business perfOrmance imprOvement through individual employee Skills Training: http://www.boost-project.eu/
FORGE: Forging Online Education through FIRE (FORGE) is a project bringing the FIRE and eLearning worlds together: http://ict-forge.eu/
LACE: The Learning Analytics Community Exchange: http://www.laceproject.eu/

Social platform
To stay tuned, consider joining the ARTEL social space on TELeurope: http://teleurope.eu/artel

It is easy to join. First register an account on http://teleurope.eu and then join the group on Awareness and Reflection in Technology-Enhanced Learning.

EC-TEL
The workshop will take place as part of the 10th European Conference on Technology Enhanced Learning (EC-TEL), will take place in Toledo, Spain, September 15-18, 2015.
The overall theme of EC-TEL 2015 will be Design for Teaching and Learning in a Networked World.
Developments in information and communication technology, for example new communication patterns like in social applications, mobile devices and ubiquitous network access, together with social and economical changes lead to a networked world. The increasing networking in different scales from global to local is having a profound effect on learning and teaching. It makes new forms of collaborative and personalized learning experiences reality. Learners shift between formal, non-formal and informal learning. They come together in different social settings and communities. Teachers roles are also subject to change.
There is a pressing need to shape learning arrangements in such a way that they exploit the potentials and meet the requirements of a networked world. To address these challenges the theme of EC-TEL 2015 is ‘Design for Teaching and Learning in a Networked World’.

For more information visit http://www.ec-tel.eu

6 Leverhulme Doctoral Scholarships in Open World Learning

Where: Centre for Research in Education and Educational Technology (CREET) at The Open University, UK
Topics include:

  •     Big data and open learning
  •     Citizen observatories and the environment
  •     Digital technology and education futures
  •     Educator roles in open online courses
  •     Human wellbeing, open education and technology
  •     Impact of Open Educational Resources
  •     Investigating Children’s Use of Open Digital Narratives
  •     Mobile Literacies for Effective Open Learning
  •     Rethinking student feedback in an open world
  •     Social networking in language learning and teaching
  •     Surveillance, Privacy and Learning Analytics
  •     The role of open practices in enhancing teacher education in LICs
  •     Understandings of Cultural Openness in Education and Enterprise

Find out more: http://www.open.ac.uk/creet/main/news/leverhulme-doctoral-scholarships