7th Joint European Summer School on Technology-Enhanced Learning

The 7th Joint European Summer School on Technology Enhanced Learning took place in Chania, Crete from the 30th of May to the 3rd of June. 68 participants, young researchers and senior researcher, came together for one week to “adopt a critical stance in thinking about the role of technologies in providing opportunities for learners and the potential of these opportunities in terms of learning”. The multidisciplinary programme included lectures ranging from modelling the research of every participant to situate it within the TEL community, psychology-informed design of responsive open personal learning environments, learning analytics, business engagement, adaptive hypermedia, trends in game-based learning, augmented reality, open educational resources, to possibilities for publishing in the IJTEL journal. Several parallel workshops provided an in-deep view of the lectures and introduced further emerging TEL topics. Speakers included the TEL experts Evgheny Bogdanov, Paul De Bra, Michael Derntl, Erik Duval, Alan Fletcher, Denis Gillet, Marie Joubert, Vana Kamtsiou, Michael Kickmeier-Rust, Ralf Klamma, Peter Kraker, Milos Kravcik, Katherine Maillet, Nikos Manouselis, Elpida Makrigiannis, Ambjorn Naeve, Nikos Palavitsinis, Maria Perifanou, Dominik Renzel, Salvador Sanchez, Maren Scheffel, Carl Smith, Sofoklis Sotiriou, Fridolin Wild, and Martin Wolpers. Lectures and workshops were balanced with sessions for doctoral students to present and discuss their research and to get feedback from senior researchers. Among the funding projects and institutions, was the FP7 funded STELLAR Network of Excellence (which is led by KMi) and the European Association of Technology Enhanced Learning, (founding president, Peter Scott). For further information about this event take a look at the summer school page: http://www.prolearn-academy.org/Events/summer-school-2011 and to see the summer school video visit: http://www.youtube.com/watch?v=h33ymQSMYcM To find out more about the upcoming events, join the doctoral community group on TELeurope: http://teleurope.eu/docop

Related Links:

Copy from: http://kmi.open.ac.uk/news/article/1255

1st European Workshop on Awareness and Reflection in Learning Networks (ARNets11)


are online at http://ceur-ws.org/Vol-790/

Wolfgang Reinhardt, Thomas Daniel Ullmann, Peter Scott, Viktoria Pammer, Owen Conlan & Adriana Berlange (eds.): Proceedings of the 1st European Workshop on Awareness and Reflection in Learning Networks. In conjunction with the 6th European Conference on Technology Enhanced Learning: Towards Ubiquitous Learning 2011. Palermo, Italy, September 21, 2011. http://ceur-ws.org/Vol-790/


TEL-Think-Tank 2011 Workshop: there is a connection between both workshops, with a set of joint actions ahead:

There will be a cross-twitter channel between the workshop: #arnets11 and #telthinktank

And we encourage participants from both workshops interact during the coffee break.

Find out more at the ARNets11 workshop program page: http://www.teleurope.eu/pg/pages/view/120696/

Please join this group to stay updated about the event: Awareness and Reflection in Technology-Enhanced Learning (if you are not a member of TELeurope by now, please register first and then join the group). To receive emails about activities of the group enable the “Group Notifications” in the “Settings” menu on top of the page.

The Awareness and Reflection in Learning Networks workshop aims to build an interdisciplinary understanding of issues regarding awareness and reflection in networked learning. It will attract participants from social science, computer science, design, psychology, and learning sciences to challenge the understanding of the fields of awareness and reflection in Technology Enhanced Learning. The participants will present and discuss their papers and work together on an integrated roadmap for future research in this field. As the workshop topics overlap significantly with those of EU FP7 projects: ImREAL, MIRROR, STELLAR, TELLNET, MATURE, and TELMap the workshop will also act as forum for communication between these communities.


Call for papers and demos

1st European Workshop on Awareness and Reflection in Learning Networks (ARNets11)
to be held in conjunction with EC-TEL 2011, Palermo (Italy)
September 21, 2011 (full day)

Twitter hashtag: #arnets11
Short URL: http://teleurope.eu/arnets11

The workshop program is now online: http://www.teleurope.eu/pg/pages/view/120696/


In today’s economy, knowledge is one of the most important resources for both individuals and organizations. People invest significant efforts in the design and development of learning resources and software that strives to enhance the learning successes of individuals and groups. Networking, exchanging ideas and using tools for research on the Web are essential parts of their learning practice. While learners are, to a certain degree, aware about their relations in these networks and the partners of their communication, technology can make explicit related activities beyond the individual focus of attention. Additionally, technology can help learners bring knowledge and knowledge needs from their individual learning space into networked environments. It is important to note that not all activities relevant for learning already happen in online networks. Rather, motivated individuals engage in these networks, but there are lots more learners who could profit from such an engagement, but just never take the necessary steps. Here, technology can help e.g. by raising awareness about a learner’s activities or those of others, related communities, information needs, etc.

Computer-mediated communication has the advantage that it can create mirroring artefacts, which capture learning analytic data to help learners to become aware and to reflect. These can be (1) via mirroring information, which would normally be visible in face-to-face situations, but which can be viewed as a highlight or learning-focused selection, and (2) mirroring information, which is normally invisible in face-to-face situations, but that has the potential to improve the working or learning process. This information could help learners to become aware of their constantly changing connections and interactions beyond their individual context and help them to reflect upon.

Traditionally the concept of awareness is used in the research field of CSCW to re-establish awareness conditions of face-to-face situations with visual cues showing for example, who is online or working on a document. In the field of perception psychology, awareness is the state or ability to focus on certain stimuli of the environment while ignoring others. Here, being aware of something does not necessarily mean to understand it. In marketing, awareness usually relates to the degree consumers knows about a certain product. Generating public awareness is deemed as a task of the media to establish topics the public should know about.

The term ‘awareness’ has several context-dependent meanings; the same applies for the term ‘reflection’. In educational science, reflection could be seen as a critical, rigorous, and evidence based thinking, often activated by a puzzling (new) situation, involving (re-)thinking and a learning of a new understanding. Here, successful reflection leads to learning. Reflection can be also seen as a psychological process, a way of self-reflection, to inspect a way of thinking and may lead to a deeper understanding of one’s learning strengths and weaknesses. In computer science, reflection can refer to the ability of programs to inspect its behaviour to adapt accordingly. The relation between awareness and reflection is that awareness of something may lead to reflection, or inversely, without being aware of something one cannot reflect on it. Especially in our fast-paced, ever dynamic world, where knowledge is a valuable (economic) asset, self-directed and lifelong learning are very important for learners, and for organisations it is important to have members who are able to do that. Through becoming aware of a certain fact, learners can reflect on it and eventually learn something new.

Considering the multitude of views on awareness and reflection one of the questions is what does it mean for Technology Enhanced Learning and how does it relate to Learning Networks? We understand Learning Networks (LNs) as online communities in which users share existing information and cooperatively create new knowledge. This way, Learning Networks help participants to develop their skills and competences in often non-formal, unplanned and ad-hoc learning situations and educational contexts.

Whilst there are many standards and technical approaches to overcome silo-boundaries of the used leaning services and tools in terms of re-usability and interoperability, there are hardly any working solutions to enhance awareness and support reflection processes in such infrastructures, and to foster participation in learning networks. Furthermore, most of the tools applied were not designed to engage persons in active participation but to consume and absorb information provided. There is a pressing need to directly support the instrumentation of awareness, and the activation of reflection processes.

More and more companies, (educational) institutions and research projects in which knowledge and knowledge transfer are the core of the daily business are implementing social media in their organizations. Explicating knowledge and their carrier are key features for learning in networks. With the rise of mobile small screen devices, the prerequisites to be aware of the different dimensions of the context of artefacts, like time, location, environment and relations between artefacts would be available. As Social Media, learning services and mobile Internet grow together, those will be one of the main resources for informal learning. Awareness support for lifelong learners in learning networks will help to make sense of the footprints of the usage of social media and mobile environments and will support the reflection about the fast changing dynamics in open research environments. Awareness support about learning activities in general will help learners identify knowledge that can be integrated in such learning networks, and knowledge needs that can be addressed in such learning networks.

Important dates

Deadline for papers: 11 July 2011 25 July 2011
Notification of acceptance:  10 August 2011 22 August 2011
Deadline camera-ready: 04 September 2011 – 14 September 2011
Dates of the workshop:  21 September 2011
Dates of the conference: 20-23 September 2011

Format of the workshop

This full one-day workshop brings together people from different domains to enable multi-disciplinary discussion of the topic. Before the workshop, participants are invited to participate in the awareness and reflection group on TELeurope , and to discuss their papers prior to the workshop. Additionally, they are expected to provide a list of their personal research challenges in the area of awareness and reflection in learning networks. The topics identified online prior to this workshop will guide the discussion of the individual presentations and will be summarized in an open discussion round at the end of the session called “Research Challenges in Awareness and Reflection Learning Networks”.

Topics of interest

The ARNets workshop focuses on current research trends in the field of awareness and reflection in the domain of learning networks / networked learning. The workshop seeks to attract quality research papers that propose solutions to the issues identified above. The workshop also welcomes papers that comment how the application of social media can impact on real life experiences in such communities. It aims to bring together scientists, designers and engineers who work on designing and/or developing the above mentioned solutions, as well as practitioners who use and evaluate them in diverse authentic environments. We encourage authors to present their interdisciplinary results and such that focused on technical, psychological and/or pedagogical challenges.

The topics include, but are not limited to:

# Awareness and reflection in learning networks.

# Awareness and reflection for lifelong learning.

# Different views on awareness and reflection, depending on discipline, and goal.

# Awareness of and reflection about social context, knowledge, artefacts and processes.

# Awareness and reflection in organizational learning.

# Semantic Web and awareness.

# Orchestration of awareness and reflection.

# Awareness and reflection in online learning / research environments.

# Activation of reflection processes.

# Awareness of pivotal events and their reflection support

# Awareness and reflection tools.

# Pedagogical/didactic arrangements.

# Awareness and reflection analytics.

# Challenges in researching awareness and reflection.

# Awareness and group formation, peer-support.

# Future scenarios.


Authors are invited to submit original unpublished work. Demonstrations are encouraged:
# Full papers: (12-16 pages) that describe problems, needs, novel approaches and frameworks within the scope of the workshop. Empirical evaluation papers and industrial experience reports are welcome for submission.
# Short papers (6-10 pages) that state the position of the authors within the scope of the workshop and describe solution concepts and work in progress.
# Posters and demo papers (1-2 pages) that summarize preliminary work results.

Please submit your proposal via the ginkgo event management system at http://gkgo.me/arnets11

All submitted contributions will be peer-reviewed by at least two members of the program committee for originality, significance and quality. The papers will be published in the CEUR-WS.org (http://ceur-ws.org) workshops proceedings (a publication series with ISSN). Furthermore selected papers will be part of a Special Issue in a well-known international Journal (currently in negotiations). Submissions should use the Springer LCNS template (http://www.springer.com/computer/lncs?SGWID=0-164-6-793341-0). We encourage you to produce your submission using LaTeX as typesetting tool and the respective LaTeX template.


Wolfgang Reinhardt, University of Paderborn (Germany), @wollepb
Thomas D. Ullmann, The Open University (UK), @thomasullmann
Peter Scott, The Open University (UK), @peter_scott
Viktoria Pammer, Know Center (Austria), @contextgroupkc
Owen Conlan, Trinity College Dublin (Ireland), @oconlan
Adriana Berlanga, Open University of the Netherlands (Netherlands), @adrianaberlanga


Program for the 1st Workshop on Awareness and Reflection in Learning Networks (ARNets11)
Each presenter will have 15 Minutes for presentation, followed by 10 minutes for discussion. Authors are asked to prepare discussion items that they would like to discuss with the audience.

09.00 – 09.10  Introduction to the workshop

Theory session
09.10 – 09.35  Balzert, Fettke & Loos: Enhancement of traditional Business Process Management with reflection – a new perspective for Organisational Learning?
09.35 – 10.00  Kump, Knipfer, Pammer, Schmidt, Maier, Kunzmann, Cress, Lindstaedt: The Role of Reflection in Maturing Organizational Know-how
10.00 – 10.25  Pammer, Knipfer, Krogstie, Wessel, Prilla, Lindstaedt: Reflective Learning at work – A Position and Discussion Paper
10.25 – 10.50  Prilla, Knipfer, Degeling, Cress, Herrmann: Computer Support for Collaborative Reflection on Captured Teamwork Data

Coffee break

During the coffee break you will have the opportunity to meet the participants of the TEL-Think-Tank workshop. There are stong links between our both workshops, which are worth to explore.

Tools session
11.15 – 11.40  Reinhardt, Messerschmidt, Nelkner: Awareness Support in Scientific Events with SETapp
11.40 – 12.05  Moore, Hetzner, Pannese, Steiner, Brna & Conlan: Affective Metacognitive Scaffolding for the Enhancement of Experiential Training for Adult Learners
12.05 – 12.30  Kritikos & Dimitracopoulou: ART (Analogical Reflection Tool): using analogies to promote reflection in science education
12.30 – 12.55  Ullmann: Architecture for the Automated Detection of Reflection Elements

Lunch break

Empiricism session

14.30 – 14.55 Fetter, Rajagopal, Berlanga & Sloep: Ad hoc transient groups: Instruments for Awareness in Learning Networks
14.55 – 15.20 Verpoorten, Westera & Specht: Annotations as reflection amplifiers in formal online learning
15.20 – 15.55 Krajagopal, Verjans, Van Bruggen & Sloep: Stimulating reflection through engagement in social relationships

15.55 – 16.15  Demos and Posters: Want to show something related to the workshop? This is your time. Give a quick note to one of the organizers and we will set up everything for you.

Coffee break

Open Space session
16.45 – 18.30  Discussion of open issues, Roadmap for research


Twitter backchannel:

The hashtag for the ARNets workshop is: #arnets11

For the TEL-Think-Tank: #telthinktank

We will use both hashtags for crosslinking between the communities.


Use the hashtag #arnets11 for your slides as well. You can also link from this page to your slides, as every member of this group can edit this page.

Video footage from the Awareness and Reflection in Learning Networks Workshop 2011

My top five Web 2.0 tools for Research

During the summer school on Technology-Enhanced Learning Peter Kraker, who led the session on “Using Web 2.0 in your PhD”, asked the question, what are your five Web 2.0 tools you are using for your research?

Here are mine:

  1. Google Scholar: Mostly I use it in combination with the Publish or Perish tool, which ranks the results as a hint of highly cited papers (although I am not a big fan of such metrics, but it helps). Sometimes I cross check with Microsoft Academic Search, which has additional information about authors, timelines, co-author graphs, etc.
  2. To manage my bibliographic references I mostly use Zotero, a firefox plugin, which let me easily add metadata from publications to my repository as well as it shows me analytics of my publication store. It also does a good job in converting the publications in all forms of citations styles. It has also the facilities of sharing resources with other to build publication social networks. But the ladder one is less explored by myself.
  3. Google docs and Etherpad for collaborative writing in combination with video conferencing tools like Skype or Flashmeeting.
  4. Social Networking tools: I mostly use TELeurope, a social networking platform for people interested in Technology-Enhanced Learning. First I was thinking about using facebook or linkedin but discovered limitations regarding community building in the TEL area. TELeurope is thematically oriented on Technology-Enhanced Learning and provides for this purpose more tailored tools than the mentioned social networking platforms. This includes not only the group tools but also facilities of blogs, wiki-like pages, the liking of activities, podcast infrastructure, embedding of external widgets/gadgets, publication infrastructure, status updates (which can automatically be send to Twitter), to follow the activity of other people, a personalized dashboard and profile page, and some more.
    Another benefit is to have an aggregated view on all activities in the TEL area coming from all activities. This means that an activity can be visible by all TELeurope members (currently over 1000 real users), and not only by the group of the mentioned other social networking platforms.
    TELeurope is also set up in a way that updates are automatically shown in other services. This includes for example a TELeurope status update to Twitter features and TELeurope blog and wiki posts to a Facebook page.
    And more from a technical perspective. TELeurope uses the open source platform Elgg and therefore allows to engineer the platform for all upcoming needs of the community, compared to proprietary systems. And the developments made at TELeurope are made available to the open source community.
  5. For publishing Workshop proceedings I use by now ceur-ws.org. Your proceedings are quickly online and are freely accessible. You can find an example of our Workshop about Research 2.0 at the EC-TEL 2010 conference here: CEUR-WS.org/Vol-675

You can also participate. Write down your five tools and tweet the link with the hashtag #jtelss11.