7th Workshop on Awareness and Reflection in Technology Enhanced Learning

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