4th Workshop on Awareness and Reflection in Technology-Enhanced Learning

Call for papers for the 4th Workshop on Awareness and Reflection in Technology-Enhanced Learning (ARTEL 2014) to be held in the context of EC-TEL 2014, Graz (Austria).

September 16 (Tuesday), 2014.

Workshop webpage: http://teleurope.eu/artel14
Twitter hashtag: #artel14

Enhancing “awareness” of learners and other participants involved in learning processes by technology means augmenting formal or informal learning experiences, typically in real-time, with information on progress, presence, outcomes, workspace, and the like.

Supporting “reflection” means enabling learners to capture, adapt, re-evaluate, and share experience in anticipation of future situations it will prove relevant to. Reflection supported digitally is a creative act, adding sense and meaning to experiences made.

Combining support for “awareness and reflection” bears huge potential for improving the learning and training with respect to utility, self-regulation, usability, and user experience.

This 4th ARTEL workshop brings together researchers and industry from different backgrounds to discuss and advance support of awareness and reflection for learning. This year’s workshop will run under the headline ‘application in practice’, additionally emphasising feasibility and sustainability aspects in education and in the workplace.

The workshop seeks to attract both research results and work in progress in order to chart out the current state-of-the-art and to define main enablers and future challenges. Naturally, it will serve as a forum for establishing new collaborations.

The workshop will therefore include both presentations and discussions of research insights (papers), as well as a demo and prototype slam. Using presentations as catalyst for continuing post-talk debate, the workshop will conclude the day with an open discussion exchanging ideas, summing up, and defining a medium to long-term research agenda.

The main findings and highlights of the workshop will be presented back to the full EC-TEL plenary in the wrap up session (see main programme, once available).

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

Find all relevant information at our workshop webpage: http://teleurope.eu/artel14

Proceedings of the 3rd Workshop on Awareness and Reflection in Technology-Enhanced Learning

The proceedings of the 3rd Workshop on Awareness and Reflection in Technology-Enhanced learning are now freely available at http://ceur-ws.org/Vol-1103/

We had a good amount of submissions, but not all papers could be accepted. After the review eight papers  got accepted. They are:
– “Linking reflective learning and knowledge maturing in organizations” written  by  Birgit R. Krogstie, Andreas P. Schmidt, Christine Kunzmann, John Krogstie, Simone Mora
– “Reflection – quantifying a rare good” written by Thomas Daniel Ullmann, Fridolin Wild, Peter Scott
– “Support for collaborative reflection in healthcare: Comparing two workplaces” written by    Michael Prilla, Martin Degeling
– “Modeling computer-supported reflective learning: combining a high-level timeline view with reflection cycles and tool use” written by Birgit R. Krogstie, John Krogstie, Michael Prilla
– “Improving awareness and reflection through collaborative, interactive visualizations of badges” written by  Sven Charleer, Joris Klerkx, Jose Luis Santos, Erik Duval
– “Feeler: feel good and learn better. A tool for promoting reflection about learning and well-being” written by  Eva Durall, Tarmo Toikkanen
– “SpirOnto: Semantically enhanced patient records for reflective learning on spiritual care in palliative care” written by  Christine Kunzmann, Traugott Roser, Andreas P. Schmidt, Tanja Stiehl
– “REFLECT: Community-driven scaffolding for voice-enabled reflection on the go” written by Andreas P. Schmidt, Christine Kunzmann, Graham Attwell, Elizabeth Chan, Marius Heinemann-Grüder, Jenny Hughes, Wenlin Lan, Andreas Vratny, Andreas Heberle

The editorial contains  the mind-map on the future challenges for awareness and reflection in technology enhanced learning. This was the direct result of the interactive session of the workshop. In addition the twitter backchannel #artel13 was captured with a wordcloud, summing up all tweets in one picture.

artel13twitterwordcloud

This was now the 3rd consecutive workshop at the ECTEL conference and the fifth workshop of a successful workshop series about awareness and reflection in TEL.

I would like to say thanks to all making this workshop a success. Special thanks belongs to our reviewers. They are listed in the programme committee section of the editorial.

If you are interest in all previous workshops and their proceedings, please visit http://teleurope.eu/artel13

We have a dedicated group on Awareness and Reflection on TELeurope. This is the perfect place to stay updated and to get connected with us and other researchers in this area. Just join the Awareness and Reflection Group on TELeurope.eu: http://teleurope.eu/artel

3rd Workshop on Awareness and Reflection in Technology-Enhanced Learning

—– Call for papers and demos —–

3rd Workshop on Awareness and Reflection in Technology-Enhanced Learning (ARTEL13)
to be held in conjunction with EC-TEL 2013, Paphos (Cyprus). September 17, 2013.

Extended submission deadline: 14.07.2013

Workshop webpage: http://teleurope.eu/artel13
Twitter hashtag: #artel13

—– Introduction —–
Awareness and Reflection are important aspects of Technology-Enhanced Learning (TEL) and have to be adequately supported to enable learners to tap the potential of learning tools. The concepts awareness and reflection are viewed differently across the disciplines informing TEL (CSCW, CSCL, psychology, educational sciences, computer science, …). ARTEL13 aims to push forward the discussion and research on these concepts in TEL. This year’s theme for  ARTEL 2013 is:

“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 to support awareness and reflection in these contexts?”

This workshop is a direct follow-up of last year’s EC-TEL workshop ARTEL12, and the previous workshops ARNETS11 (Awareness and Reflection in Learning Networks) and ALECR11 (Augmenting the Learning Experience with Collaborative Reflection).

—– Objectives —–
The objectives of this workshop are
1. to provide a forum for presenting and discussing research on awareness and reflection in TEL
2. to create 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. to create an agenda for future ARTEL research and development.

—– Topics of interest —–
We invite 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)
– Methodologies to identify, study and analyse awareness and reflection in the context of (technology-enhanced) learning
– 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 —–
Authors are invited to submit original, unpublished work. The organisers particularly encourage the submission of work-in-progress, cutting-edge prototypes. The following types of contributions are welcome:
– Full papers (max. 15 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 (max. 7 pages) that state the position of the authors within the scope of the workshop and describe solution concepts and work in progress.
– Demo papers (max. 2 pages) describing the motivation of the concept, the system and technology, and scenarios of application. During the workshop will be a dedicated slot were you can present and discuss your system. Additionally, you can submit a video of your system. Videos will be featured on TELeurope.eu.

Please submit your proposal via the ginkgo event management system at http://ginkgo.cs.upb.de/events/artel13. 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. Submissions should use the Springer LNCS template (http://www.springer.com/computer/lncs?SGWID=0-164-6-793341-0).

—– Important dates —–
14.07.2013 Submission Deadline
10.08.2013 Notification of Acceptance
30.08.2013 Camera-Ready Papers due
17.09.2013 Workshop

—– Organizers —–
Milos Kravcik, RWTH Aachen University, Germany
Birgit Krogstie, Norwegian University of Science and Technology, Norway
Adam Moore, Trinity College Dublin, Ireland
Viktoria Pammer, Knowledge Technologies Institute, TU Graz, Austria
Lucia Pannese, imaginary, Italy
Michael Prilla, University of Bochum, Germany
Wolfgang Reinhardt, WALLMEDIEN AG / European Association of Technology Enhanced Learning, Germany
Thomas Ullmann, The Open University, United Kingdom

—– Format of the workshop —–
The workshop will have a mixture of paper presentations, a demo session and interactive group work. We aim to 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. This link will be of value to both practitioners (in that research insights become more tangible) and researchers (in that insights and research prototypes become grounded in practice).
We will use various media to encourage comments, questions and identification of hot topics during the workshop. Highlights from the presented papers and tools will be brought together in light of the workshop agenda in a final summary session, and the result will be presented during ECTEL 2013 both in the workshop summary and in the prototype sessions.

The tentative programme is as follows:
– Morning session 1: Paper presentations
– Morning session 2: Interactive demo session
– Afternoon session 1: Paper presentations
– Afternoon session 2: Interactive, small group work and plenum

—– Supporting projects —–
ARTEL13 pulls together research on awareness and reflection in technology-enhanced learning across disciplines (psychology, educational science, computer science) and across European TEL projects:
– MIRROR (Reflective Learning at Work): http://www.mirror-project.eu/
– ImREAL (Immersive Reflective Experience-based Adaptive Learning): http://www.imreal-project.eu/
– Learning Layers (Scaling up Technologies for Informal Learning in SME Cluster): http://learning-layers.eu/– TELL-ME (Technology Enhanced Learning Living Lab for Manufacturing Environments): http://www.tellme-ip.eu/
– weSPOT (propagating scientific inquiry for science learning and teaching): http://wespot-project.eu

—– Networking and updates —–
To stay updated about the event and with the activity of the goup, consider to join the Awareness and Reflection in Technology-Enhanced Learning group (http://teleurope.eu/artel).

—– Background of the workshop —–
The 3rd Workshop on Awareness and Reflection in Technology-Enhanced Learning (ARTEL13) is the third workshop in a successful series of EC-TEL workshops.
– 2nd Workshop on Awareness and Reflection in Technology-Enhanced Learning (ARTEL12). Workshop homepage: http://www.teleurope.eu/artel12 Proceedings: http://ceur-ws.org/Vol-931/
– 1st European Workshop on Awareness and Reflection in Learning Networks (ARNets11). Workshop homepage: http://teleurope.eu/arnets11 Proceedings: http://ceur-ws.org/Vol-790/
– Augmenting the Learning Experience with Collaboratice Reflection (ALECR11). Workshop homepage: http://www.i-maginary.it/ectel2011/index.html
– 1st Workshop on Awareness and Reflection in Personal Learning Environemnts (ARPLE11). Workshop homepage: http://teleurope.eu/arple11 Proceedings: http://journal.webscience.org/view/events/

—– Background of the EC-TEL conference —–
The EC-TEL 2013: Eight European Conference on Technology Enhanced Learning, will take place in Paphos, Cyprus, 17-21 September 2013. The motto for this year is “Scaling up learning for sustained impact”. The European Conference on Technology Enhanced Learning (EC-TEL) is a unique opportunity for researchers, practitioners, and policy makers to address current challenges and advances in the field. Through EC-TEL, established and emerging researchers as well as practitioners, entrepreneurs, and technology developers explore new collaborations, strengthen networks, and compliment their core experience. For more information visit http://www.ec-tel.eu/

Congratulation to Dr. Wolfgang

Today, the 5th of April 2012, is a memorable day for you. Congratulations Dr. Wolfgang Reinhardt for your successful defense of your thesis “Awareness – Supporting Knowledge Workers in Research Networks”.

I am happy that I have known you now for a couple of years. For your big day today I saved some pictures from a variety of events we shared together. Enjoy the show.

A virtual cheers from Milton Keynes.

Thomas

Co-citation analysis of the topic Social Network Analysis

Social Network Analysis as a research tool has already a long tradition and many articles have been published. For a recent collaboration with Rory Sie, Kamakshi Rajagopal, Karina Cela, Marlies Bitter-Rijpkema, Peter Sloep, and myself on Social Network Analysis in the area of technology-enhanced learning,  I prepared a co-citation analysis, which gives an overview of the topic and especially shows the multidisciplinary character of the field.

A literature search for social network analysis was conducted using Thomson Reuters Web of Knowledge (February 2012). The topic search included the key terms “social network analysis”, “network analysis”  in combination with “technology-enhanced learning”, “TEL”, “e-learning”, “social science”, “educational science”, “psychology”, “computer science”, and “information science”. 133 papers matched the search query and were used in a co-citation analysis. A co-citation relation exists if two documents are cited together in an document. In total 5693 references were extracted. The graph was pruned by filtering all articles that had less than six citations in the 133 papers sample.

Co-citation analysis for Social Network Analysis
Co-citation analysis for Social Network Analysis

Inspecting the data reveals four broader categories were SNA is applied and researched. The categories are:

  • Scientometrics (the science of measuring and analysing science)
  • Network Theory (mathematical models, computational models)
  • Introduction Texts to SNA
  • Sociometrics/Sociology/Economics/Scientific practice

Our collaboration focuses especially on SNA for learning, however the body of knowledge is broader, which everyone researching SNA for TEL can benefit from.

References sorted by category:

Scientometrics: The science of measuring and analysing science

  • Ahlgren, Per, Bo Jarneving, and Ronald Rousseau. 2003. “Requirements for a Cocitation Similarity Measure, with Special Reference to Pearson’s Correlation Coefficient.” Journal of the American Society for Information Science and Technology 54 (6) (April 1): 550–560.
  • Barabási, A.L, H Jeong, Z Néda, E Ravasz, A Schubert, and T Vicsek. 2002. “Evolution of the Social Network of Scientific Collaborations.” Physica A: Statistical Mechanics and Its Applications 311 (3–4) (August 15): 590–614.
  • Hirsch, J. E. 2005. “An Index to Quantify an Individual’s Scientific Research Output.” Proceedings of the National Academy of Sciences of the United States of America 102 (46) (November 15): 16569–16572.
  • Liu, X., J. Bollen, M.L. Nelson, and H. Van de Sompel. 2005. “Co-authorship Networks in the Digital Library Research Community.” Information Processing & Management 41 (6): 1462–1480.
  • McCain, Katherine W. 1990. “Mapping Authors in Intellectual Space: A Technical Overview.” Journal of the American Society for Information Science 41 (6) (September 1): 433–443.
  • Newman, M. E. J. 2001. “The Structure of Scientific Collaboration Networks.” Proceedings of the National Academy of Sciences 98 (2) (January 16): 404–409.
  • Newman, M. E. J. 2004. “Coauthorship Networks and Patterns of Scientific Collaboration.” Proceedings of the National Academy of Sciences 101 (suppl_1) (January 23): 5200–5205.
  • Otte, Evelien, and Ronald Rousseau. 2002. “Social Network Analysis: a Powerful Strategy, Also for the Information Sciences.” Journal of Information Science 28 (6) (December 1): 441–453.
  • Reeves, Byron, and Christine L Borgman. 1983. “A Bibliometric Evaluation of Core Journals in Communication Research.” Human Communication Research 10 (1) (September 1): 119–136.
  • Rice, Ronald E, Christine L Borgman, and Byron Reeves. 1988. “Citation Networks of Communication Journals, 1977–1985 Cliques and Positions, Citations Made and Citations Received.” Human Communication Research 15 (2) (December 1): 256–283.
  • So, C.Y. 1988. “Citation Patterns of Core Communication Journals: An Assessment of the Developmental Status of Communication.” Human Communication Research.
  • de Solla Price, D. J. 1965. “Networks of Scientific Papers.” Science 149 (3683) (July 30): 510–515.
  • White, H.D., and K.W. McCain. 1998. “Visualizing a Discipline: An Author Co-citation Analysis of Information Science, 1972-1995.” Journal of the American Society for Information Science 49 (4): 327–355.
  • White, Howard D. 2003. “Pathfinder Networks and Author Cocitation Analysis: A Remapping of Paradigmatic Information Scientists.” Journal of the American Society for Information Science and Technology 54 (5) (March 1): 423–434.
  • White, Howard D, and Belver C Griffith. 1981. “Author Cocitation: A Literature Measure of Intellectual Structure.” Journal of the American Society for Information Science 32 (3) (May 1): 163–171.

Network Theory (mathematical models, computational models)

  • Albert, Réka, and Albert-László Barabási. 2002. “Statistical Mechanics of Complex Networks.” Reviews of Modern Physics 74 (1) (January 30): 47–97.
  • Barabási, Albert-László, and Réka Albert. 1999. “Emergence of Scaling in Random Networks.” Science 286 (5439) (October 15): 509–512.
  • Erdös, P, and A Rényi. 1959. “On Random Graphs, I.” Publicationes Mathematicae (Debrecen) 6: 290–297.
  • Freeman, L.C. 1979. “Centrality in Social Networks Conceptual Clarification.” Social Networks 1 (3): 215–239.
  • Girvan, M., and M. E. J Newman. 2002. “Community Structure in Social and Biological Networks.” Proceedings of the National Academy of Sciences 99 (12) (June 11): 7821–7826.
  • Linton C. Freeman. 1977. “A Set of Measures of Centrality Based on Betweenness.” Sociometry 40 (1) (March 1): 35–41.
  • Newman, M. E. J. 2003. “The Structure and Function of Complex Networks.” SIAM Review 45 (2) (June 1): 167–256.
  • Watts, Duncan J., and Steven H. Strogatz. 1998. “Collective Dynamics of ‘Small-world’ Networks.” Nature 393 (6684) (June 4): 440–442.

Introduction Texts to SNA

  • Hanneman, R.A., and M. Riddle. 2005. Introduction to Social Network Methods. University of California Riverside.
  • Scott, John. 2000. Social Network Analysis: a Handbook. SAGE.
  • Wasserman, Stanley, and Katherine Faust. 1994. Social Network Analysis: Methods and Applications. Cambridge University Press.
  • Nooy, Wouter de, Andrej Mrvar, and Vladimir Batagelj. 2011. Exploratory Social Network Analysis with Pajek. Cambridge University Press.
  • Borgatti, S.P., M.G. Everett, and L.C. Freeman. 2002. “Ucinet for Windows: Software for Social Network Analysis.” Harvard Analytic Technologies 2006.
  • Freeman, Linton C. 2004. The Development of Social Network Analysis. Booksurge.

Sociometrics/Sociology/Economics/Scientific practice

  • Granovetter, Mark S. 1973. “The Strength of Weak Ties.” American Journal of Sociology 78 (6) (May 1): 1360–1380.
  • Milgram, S. 1967. “The Small World Problem.” Psychology Today 2 (1): 60–67.
  • Burt, Ronald S. 1995. Structural Holes: The Social Structure of Competition. Harvard University Press.
  • Kuhn, Thomas S. 1996. The Structure of Scientific Revolutions. University of Chicago Press.
  • Price, Derek J. de Solla. 1963. Little Science, Big Science. New York: Columbia University Press.

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.