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

Proceedings online at http://ceur-ws.org/Vol-1238/

Please refer to the proceedings as

Milos Kravcik, Alexander Mikroyannidis, Viktoria Pammer, Michael Prilla, Thomas Ullmann, Fridolin Wild (Eds.): Proceedings of the 4th Workshop on Awareness and Reflection in Technology Enhanced Learning. In conjunction with the 9th European Conference on Technology Enhanced Learning: Open Learning and Teaching in Educational Communities. Graz, Austria, September 16, 2014. Available online at http://ceur-ws.org/Vol-1238/

 

Call for papers

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
Tweetalytics report: http://crunch.kmi.open.ac.uk/people/~fwild/services/tweetalytics-artel14.Rmw

Rationale
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).

Workshop schedule (Tuesday 16th of September)

Morning session (9-12:30)

Introduction to the workshop

Full papers presentations (25 min presentation and 5 min discussion):
Maurizio Megliola, Gianluigi Di Vito, Roberto Sanguini, Fridolin Wild, Paul Lefrere. Creating awareness of kinaesthetic learning using the Experience API: current practices, emerging challenges, possible solutions

Fridolin Wild, Peter Scott, Paul Lefrere, Jaakko Karjalainen, Kaj Helin, Ambjorn Naeve, Erik Isaksson. Towards data exchange formats for learning experiences in manufacturing workplaces

Andreas Janson, Sissy-Josefina Ernst, Katja Lehmann and Jan Marco Leimeister. Creating awareness and reflection in a large-scale IS lecture – the application of a peer assessment in a flipped classroom scenario

Angela Fessl, Gudrun Wesiak and Granit Luzhnica. Application overlapping user profiles to foster reflective learning at work

Afternoon session (13:30-16:30/17:30)
Short paper presentation (15 min presentation and 5 min discussion):
Michael Prilla, Oliver Blunk, Jenny Bimrose and Alan Brown. Reflection as support for career adaptability: A concept for reflective learning in public administration

Demo session (10 min presentation and 5 min discussion):
Milos Kravcik, Kateryna Neulinger and Ralf Klamma. Boosting informal workplace learning in small enterprises

Nils Faltin, Simon Schwantzer and Margret Jung. Activity recommendation app – software to evaluate the usefulness of improvement recommendations created in a team

Min Ji, Christine Michel, Elise Lavoué and Sebastien George. DDART: an awareness system to favor reflection during project-based learning

Sven Charleer, Jose Luis Santos, Joris Klerkx and Erik Duval. LARAe: Learning Analytics Reflection & Awareness environment

Closing plenary discussion

Topics of interest
Topics of interest include, but are not limited to contributing original theories, methods, evaluation studies, design and application (case) studies in and on:

  • Reflective writing and knowledge maturing
  • Analytics, text- and data mining
  • Integration of reflection support into other approaches of learning
  • Social and group virtual and super-real presence
  • Scaffolding approaches and techniques
  • Real-time awareness and reflection
  • Personalisation and Social Technologies
  • Awareness and reflection in inquiry-based learning
  • Augmented reality, wearable, pervasive applications
  • Collaborative reflection
  • Social network analysis
  • Visual analytics, dashboards
  • Models, ontologies, and annotation
  • Processes and workflows

Submission
Authors are invited to submit original, unpublished work as either a full paper (limit: 15 pages), research note (limit: 7 pages), or demo (limit: 3 pages). Full papers thereby report on novel theoretical, empirical, or development work, including a significant contribution to the field. Research notes report work in progress to share early insights with the community. Demos describe novel prototypes, design studies, or tools, which can be shown and further discussed during the workshop.

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).

ARTEL14 will award the best paper and demo submitted.

Please submit your paper via EasyChair:
https://www.easychair.org/conferences/?conf=artel2014

Important dates
30.06.2014    Submission deadline
10.07.2014    Extended submission deadline
11.08.2014    Notification of acceptance
30.08.2014    Camera-ready papers due
16.09.2014    Workshop

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
Fridolin Wild, The Open University, United Kingdom

Programme Committee
Riina Vuorikari, European Commission JRC IPTS, Spain
Philippe Dessus, Université Pierre-Mendès-France, France
Stefano Bianchi, SOFTECO, Italy
Ines Di Loreto, UTT- Université de Technologie de Troyes, France
Carsten Ullrich, DFKI, Germany
Peter Sloep, Open Universiteit Nederland, Netherlands
Denis Gillet, Swiss Federal Institute of Technology in Lausanne (EPFL), Swiss
Paul Lefrere, CCA, UK
Stefan Trausan-Matu, University Politehnica of Bucharest, Romania
Jaakko Karjalainen, VTT, Finland
Joris Klerkx, Katholieke Universiteit Leuven, Belgium
John Cook, University of West of England, UK
Marcus Specht, Open University of the Nethderlands, Netherlands
Xavier Ochoa, Escuela Superior Politécnica del Litoral, Ecuador
Kaj Helin, VTT, Finland
Alexander Nussbaumer, Graz University of Technology, Austria
Monica Divitini, IDI-NTNU, Norway
Kinshuk, Athabasca University, Canada
Peter Kraker, Know-Center, Austria
Simon Knight, The Open University, United Kingdom

Supporting projects
MIRROR: Reflective Learning at Work: http://www.mirror-project.eu/
LEARNING LAYERS: Scaling up Technologies for Informal Learning in SME Clusters: http://learning-layers.eu/
TELLME: Technology enhanced learning livinglab for manufacturing environments: http://tellme-ip.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/

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 9th European Conference on Technology Enhanced Learning (EC-TEL), will take place in Graz, Austria, September 16-19, 2014. The motto for this year is “Open Learning and Teaching in Educational Communities”. 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 complement their core expertise. For more information visit http://www.ec-tel.eu

KMi runs MOOC Analytics Workshop for Future Learning Academic Network

Last week Simon Buckingham Shum ran the first MOOC Analytics workshop for the Future Learning Academic Network (FLAN), the research network around the OU’s FutureLearn MOOC platform. I also contributed to this workshop with several presentations. Participants from universities across the UK, plus remote participants from New Zealand and Australia, joined a very stimulating event, hosted at the state of the art Digital Humanities Hub, European Research Institute at Birmingham University.

MOOCs are an exciting platform for educational research, providing 24/7 large scale data collection of authentic learning activity. Universities running MOOCs need to develop the capacity to make sense of this data, but all universities with online learning platforms will need to get to grips with this increasingly.

Universities of Leeds and Reading described how they are analysing their MOOC data, and FutureLearn partners, some of whose courses have yet to go live, were introduced by David Major (FutureLearn Learning Technologist) and OU researchers (Simon Buckingham Shum and myself) to the data that they will receive from their MOOCs, how they can rapidly process that in order to import it into open source analytics tools, and ways of framing their research questions in terms of FutureLearn data and nalytics tools. FLAN leads, Profs. Mike Sharples and Eileen Scanlon, chaired the closing session where partners discussed how FLAN could drive forward research and innovation.

The Future Learning Academic Network has a collaboration space where partners are working together on analytics of common interest.

Adapted from: http://kmi.open.ac.uk/news/article/18585

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

Proceedings

Available online at http://ceur-ws.org/Vol-1103/

Milos Kravcik, Birgit Krogstie, Adam Moore, Viktoria Pammer, Lucia Pannese, Michael Prilla, Wolfgang Reinhardt & Thomas Daniel Ullmann (Eds.): Proceedings of the 3rd Workshop on Awareness and Reflection in Technology Enhanced Learning. In conjunction with the 8th European Conference on Technology Enhanced Learning: Scaling up learning for sustained impact. Paphos, Cyprus, September 17, 2013. Available online at http://ceur-ws.org/Vol-1103/


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
Short URL: 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 ARTEL 2012, 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, etc.)
  • 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.

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 Extended Submission Deadline
13.08.2013 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

Programme Committee

  • John Cook, University of the West of England, United Kingdom.
  • Jon Dron, Athabasca University, Canada.
  • Angela Fessl, Know-Center, Austria.
  • Peter Kraker, Know-Center, Austria.
  • Mart Laanpere, Tallinn University, Estonia.
  • Alexander Mikroyannidis, The Open University, United Kingdom.
  • Alexander Nussbaumer, University of Graz, Austria.
  • Eileen O’Donnell, Trinity College Dublin, Ireland.
  • Andreas Schmidt, Karlsruhe University of Applied Sciences, Germany.
  • Bettina Renner, Knowledge Media Research Center, Germany.
  • Fridolin Wild, 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.

Workshop schedule Tuesday 17th of September

09.00 – 09.30 Introduction by the organisers

09.30 – 10.00 Linking Reflective Learning and Knowledge Maturing in Organizations

Birgit R. Krogstie, Andreas P. Schmidt, Christine Kunzmann, John Krogstie, Simone Mora

10.00 – 10.30 Coffee

10.30 – 11.00 Reflection – quantifying a rare good

Thomas Daniel Ullmann, Fridolin Wild, and Peter Scott

11.00 – 11.30 Support for Collaborative Reflection in Healthcare: Comparing two Workplaces

Michael Prilla, Martin Degeling

11.30 – 12.00 Modeling computer-supported reflective learning: Combining a high-level timeline view with reflection cycles and tool use

Birgit R. Krogstie, John Krogstie, Michael Prilla

12.00 – 12.30 Improving awareness and reflection through collaborative, interactive visualizations of badges

Sven Charleer, Joris Klerkx, Jose Luis Santos and Erik Duval

12.30 – 13.30 Lunch

13.30 – 13.50 Feeler: feel good and learn better. A tool for promoting reflection about learning and Well-being (short paper)

Eva Durall, Tarmo Toikkanen

13.50 – 14.10 SpirOnto: Semantically Enhanced Patient Records for Reflective Learning on Spiritual Care in Palliative Care (short papar)

Christine Kunzmann, Traugott Roser, Andreas P. Schmidt, Tanja Stiehl

14.10 – 14.30 REFLECT: Community-Driven Scaffolding for Voice-enabled Reflection on the Go (demo)

Andreas P. Schmidt, Christine Kunzmann, Graham Attwell, Elizabeth Chan, Marius Heinemann-Grüder, Jenny Hughes, Wenlin Lan, Andreas Vratny, Andreas Heberle

14.30 – 15.30 Interactive session: Demo your work and get feedback

15.30 – 16.00 Coffee

16.00 – 17.30 Interactive session: Future Challenges in ARTEL

This part will have a highly interactive format. Expect something else than a typical session. We will do:

  • The parallel Brainwriting Pool
  • Cluster it session
  • The long shortlist session

17:30 – 18:00 Conclusions

18.00 End of workshop

Supporting projects

ARTEL2013 pulls together research on awareness and reflection in technology-enhanced learning across disciplines (psychology, educational science, computer science) and across European TEL projects. In particular, MIRROR, ImREAL, Learning Layers, TELL-ME, and weSpot are co-ordinating 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 (ARTEL 2013) is the third workshop in a successful series of EC-TEL workshops.

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/

 

Results of ARTEL 2013 final Brainstorming session of future challenges for the community

The ARTEL13 workshop took place at the EC-TEL 2013 conference in Paphos, Cyprus. A central element of the workshop was to collaborate and to discuss the future challenges of awarness and reflection research for technology-enhanced learning. The outcome of this discussion is captured in the following mind map.

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.

The words of Technology Enhanced Learning – a SNA view

Nicolas Balacheff and his team had a dataset about all the terms from the TEL Open Archive (https://telearn.archives-ouvertes.fr/), which is a high quality paper archive of articles in the area of TEL. One of their aims of this excercise has been to find keywords for their TEL thesaurus: http://www.tel-thesaurus.net/wiki/index.php/TEL_Dictionary_entries
The dataset consists of a directed graph of terms that have been extracted from the paper corpus of the TEL Open Archive.
For example, “open-learning” is linked to “learners” because “learners” is one of the top words appearing in “open-learning” close context (close context: 50 words before-50 words after the word). But “learners” is not directly linked to “open-learning” because other words appears much many times that “open-learning” actually do in “learners” close context.
I had a go with the dataset using the SNA tool GEPHI and had some interesting findings.

In the first picture,  I created a graph without community detection. I filtered the “long tail” of words based on the degree of each node.

In a next step, I applied a community detection algorithm. A community shows a dense connection within the community and sparse connection between communities. Each community has its own colour. The size of the nodes is still based on the degree of the node.

In a last step I changed the ranking for the node size from the node degree to the community degree of each node. Instead of using the degree (in/out-degree) for the size of the nodes, I used the weights of the nodes in each community. This is the difference between the figure two and three and is also the reason for the different layout of the graph.

Just by looking at the last graph, I would say that the connected words make very much sense, and some topics become apparent.

 

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

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.

Whats new on TELeurope

During my work for the FP7 Network of Excellence STELLAR, I have been working on the social networking platform TELeurope. TELeurope is based on the open source software Elgg.

Some of the highlights of TELeurope are:

Complete new landing page

The landing page got a complete face lift. We added a FlashVlog, which will update you with information from the leading members of STELLARNET. We especiall addressed five stakeholder groups and will provide information bundles for quick access to relevant information. The podcast widget on the front page shows you the latests podcasts from the TEL experts.

The “What is hot in TEL” area surves the purpose to show all members on the first page what the most important contents, opportunities, events, etc. are.

Help is at your hand: The topbar contains now a link to a help page. This will give you quick access to all relevant pages and groups to find support on TELeurope.

Login/Register page: The login and register form is now included into a drop down menu on top of every page of TELeurope. The landing page can now include Elgg native widgets and the widgets coming from the Wookie Widget server, enabling a high degree of customization.

Spam Security: To prevent spammers we implemented now a promising solution, which will minimize the acitity of spammers. As with the old version, every new user will be approved by a TELeurope admin. To make it easier for the admins to judge about the credibility of a user, the users have to fill out a shot description about themselves.

Latest Elgg version: This release uses the latest version of Elgg (1.7.7). It includes several bug fixes and security enhancements.

New Features:

Enhanced permission system: The write and read access level can now be set tailored to groups. This means that you can write a blog post, which will only be seen by members of the group. An interesting use case could be the following. A user let call him STELLAR can pre-structure pages for the TELeurope members and grant write access to a group called “STELLAR faciliators”. This means that all members of the group can help to bootstrap pages for example for the Alpine-Rendes-Vouz, the help pages, the benefits of TELeurope page, etc.

Enhanced Profiles: Now it is possible to add further fields to the profile page. More to come soon on how to make the most out of your profile.

Messaging protection: By now every member of TELeurope could write an email to every other user.  Now it is possible to restrict the messaging capability only to members, which are friends of you.

Like feature of the river activity: Activities on the river include now a facebook-like Like feature.

Rating of content: Content can now be rated by the members on a 5 scale rating skala.

Enhanced Groups: Groups have now a group blog and you can share bookmarks with the group members. Additionally you can now integrate your RSS feeds into groups. See the VisiTELf plugin description below. And finally you can see all members of the group.

Wookiewidgets: The wookie widget plugin was completely redesigned. You can now scroll through the availalbe widgets or simple use the mouse wheel. It will show the description of the widget. It uses also now the latest features of the wookie connector framework. With this our widget server was updated to the latest version.

Eventspace: The eventspace takes the widget idea a bit further and allows now to show the widgets on a larger space. This will allow the members of TELeurope to personalize a space for their needs for exampe to write collaboratively a paper or to follow a video conference.

VisiTELf: The latest version of the VisiTELf plugin comes with enhanced RSS feed options and visualizations of you feeds. More about this will be introduced by the developer later.

Meet new people: The meet new people page let you explore what you have in common with your friends and serves as starting point to find new interesting people Better

Add this: Sharing on facebook and twitter an Co made easy. Check out the social sharing features on the the left.

Branding: For a strong corporate design of all our STELLAR products, the branding uses now the STELLARNET look and feel. It has now the “Funded by the European Comission” and the the “powerd by STELLARNET” images on every page.

And some more…