Lightning presentation at the Lace SoLAR Flare event

I gave a short presentation about ReflectR during the Lace SoLAR Flare event about “ReflectR – Analysing reflective thinking in texts” on Friday 24 October 2014.

The event took place at the Open University and was under auspices of the Society for Learning Analytics Research (SoLAR) and organized by the LACE project Learning Analytics Community Exchange.

In my presentation I talked about ReflectR, an application of reflection detection. Reflection detection analyses text in order to find evidences of reflection.  In my PhD research I explored several methods in order to understand to which extend it is possible to automatically classify sentences whether they are reflective or not. The aim is to find reflective sentences in a given text, for example in forum posts or essays.

How does it work? You need a large corpus of labelled sentence. This training corpus is then used to built predictive models which can be used to classify unseen sentences. In my case I created a large corpus of reflective and non-reflective/descriptive sentences. Based on this corpus I was able to tune models which perform well on the testing data. These models can be used to classify nascent text.

To make this idea more graspable I built a little tool called ReflectR in one of my free weekends.  ReflectR takes as input a sentence – any sentence written in English. It then processes this sentence, classifies it and returns a value, which is translated into a human readable result. It will tell you if the sentence is reflective and how confident it is with the classification. Try out ReflectR at http://qone.eu/reflectr.

Here is the one page slide for this presentation showing an example sentence, which is automatically processed and classified as reflective. Dewey is greeting.

Lightning presentation ReflectR
Lightning presentation ReflectR

I see ReflectR  as an application of the base technology reflection detection. It is probably not the best application of this base technology, but this is also not its aim. ReflectR was build so that other people can try it  and get an idea what reflection detection is about. I am hoping to find people who are interested in reflective thinking and want to collaborate on innovative applications based on reflection detection.

 

ReflectR – a tool to detect reflective thinking in texts

In my PhD I am researching methods to to detect reflection automatically . Based on a large body of sentences, which were manually labelled as either reflective or descriptive, I tested several text classification algorithms. Each classifier generates a model, which can be used to classify unseen text.

Based on these models I built ReflectR. ReflectR is a tool that you can use to test the classification of sentences. It will analyse your input and will tell you if your sentence is reflective or descriptive/non-reflective. ReflectR will also tell you how confident it is with classifying your text. Have a go and try it yourself at http://qone.eu/reflectr. It is free to use. Once the text is classified please leave feedback. Your feedback is most valuable to my research!

Screenshot of ReflectR
Screenshot of ReflectR

One way to start with ReflectR is to have a look at the examples at the bottom of the page. This will give you a feeling about reflective and descriptive sentences.

If you cannot think of an experience you were deeply were thinking about, start with a descriptive sentence. Write about what happened. This writing exercise might help you to kick-start the reflective thought process. Later you can start writing about yourself. Write in the first person perspective, for example about your beliefs, your feelings, why and how you changed your perspective about something, etc.

ReflectR aims to be a demonstrator for the automated detection of reflection in texts. You could for example use he underlying technology to analyse forum posts of a learning environment. The classification results will give you an overview at which stage of the course people were engaged in reflective thinking.

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

Studentship opportunity: Learning Analytics for Reflective Blogging During Authentic Enquiry

The Knowledge Media Institute of the Open University, UK is currently offering one fully-funded studentship commencing October 2013. Applications are invited from UK, EU and international students for full-time, 3-year study on one of several PhD projects.

One of these projects is especially relevant for this group. It is about Learning Analytics for Reflective Blogging During Authentic Enquiry.

Here is the description of the project:

This PhD project builds on validated pedagogical models for learner-driven enquiry, scaffolded by blogging software and associated learning analytics, to create a reflective, social, learning journal. The research will start by analysing the data already gathered from prior research in schools, design new contexts for studying this phenomenon, and refine the analytics. Experience in qualitative and quantitative data analysis required, programming not required but an advantage.

Find out more at: http://kmi.open.ac.uk/studentships/vacancies.php

and: http://kmi.open.ac.uk/studentships/vacancies.php#LearningAnalytics

and: http://learningemergence.net/tools/enquiryblogger

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.

2nd Workshop on Awareness and Reflection in Technology-Enhanced Learning (ARTEL12)

2nd Workshop on Awareness and Reflection in Technology-Enhanced Learning (#artel12) to be held in conjunction with EC-TEL 2012, Saarbrucken (Germany)

Proceedings

Online at http://ceur-ws.org/Vol-931/

Adam Moore, Viktoria Pammer, Lucia Pannese, Michael Prilla, Kamakshi Rajagopal,Wolfgang Reinhardt, Thomas D. Ullmann & Christian Voigt (Eds.): Proceedings of the 2nd European Workshop on Awareness and Reflection in Technology Enhanced Learning. In conjunction with the 7th European Conference on Technology Enhanced Learning: 21st Century Learning for 21st Century Skills. Saarbrucken, Germany, September 18, 2012. Available online at http://ceur-ws.org/Vol-931/

 

Call for papers and demos

2nd Workshop on Awareness and Reflection in Technology-Enhanced Learning (#artel12)
to be held in conjunction with EC-TEL 2012, Saarbrucken (Germany)

Full day workshop: September 18, 2012

Short URL: http://teleurope.eu/artel12
Twitter hashtag: #artel12

Introduction

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

“What do awareness and reflection mean in the context of TEL, and how can technologies support either?”

This workshop is a direct follow-up to last year’s ECTEL workshops “ARNETS11 (Awareness and Reflection in Learning Networks)” and “ALECR11 (Augmenting the Learning Experience with Collaborative Reflection)”.

Objectives

The objective of this workshop is i) to provide a forum for presenting and discussing research on awareness and reflection in TEL and ii) to provide an interactive experience that connects participants’ research, the co-organizing projects’ latest proto-types and models with real end users’ learning experiences and needs regarding reflection technology. The target audience of ARTEL2012 are researchers and practitioners in the field of TEL.

Format of the workshop

The workshop format will thus be a mixture of paper and demo presentations, and sessions in which we will work 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 is expected to be of value to both practitioners (in that research insights become more tangible), and to researchers (in that insights and research pro-totypes become grounded in practice. There will be a overall narrative trajectory throughout the day moving from theory at the beginning of the workshop to pragmatic implementations at the close.

Topics of interest

We are looking for original contributions that address the following aspects:

  • Theoretical discussion of awareness and reflection in Technology-Enhanced Learning, and related theoretical concepts (e.g., collaborative learning, creativity techniques, experiential learning, etc.)
  • Methodologies to study awareness and reflection in the context of (technology-enhanced) learning
  • Empirical studies about technology support for awareness and reflection
  • Technology (design, application, evaluation) that supports awareness and reflection
  • 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. Demonstrations are encouraged:

  • 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.
  • Posters and demo papers (2 pages) that summarize preliminary work results.

Please submit your proposal via the ginkgo event management system at http://gkgo.me/artel12

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). We encourage you to produce your submission using LaTeX as typesetting tool and the respective LaTeX template.

Important dates

30.06.2012 Submission Deadline

29.07.2012 Extended submission deadline

21.08.2012 Notification of Acceptance

09.09.2012 Camera-Ready Papers

18.09.2012 Workshop (Schedule: http://www.teleurope.eu/pg/pages/view/201302/)

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 (click on the join group button). To receive emails about activities of the group enable the “Group Notifications” in the “Settings” menu on top of the page.

Organizers

  • Adam Moore, Trinity College Dublin (Ireland), @adam__moore
  • Viktoria Pammer, Know Center (Austria), @contextgroupkc
  • Lucia Pannese, imaginary (Italy), @lpannese
  • Michael Prilla, University of Bochum (Germany)
  • Kamakshi Rajagopal, Open Universiteit (Netherlands), @krajagopal
  • Wolfgang Reinhardt, University of Paderborn (Germany), @wollepb
  • Thomas Ullmann, The Open University (UK), @thomasullmann
  • Christian Voigt, Centre for Social Innovation (Germany), @chrvoigt

Programme Committee

  • Eileen O’Donnell, Trinity College Dublin, Ireland.
  • Martin Wolpers, Fit Fraunhofer Society, Germany.
  • Daniel Wessel, Knowledge Media Research Center, Germany.
  • Angela Fessl, Know-Center, Austria.
  • Carsten Ullrich, Jiao Tong University, China.
  • Victoria Macarthur, Trinity College Dublin, Ireland.
  • Peter Sloep, Open University, Netherlands.
  • Rebecca Ferguson, The Open University, United Kingdom.
  • Kristin Knipfer, Technische Universität München, Germany.
  • Milos Kravcik, RWTH Aachen, Germany.
  • Elizabeth FitzGerald, The Open University, United Kingdom.
  • Fridolin Wild, The Open University, United Kingdom.
  • Rory Sie, Celstec, Netherlands.

Supporting projects
ARTEL2012 pulls together research on awareness and reflection in technology-enhanced learning across disciplines (psychology, educational science, computer science) and across European TEL projects (MIRROR, ImREAL, STELLAR, MATURE, TellNET, TelMap as co-organising projects).

  • MIRROR (Reflective Learning at Work): http://www.mirror-project.eu/
  • ImREAL (Immersive Reflective Experience-based Adaptive Learning): http://www.imreal-project.eu/
  • STELLAR: (Sustaining Technology Enhanced Learning at a LARge scale): http://www.stellarnet.eu/
  • MATURE (Knowledge Maturing): http://mature-ip.eu/
  • TellNET (Teachers’ Lifelong Learning Networks): http://www.tellnet.eun.org/
  • TelMap (Possible Futures for Technology Enhanced Learning): http://telmap.org/

Background of the workshop
The 2nd Workshop on Awareness and Reflection in Technology-Enhanced Learning (ARTEL 2012) builds upon several successful workshops.

  • 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/The_PLE_Conference_2011/paper.html#group_Proceedings_of_the_1st_Workshop_on_Awareness_and_Reflection_in_Personal_Learning_Environments.

Background of the conference
The EC-TEL 2012: Seventh European Conference on Technology Enhanced Learning will take place between the 18th and 21st of September 2012 in Saarbrucken, Germany. This year’s motto is 21st Century Learning for 21st Century Skills.

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

 

ARTEL12 Workshop Schedule

The morning session starts with the presentations of the accepted papers and demos. The first half will be on awareness and the second half on reflection. The whole afternoon consists of several interactive session.

The workshop takes place in Building B 4 1, room 0.17 (see: http://ec-tel.eu/program/timetable).

The programme is as follows:

9:00-18:30 ARTEL12 fullday workshop

9:00- 10:00 Session on Awareness

9:00-9:15 Introduction

9:15-9:25 Understanding the meaning of awareness in Research Networks

9:25-9:30 Feedback

9:30-9:40 Supporting Scholarly Awareness and Researchers’ Social Interactions using PUSHPIN

9:40-9:45 Feedback

9:45-9:50 A Theoretical Framework for Shared Situational Awareness in Sociotechnical Systems (short paper)

9:50-9:55 Feedback

9:55-10:00 Exploiting awareness to facilitate the orchestration of collaborative activities in physical spaces (Poster)

10:00-10:05 Feedback

10:00-10:30 Coffee break

10:30-12:30 Session on Reflection

10:30-10:40 Tool support for reflection in the workplace in the context of reflective learning cycles

10:40-10:45 Feedback

10:45-10:55 Empowering students to reflect on their activity with StepUp!: Two case studies with engineering students.

10:55-11:00 Feedback

11:00-11:10 Fostering reflective practice with mobile technologies

11:10-11:15 Feedback

11:15-11:25 Comparing Automatically Detected Reflective Texts with Human Judgements

11:25-11:30 Feedback

11:30-11:35 The Functions of Sharing Experiences, Observations and Insights for Reflective Learning at Work (short paper)

11:35-11:40 Feedback

11:40-11:45 Detecting and Reflecting Learning Activities in Personal Learning Environments (short paper)

11:45-11:50 Feedback

11:50-11:55 Improving Social Practice: Enhancing Learning Experiences with Support for Collaborative Reflection (short paper)

11:55-12:00 Feedback

12:30-13:30 Lunch

13:30-18:30 Interactive Part

13:30- 14:30 Brainstorming exercise (awareness/reflection)

14:30 – 15:30 Playing games and simulations

15:30-16:00 Coffee break

16:00-17:00 Discussion in groups (awareness/reflection)

17:00 -18:30 Discussion in Plenary (awareness + reflection)

18:30-19:00 Transfer to hotels

Slides

Here are the welcome slides for the workshop with the presentation schedule and more info about the workshop: http://www.slideshare.net/ThomasUllmann/welcome-slides-awarness-and-reflection-workshop 

Davinia Hernández-Leo’s slides (on “Exploiting awareness to facilitate the orchestration of collaborative activities in physical spaces”) are available at http://www.slideshare.net/davinia.hl/signal-orchestrationsystemartelectel2012-14340818
Thank you for the interesting workshop!

Thomas Ullmann’s slides on “Comparing Automatically Detected Reflective Texts with Human Judgements” are online at: http://www.slideshare.net/ThomasUllmann/artel12-reflection-detection

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.