Call for Papers Special Issue on Awareness and Reflection in Technology-Enhanced Learning (IJTEL)

Update: The Special Issue is published here: http://www.inderscience.com/info/inarticletoc.php?jcode=ijtel&year=2017&vol=9&issue=2/3

Call for papers

Awareness and reflection are viewed differently across the disciplines informing technology-enhanced learning (including CSCW, psychology, educational sciences and computer science).
Considering the multitude of views on awareness and reflection distributed over a wide range of disciplines, we are aiming to present a special issue in which answers to the following questions can be found:

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 in these contexts to support awareness and reflection for learning?

The issue will carry revised and substantially extended versions of selected papers presented at the ARTEL workshops at the European Conference on Technology-Enhanced Learning, but we also strongly encourage researchers unable to participate in the conference to submit articles for this call.

Subject Coverage
Suitable topics include, but are not limited to, the following:

  • Theoretical discussion of awareness and reflection in TEL and related concepts (e.g. collaborative learning, creativity techniques, experiential learning, etc.)
  • Methodologies to identify, study and analyse awareness and reflection in the context of (technology-enhanced) learning (quantitative and qualitative methods, learning analytics, visualisations, etc.)
  • Empirical studies about technology support for awareness and reflection
    Technology (design, application, evaluation) supporting awareness and reflection
  • Designing awareness and reflection in TEL applications and processes
  • Using awareness and reflection support to enhance the learning experience
  • Awareness of social context, knowledge, artefacts and processes
  • Awareness and reflection in specific contexts, such as higher education, work-integrated learning, learning networks, etc.

We cordially invite you to submit a paper to the IJTEL Special Issue on Awareness and Reflection in Technology-Enhanced Learning: http://www.inderscience.com/info/ingeneral/cfp.php?id=2965.

Kind regards, and looking forward to your submission,
Thomas Ullman, Viktoria Pammer, Milos Kravcik, Alexander Mikroyannidis, Michael Prilla

Job: Research Associate in learning analytics

The Institute of Educational Technology is seeking to appoint a Research Associate in learning analytics for a high-profile project. The overall aim of the new project is to develop an evidence-based approach of learning gains that can be applied across Higher Education Institutions. You will work on a large-scale study to compare the relative performance of the students’ learning gains using secondary data analysis of pre-existing Affective, Behavioural and Cognitive data and follow-up mixed-method analysis of new data.

For more information visit: http://www.jobs.ac.uk/job/ALV176/research-associate/

Four Open Technology Enhanced Learning (OpenTEL) PhD Studentships

The Centre for Research in Education and Educational Technology at the Open University has an international reputation for the quality of its research. Providing research students with a supportive environment and excellent research facilities ensures a future supply of first class researchers. We are recruiting PhD students in Technology Enhanced Learning (TEL) who study under guidance from world-class experts in the field. Open Technology Enhanced Learning (OpenTEL) brings together the Technology Enhanced Learning Cluster in the Institute of Educational Technology with researchers in the Faculty of Education and Language Studies. We encourage interdisciplinary research which also brings in researchers from the Faculty of Science, the Faculty of Mathematics, Computing and Technology, and the Knowledge Media Institute. If you feel that the challenge of research in this exciting and interesting area is for you and you have the drive and intellectual curiosity to pursue postgraduate research, then we look forward to hearing from you!

We are offering up to 4 fully funded full-time studentships for a 1+3 programme (MRes and PhD) or +3 programme (3-year PhD).

Find out more at http://www.open.ac.uk/creet/main/news/open-technology-enhanced-learning-opentel-phd-studentships

5th Workshop on Awareness and Reflection in Technology Enhanced Learning

News:

Proceedings:

Milos Kravcik, Alexander Mikroyannidis, Viktoria Pammer, Michael Prilla, Thomas Ullmann (Eds.): Proceedings of the 5th Workshop on Awareness and Reflection in Technology Enhanced Learning.  In conjunction with the 10th European Conference on Technology Enhanced Learning: Design for Teaching and Learning in a Networked World, Toledo, Spain, September 15, 2015. Available online at http://ceur-ws.org/Vol-1465/

Call for papers
5th Workshop on Awareness and Reflection in Technology Enhanced Learning (ARTEL 2015) to be held in the context of the EC-TEL 2015, Toledo, Spain: 15 September 2015 (Tuesday).
Workshop webpage: http://teleurope.eu/artel15
Twitter hashtag: #artel15

Rationale
Awareness and reflection are viewed differently across the disciplines informing Technology Enhanced Learning (CSCW, psychology, educational sciences, computer science and others). The ARTEL workshop series brings together researchers and professionals from different backgrounds to provide a forum for discussing the multi-faceted area of awareness and reflection. 2015 will be the 5th workshop in the series.

Through the last ARTEL workshops at EC-TEL the addressed topics are converging towards the usage of awareness and reflection in practice, its implementation in modern organisations, its impact on learners and questions of feasibility and sustainability for awareness and reflection in education and work. To reflect the growing maturity of research in ARTEL over the years this year’s topic particularly invites contributions that deal with the application of awareness and reflection in practice.

The motto of the workshop this year is:
‘Awareness and Reflection in Practice: How can awareness and reflection technology become common in work practice and how does it change work practices?’

The workshop aims at:

  • Providing a forum for presenting and discussing research on awareness and reflection in TEL.
  • Creating 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.
  • Creating an agenda for future ARTEL research and development.

Proceedings of the predecessor workshops are available via http://ceur-ws.org/Vol-790/ (2011), http://ceur-ws.org/Vol-931/ (2012), http://ceur-ws.org/Vol-1103/ (2013), and http://ceur-ws.org/Vol-1238/ (2014).

 

Topics of interest
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 questions:

  • How can awareness and reflection support learning in different settings (work, education, continuing professional development, lifelong learning, etc)?
  • What are the role(s) that technology can play in these contexts?

For ARTEL 2015 we particularly invite contributions that address the theme of ‘Awareness and Reflection in Practice’ (but not restrict contributions to this theme):

  • How can awareness and reflection technology become common in work practice and how does it change work practices?
  • How can we include user groups with different backgrounds (education, IT-exposure etc.) into using awareness and reflection in TEL?
  • What are the success factors and barriers for awareness and reflection in TEL (trust, privacy, socio-technical aspects etc.)?

To answer the above and related questions, we are looking for contributions that address the following aspects:

  • Theoretical discussion of awareness and reflection in TEL and related concepts (e.g., collaborative learning, creativity techniques, experiential learning, etc.).
  • Methodologies to identify, study and analyse awareness and reflection in the context of (technology-enhanced) learning (quantitative and qualitative methods, learning analytics, visualisations etc.).
  • Empirical studies about technology support for awareness and reflection.
  • Technology (design, application, evaluation) supporting awareness and reflection.
  • Designing awareness and reflection in TEL applications and processes.
  • Using awareness and reflection support to enhance the learning experience.
  • Awareness of social context, knowledge, artefacts and processes.
  • Awareness and reflection in specific contexts, such as higher education, work-integrated learning, learning networks, etc.

Submission
Full papers: Description of novel theoretical, empirical or development work on awareness and reflection in TEL, including a substantial contribution to the field (up to 15 pages).
Work in progress: Ongoing research and current approaches on investigating the field, with initial insights for the community (up to 7 pages).
Demos: Prototypes, design studies and tools for the support of awareness and reflection in TEL, which can be demoed and discussed  (up to 3 pages).

All contributions will be peer reviewed by at least two members of the programme committee evaluating their originality, significance, and rigour. The papers will be published in the CEUR workshop proceedings (http://ceur-ws.org). Submissions should use the Springer LNCS template (http://www.springer.com/computer/lncs?SGWID=0-164-6-793341-0).
Please submit your paper via EasyChair: https://easychair.org/conferences/?conf=artel2015

We encourage authors, who submitted to the ARTEL15 and previous workshops, to consider submitting to the special issue on Awareness and Reflection in Technology Enhanced Learning to be published in the International Journal of Technology Enhanced Learning (IJTEL): http://www.inderscience.com/info/ingeneral/cfp.php?id=2965
Submitting first to the workshop can provide you with valuable thinking points that may be helpful for the journal submission. Questions regarding the special issue can be discussed during the workshop or via Email. Please note that the workshop papers must have been substantially revised prior to the journal submission (see http://www.inderscience.com/info/inauthors/author_mp.php).

Important dates
30.06.2015 10.07.2015 Submission Deadline
10.08.2015 Notification of Acceptance
30.08.2015 Camera-Ready Papers
15.09.2015 Workshop
30.10.2015 Publication of Workshop Proceedings

ARTEL format
ARTEL 2015 is targeted at research and development on awareness and reflection in TEL across disciplines (CSCW, psychology, educational science, computer science) and across European TEL projects (EmployID, weSPOT, FORGE and others as co-organizing projects). The target audience of ARTEL 2015 are researchers and practitioners in the field of TEL.
The workshop will include a paper session, a demo and prototype slam as well as an interactive session.
The workshop will last for a full day (around 7 hours of working time) and will consist of four main parts of 1.5h-2h each, bookended with introductions and summaries. Besides the discussion of novel research and work in progress, this year’s ARTEL edition will contain a session of demoing and discussing tools, especially prototypes and cutting-edge development, in which researchers and practitioners can discuss their ideas for the support of awareness and reflection in learning.

The workshop format will be a mixture of paper and demo presentations, and a discussion session in which we will link theory and existing prototypes (both from the involved projects and from the presented papers and demos) to practical needs in educational and professional settings (research agenda). This link is expected to be of value to both practitioners (in that research insights become more tangible), and to researchers (in that insights and research prototypes become grounded in practice). There will be an overall narrative trajectory throughout the day moving from theory at the beginning of the workshop to pragmatic implementations at the close.

Organisers
Milos Kravcik, 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

Programme Committee
Philippe Dessus, Université Pierre-Mendès-France, France
Ines Di Loreto, UTT – Université de Technologie de Troyes, France
Eva Durall, Aalto University, Finland
Nils Faltin, IMC AG, Germany
Rebecca Ferguson, The Open University, UK
Angela Fessl, Know-Center, Austria
Michael, Kickmeier-Rust, Graz University of Technology, Austria
Kinshuk, Athabasca University, Canada
Simon Knight, The Open University, UK
Effie Law, University of Leicester, UK
Paul Lefrere, The Open University, UK
Elvira Popescu, University of Craiova, Romania
Carsten Ullrich, DFKI, Germany
Dominique Verpoorten, University of Liège, Belgium
Riina Vuorikari, European Commission JRC IPTS, Spain

Workshop schedule – Tuesday 15th of September

Full papers presentations (25 min presentation and 5 min discussion)
Work in progress paper presentation (15 min presentation and 5 min discussion)
Short discussion papers (15 min presentation and 5 min discussion)
9:30 – 9:40 Introduction to the workshop

Technology enhanced reflection and awareness in formal education (80min)

Dominique Verpoorten, Wim Westera and Marcus Specht. Effects of isolated versus combined reflective enactments in an online course – An exploratory study. (25+5)
Michael A. Bedek, Michael Kickmeier-Rust and Dietrich Albert. Formal Concept Analysis for Modelling Students in a Technology-enhanced Learning Setting. (15+5)
Sophie Tasnier, Valeria Busoni, Christian Hanzen, Géraldine Bolen, Catherine Delguste, Nadine Antoine, Véronique Delvaux, Art Tatiana, Jean-François Van de Poël and Dominique Verpoorten. Learning to look – Purpose and design of an awareness-raising online course in veterinary sciences. (15+5)

11:00-11:30 Coffee break

Technology enhanced reflection and awareness outside formal education (90min)

Oliver Blunk and Michael Prilla. Prompting users to facilitate support needs in collaborative reflection. (25+5)
Nils Faltin and Margret Jung. A course concept for enhancing reflective learning – bringing research project results into the field. (15+5)
Eva Durall. Feeler: supporting awareness and reflection through EEG data. (15+5)
Viktoria Pammer. Mood in the City – Data-Driven Reflection on Mood in Relation to Public Spaces. (15+5)

13:00 – 14:30 Lunch Break

Methods and analytics of awareness and reflection research in technology enhanced learning (80min)

Thomas Ullmann. Keywords of written reflection – a comparison of a reflective and descriptive dataset. (25+5)
Alana Morais, Ivana Marenzi and Deirdre Kantz. The LearnWeb Formative Assessment Module: Supporting Awareness and Reflection in Blended Courses. (15+5)
Alexander Mikroyannidis, Aitor Gomez-Goiri, John Domingue, Christos Tranoris, Daan Pareit, Jono Vanhie-Van Gerwen and Johann Marquez-Barja. Deploying Learning Analytics for Awareness and Reflection in Online Scientific Experimentation. (15+5)

16:00-16:30 Coffee Break

16:30 – 18:00 Closing plenary discussion

Supporting projects
LEARNING LAYERS: Scaling up Technologies for Informal Learning in SME Clusters: http://learning-layers.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/
FORGE: Forging Online Education through FIRE (FORGE) is a project bringing the FIRE and eLearning worlds together: http://ict-forge.eu/
LACE: The Learning Analytics Community Exchange: http://www.laceproject.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 10th European Conference on Technology Enhanced Learning (EC-TEL), will take place in Toledo, Spain, September 15-18, 2015.
The overall theme of EC-TEL 2015 will be Design for Teaching and Learning in a Networked World.
Developments in information and communication technology, for example new communication patterns like in social applications, mobile devices and ubiquitous network access, together with social and economical changes lead to a networked world. The increasing networking in different scales from global to local is having a profound effect on learning and teaching. It makes new forms of collaborative and personalized learning experiences reality. Learners shift between formal, non-formal and informal learning. They come together in different social settings and communities. Teachers roles are also subject to change.
There is a pressing need to shape learning arrangements in such a way that they exploit the potentials and meet the requirements of a networked world. To address these challenges the theme of EC-TEL 2015 is ‘Design for Teaching and Learning in a Networked World’.

For more information visit http://www.ec-tel.eu

6 Leverhulme Doctoral Scholarships in Open World Learning

Where: Centre for Research in Education and Educational Technology (CREET) at The Open University, UK
Topics include:

  •     Big data and open learning
  •     Citizen observatories and the environment
  •     Digital technology and education futures
  •     Educator roles in open online courses
  •     Human wellbeing, open education and technology
  •     Impact of Open Educational Resources
  •     Investigating Children’s Use of Open Digital Narratives
  •     Mobile Literacies for Effective Open Learning
  •     Rethinking student feedback in an open world
  •     Social networking in language learning and teaching
  •     Surveillance, Privacy and Learning Analytics
  •     The role of open practices in enhancing teacher education in LICs
  •     Understandings of Cultural Openness in Education and Enterprise

Find out more: http://www.open.ac.uk/creet/main/news/leverhulme-doctoral-scholarships

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