Published: Automated Analysis of Reflection in Writing

The International Journal of Artificial Intelligence in Education just published my paper on the Automated Analysis of Reflection in Writing. It is currently freely available at Springer as OnlineFirst. Find it here:
https://doi.org/10.1007/s40593-019-00174-2

The paper brings together much of the research into this new area of research that seeks to understand whether automated methods can be used to analyze writings (e.g. student essays) regarding reflective thinking.

Reflective practice is a common educational practice at most Universities. Writing down your thoughts can help you to deepen your reflective thought process about your experiences. Everyone thinks reflectively, but not everyone has this skill fully developed. The good news is that reflective thinking can be taught and a common method for this is reflective writing.

There are many models of reflective thinking. Teachers and researches use these models (or assessment rubrics, frameworks, or coding scheme) to analyze and assess the writings of students. The paper has an overview of the many models that have been uses to manually analyze reflective writings.

The manual analysis tends to take time and this is a barrier which we need to overcome. It delays the feedback that we give to our students about their writing. Students may feel uncomfortable with others reading their reflective though. And, it makes large scale research on reflective writings costly. Automated methods on the other hand are immediate, non-judgemental, and operate at scale.

So, automated methods have some benefits, but are they any good? After all, reflective thinking is quite complex and may be hard to detect. The manual rating of such essays is not easy so why would a machine be good at it?

For this paper, I used machine learning to evaluate its performance on previously rated texts. I have written about other automated methods, such as the dictionary-based approach or the rule-based approach. The paper has a nice overview.

One of the tricky bits was to define what constitutes reflective thinking in writings. As outlined above there are many different models of reflective writing and I cite many of them in my paper. A close look at all those models showed that many models have similarities often masked behind technical terms. The common constituents of those models formed the model that I put machine learning to the test. It is a complex model of reflective thinking formed with the most relevant categories of reflective writing. Have a look in the paper to read more about the model for reflection detection.

Surprisingly, the evaluation of the model for reflection detection on thousands of sentences showed that machine learning actually does a good job on this complex construct.

In the paper, I provide a sense about how good the machine learning results are and also outline where we should put research funding to allow more research into this important area.

PhD Studentships in the Faculty of Wellbeing, Education and Language Studies

My institute – the Institute of Educational Technology – and the other Schools within the Faculty of Wellbeing, Education and Language Studies (WELS) are offering full-time funded PhD studentships for an October 2019 start.

The PhD programme is located in an environment that supports world-leading quality research. In the latest Research Excellence Framework (REF 2014) the UK government endorsed our research as overwhelmingly world-leading and internationally excellent, with significant and wide-reaching impact. Research takes place across the three Schools of WELS and the Institute of Educational Technology.

Research is conducted in the following areas which adopt innovative methodological approaches:

  • Educational Technology
  • Children, Young People & Families
  • Health, Wellbeing and Social care
  • Language and Literacies
  • Transformative Education

What unites our research approach is a strong commitment to interdisciplinarity and a social justice ethos. Our research enables communities and individuals to thrive in an increasingly demanding and unequal world. We have the flexibility to support truly interdisciplinary and innovative research that makes a difference to people’s lives. We strongly encourage you to look at our research web pages http://wels.open.ac.uk/research and https://iet.open.ac.uk/research to see that we provide the right combination of substantive expertise and methodological experience to support your doctoral research proposal.

Our large, international group of PhD students are an essential part of our research community. If you feel you have the drive and intellectual curiosity to pursue postgraduate research as part of that community and you have a great idea for a doctoral study, then we want to hear from you! We welcome proposals for interdisciplinary research within or across all of the areas outlined above.

Funding is available for UK, EU and international students. Fully funded PhD studentships will include fees and maintenance for three years, depending on satisfactory progress. Anticipated stipend for 2019-20 is £14777.

Closing date: Monday 4th March 2019.
Interviews will commence late March – April 2019.

For detailed information and how to apply for the studentships go to www3.open.ac.uk/employment, or e-mail wels-student-enquiries@open.ac.uk

We promote diversity in employment and welcome applications from all sections of the community.

PhD grants: Technology enhanced learning and learning analytics

Get one of the the Grand Union Innovation in Learning Doctoral Training Partnerships PhD Studentships with the the Institute of Educational Technology and the Faculty of Wellbeing, Education, and Language Studies at the Open University of UK.

This programme is dedicated to supporting research into innovative approaches to learning, teaching and assessment. Its focus is on the use of digital technology to strengthen openness, inclusion and wellbeing, particularly where these cross the boundary between formal and informal learning

The programme welcomes and encourages interdisciplinary research in areas as diverse as openness and digital inclusion, the uses of learning analytics, MOOCs and the educational mainstream, open educational practices, the uses of social media and mobile devices for learning.

Apply until 13th of December 2019. Details are here: https://www.jobs.ac.uk/job/BOD277/the-grand-union-innovation-in-learning-doctoral-training-partnerships-phd-studentships and here: http://www.open.ac.uk/about/employment/vacancies/grand-union-excellence-and-innovation-social-science-research-training-11828

Using Qualitative Data for Driving Decision-Making at Scale QAA Event

On behalf of the QAA in Scotland, the University of Edinburgh invited all Universities of Scotland to present and provide input to the ‘Using Qualitative Data for Driving Decision-Making at Scale’ event on the 28th of November 2018 (https://www.ed.ac.uk/academic-services/quality/enhancement-themes-overview/evidence-based-enhancement).

Professor Tina Harrison, the Assistant Principal Academic Standards and Quality Assurance of the University of Edinburgh, opened the well attended event. The event was structured around four presentations, which served as trigger for discussion and to bootstrap the activities that have been planned by the event coordinator Gillian Mackintosh.

Following the invitation of the Open University in Scotland, I presented ‘Understanding student experience comments at scale: Insights from an exploratory study’. I showed how automated text analytics methods can be used to mimic the typical tasks of the manual content analysis to make sense of student comments. Based on an exploratory study, I showed how keywords can be used to find topics in student comments, how these topics can be further refined and converted into a dictionary, that can be used to annotate student comments regarding topics. I then showed how these annotations can be enriched with sentiment analysis and how all this information can be used to empirically determine significant shifts in the experience of students over time. In my conclusions I tried to raise awareness about drawbacks of the presented methods but also their benefits. The presentation is based on the recently published Scholarly Insight Report Autumn 2018 .

This is the full abstract of my presentation:

Each year, students contribute tens of thousands of comments about their student experience via the Student Experience on a Module Survey (SEaM survey) of the Open University (OU). There remains a challenge as to how best utilize this data effectively for understanding module performance and planning module revisions. This presentation reports from an exploratory study that took a big data perspective analysing tens of thousands of comments. It uses automated empirical text analysis methods to detect hot topics students talk about during an academic year and it evaluates the sentiment that students express towards these topics. This presentation shows results from a recent OU scholarly insight report and related works .

I believe that my presentation strokes a nerve, as from the feedback of the participants that approached me, it became evident that many Scottish Universities showed an interest in these automated methods as they would allow to overcome the barriers of the time-consuming manual content analysis.

Other presentations included a presentation by Jill Mackay, which emphasised the importance of method triangulation for the evaluation of the lecture recording system at the University of Edinburgh. Another presentation by Paula Webster, the Head of Student Data and Surveys at the University of Edinburgh, gave a presentation about what works and what does not work when using qualitative data from student surveys for enhancement.

The presentation of Stef Black from sparqs (student partnerships in quality Scotland https://www.sparqs.ac.uk/) asked the participants of the event to directly provide steering regarding two high profile projects. One about student voice in especially about NSS question 25 (‘Is it clear how students’ feedback on the course has been acted on’) and the other about SLTA (student-led teaching awards.

After the main block of presentations, the facilitator planned an activity in order to directly gather input for the QAA about what works regarding the qualitative analysis of student data, what challenges are there and where do we need to be in the future. The output of this activity will feed directly into the strategic project ‘Evidence for Enhancement: Improving the Student Experience’ (http://www.enhancementthemes.ac.uk/current-enhancement-theme ) of the QAA Scotland.

References

7th Workshop on Awareness and Reflection in Technology Enhanced Learning

Accepted papers

Published at CEUR: http://ceur-ws.org/Vol-1997/

  • Alicja Piotrkowicz, Vania Dimitrova, Tamsin Treasure-Jones, Alisdair Smithies, Pat Harkin, Jane Kirby and Trudie Roberts: Quantified Self Analytics Tools for Self-regulated Learning with myPAL
  • Angela Fessl, Viktoria Pammer, Michael Wiese and Stefan Thalmann: Improving Search Strategies of Auditors – A Focus Group on Reflection Interventions
  • Svenja Neitzel, Christoph Rensing and Henrik Bellhäuser: Concept, Design and First Evaluation of a Mobile Learning Diary Application with Access to a Learning Record Store
  • Milos Kravcik, Carsten Ullrich and Christoph Igel: Supporting Awareness and Reflection in Companies to Move towards Industry 4.0
  • Mathieu D’Aquin, Alessandro Adamou, Stefan Dietze, Besnik Fetahu, Ujwal Gadiraju, Ilire Hasani-Mavriqi, Peter Holtz, Joachim Kimmerle, Dominik Kowald, Elisabeth Lex, Susana Lopez Sola, Ricardo Maturana, Vedran Sabol, Pinelopi Troullinou and Eduardo Veas: AFEL: Towards Measuring Online Activities Contributions to Self-directed Learning
  • Francesca Dagnino, Francesca Pozzi, Donatella Persico, Flavio Manganello and Andrea Ceregini: Supporting teachers’ self- reflection and professional development with gamification
  • Tom Broos, Laurie Peeters, Katrien Verbert, Carolien Van Soom, Greet Langie and Tinne De Laet: Dashboard for Actionable Feedback on Learning Skills: How Learner Profile Affects Use

Call for papers

The 7th Workshop on Awareness and Reflection in Technology Enhanced Learning (ARTEL 2017) will be held in the context of the EC-TEL 2017, Tallinn, Estonia: 12 September 2017.
Workshop webpage: http://teleurope.eu/artel17
Twitter hashtag: #artel17

 

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. 2017 will be the 7th workshop in the series.

 

Through the last ARTEL workshops at EC-TEL (2011-2016) the topic has gained maturity and questions addresses 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 in conjunction with the latest trends in TEL, this year’s topic particularly invites contributions that deal with moving from awareness and reflection to action. Changing individual behaviour and collaborative practice is very challenging, and we invite research that particularly deals with technology’s role in helping users take this step.

 

The workshop will include a paper session, a demo and prototype slam as well as an interactive session. The workshop aims at:

  1. Providing a forum for presenting and discussing research on awareness and reflection in TEL.
  2. 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.
  3. 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), http://ceur-ws.org/Vol-1238/ (2014), http://ceur-ws.org/Vol-1465/ (2015), and http://ceur-ws.org/Vol-1736/ (2016).
Topics of interest
Reflective learning is a mechanism to turn experience into learning. Boud, Keogh & Walker (1985) phrase this as “those intellectual and affective activities in which individuals […] explore their experiences in order to lead to new understandings and appreciations”. As a mechanism that is suitable for self-directed learning, reflective learning has been found to be critical for success at work (Eraut, 2004; Knipfer et al, 2012). Reflection might be seen as a cognitive process as well as a social, collaborative process of learning (Prilla, Balzert & Pammer., 2012). Technology has the potential to support breakdown in the sense of creating awareness of a potential reflection opportunity, to support inquiry into the object of reflection, and to support transformation in the sense of creating new knowledge, i.e. meaning (Baumer, 2015). Concretely, technology can support e.g., data collection and analysis, sensemaking, discussion, or to guide the reflection process itself.
Furthermore, the previous six ARTEL Workshops show a wide variety of challenges and solution ideas when designing technology for reflective learning. Additionally, the IJTEL Special Issue on Awareness and Reflection in Technology Enhanced Learning captures various theoretical and empirical works that deal with aspects such as reflection guidance, reflection in blended learning, reflective learning processes in the workplace, reflection interventions in online courses, digital storytelling for developing reflection and digital skills in professional education, system architecture discussions, visualisations for awareness raising, and the impact of awareness and reflection tools in a virtual laboratory setting.
Considering the multitude of views on awareness and reflection distributed over a wide range of disciplines (CSCW, psychology, educational sciences, computer science…) the workshop’s general theme is encapsulated in the following questions:
  • How can awareness and reflection support learning in different settings (work, education, continuing professional development, lifelong learning, etc)?
  • What are the role(s) that technology can play in these contexts?
For ARTEL 2017 we particularly invite contributions that address the theme of moving from awareness and reflection to action. To answer the above and related questions, we are looking for contributions that address the following aspects:
  • Theoretical discussion of awareness and reflection in TEL and related concepts (e.g., collaborative learning, creativity techniques, experiential learning, etc.)
  • Methodologies to identify, study and analyse awareness and reflection in the context of (technology-enhanced) learning (quantitative and qualitative methods, learning analytics, visualisations etc.)
  • Empirical studies about technology support for awareness and reflection
  • Technology (design, application, evaluation) supporting awareness and reflection
  • Designing awareness and reflection in TEL applications and processes
  • Using awareness and reflection support to enhance the learning experience
  • Awareness of social context, knowledge, artefacts and processes
  • Awareness and reflection in specific contexts, such as higher education, work-integrated learning, learning networks, etc.
  • Challenges and solution ideas to help users move from awareness and reflection to action, i.e. to changing individual behaviour and collaborative practice

Submission

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

All contributions will be peer reviewed by at least two members of the programme committee evaluating their originality, significance, and rigour. The papers will be published in the CEUR workshop proceedings. Submissions should use the Springer LNCS template. Please submit your paper via EasyChair: https://easychair.org/conferences/?conf=artel2017

Important dates
22.06.2017 30.06.2017 Submission Deadline

15.07.2017 Notification of Acceptance
30.08.2017 Camera-Ready Papers
12.09.2017 Workshop
31.10.2017 Publication of Workshop Proceedings

ARTEL format
ARTEL 2017 is targeted at research and development on awareness and reflection in TEL across disciplines (CSCW, psychology, educational science, computer science) and across European TEL projects. The target audience of ARTEL 2017 are researchers and practitioners in the field of TEL. The workshop will include a paper session, a demo and prototype slam as well as an interactive session. The workshop will last for a full day (around 7 hours of working time) and will consist of four main parts of 1.5h-2h each, bookended with introductions and summaries. Besides the discussion of novel research and work in progress, this year’s ARTEL edition will contain a session of demoing and discussing tools, especially prototypes and cutting-edge development, in which researchers and practitioners can discuss their ideas for the support of awareness and reflection in learning.

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

Organisers
Milos Kravcik, DFKI GmbH, Germany

Alexander Mikroyannidis, The Open University, United Kingdom
Viktoria Pammer, Graz University of Technology and Know-Center, Austria
Michael Prilla, Clausthal University of Technology, Germany

Programme Committee (tentative)
Sven Charleer, KU Leuven, Belgium
Philippe Dessus, Université Pierre-Mendès-France, France
Ines Di Loreto, Université de Technologie de Troyes (UTT), France
Eva Durall, Aalto University, Finland
Angela Fessl, Know-Center, Austria
Denis Gillet, École Polytechnique Fédérale de Lausanne (EPFL), Switzerland
Michael, Kickmeier-Rust, Graz University of Technology, Austria
Effie Law, University of Leicester, UK
Elvira Popescu, University of Craiova, Romania
Carsten Ullrich, DFKI GmbH, Germany

Dominique Verpoorten, University of Liège, Belgium
Riina Vuorikari, Institute for Prospective Technological Studies (IPTS), Spain

Supporting projects

Employ ID – Scalable & cost-effective facilitation of professional identity transformation in public employment services: http://employid.eu

SlideWiki – Collaborative OpenCourseWare Authoring: https://slidewiki.eu

ADAPTION – Migration zum Cyber-physischen Produktionssystem: http://www.adaption-projekt.de

Social platform
To stay tuned, consider joining the ARTEL social space on TELeurope: http://teleurope.eu/artel
It is easy to join. First register an account on http://teleurope.eu and then join the group on Awareness and Reflection in Technology-Enhanced Learning.

EC-TEL
The workshop will take place as part of the 12th European Conference on Technology Enhanced Learning (EC-TEL), will take place in Tallinn, Estonia, September 12-15, 2017. The overall theme of EC-TEL 2017 is Data Driven Approaches in Digital Education, focusing on the new possibilities and challenges brought by the digital transformation of the education systems. For more information visit http://www.ec-tel.eu

 

Research Evidence on the Use of Learning Analytics: Implications for Education Policy

The EU published our report on ‘Research Evidence on the Use of Learning Analytics: Implications for Education Policy’: https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical-research-reports/research-evidence-use-learning-analytics-implications-education-policy

From the abstract: Learning analytics is an emergent field of research that is growing fast. It takes advantage of the last decade of e-learning implemResearch Evidence on the Use of Learning Analytics: Implications for Education Policyentations n education and training as well as of research and development work in areas such as educational data mining, web analytics and statistics. In recent years, increasing numbers of digital tools for the education and training sectors have included learning analytics to some extent, and these tools are now in the early stages of adoption. This report reviews early uptake in the field, presenting five case studies and an inventory of tools, policies and practices. It also provides an Action List for policymakers, practitioners, researchers and industry members to guide work in Europe.

How to cite: Ferguson, R., Brasher, A., Clow, D., Cooper, A., Hillaire, G., Mittelmeier, J., Rienties, B., Ullmann, T., Vuorikari, R. (2016). Research Evidence on the Use of  Learning Analytics – Implications for Education Policy. R. Vuorikari, J.  Castaño  Muñoz (Eds.).  Joint  Research  Centre  Science for  Policy  Report;  EUR  28294  EN; doi:10.2791/955210.

6th Workshop on Awareness and Reflection in Technology Enhanced Learning

Proceedings:

Milos Kravcik, Alexander Mikroyannidis, Viktoria Pammer, Michael Prilla, Thomas Ullmann (Eds.): Proceedings of the 6th Workshop on Awareness and Reflection in Technology Enhanced Learning. In conjunction with the 11th European Conference on Technology Enhanced Learning: Adaptive and Adaptable Learning. Lyon, France, September 13, 2016. Available online at http://ceur-ws.org/Vol-1736

 

News

 

Call for papers

6th Workshop on Awareness and Reflection in Technology Enhanced Learning (ARTEL 2016) to be held in the context of the EC-TEL 2016, Lyon, France: 13 September 2016 (Tuesday).
Workshop webpage: http://teleurope.eu/artel16
Twitter hashtag: #artel16

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. 2016 will be the 6th workshop in the series.

Through the last ARTEL workshops at EC-TEL the topic has gained maturity and questions addresses 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 in conjunction with the latest trends in TEL, this year’s topic particularly invites contributions that deal with the contribution and impact of Learning Analytics on awareness and reflection. The motto of the workshop this year is:

“Learning Analytics for Awareness and Reflection: How can Learning Analytics methodologies and tools support awareness and reflection in different learning contexts?”

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), http://ceur-ws.org/Vol-1238/ (2014), and http://ceur-ws.org/Vol-1465/ (2015).

Topics of interest
For ARTEL 2016 we particularly invite contributions that address the theme of ‘Learning Analytics methodologies and tools support awareness and reflection in different learning contexts’ (but not restrict contributions to this theme).

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=artel2016

We are currently in the process of publishing a special issue on Awareness and Reflection in TEL published in the Int. J. of Technology Enhanced Learning: http://www.inderscience.com/info/ingeneral/cfp.php?id=2965. Authors of accepted articles in this special issue will be invited to attend ARTEL 2016 and present their work.

Important dates
01.07.2016 10.07.2016 Submission Deadline
10.08.2016 Notification of Acceptance
30.08.2016 Camera-Ready Papers
13.09.2016 Workshop
31.10.2016 Publication of Workshop Proceedings

ARTEL format
ARTEL 2016 is targeted at research and development on awareness and reflection in TEL across disciplines (CSCW, psychology, educational science, computer science) and across European TEL projects. The target audience of ARTEL 2016 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
Yiwei Cao, IMC AG, Germany
Sven Charleer, KU Leuven, Belgium
Philippe Dessus, Université Pierre-Mendès-France, France
Ines Di Loreto, Université de Technologie de Troyes (UTT), France
Eva Durall, Aalto University, Finland
Angela Fessl, Know-Center, Austria
Denis Gillet, École Polytechnique Fédérale de Lausanne (EPFL), Switzerland
Michael, Kickmeier-Rust, Graz University of Technology, Austria
Simon Knight, University of Technology Sydney, Australia
Effie Law, University of Leicester, UK
Elvira Popescu, University of Craiova, Romania
María Jesús Rodríguez-Triana, École Polytechnique Fédérale de Lausanne (EPFL), Switzerland
Dominique Verpoorten, University of Liège, Belgium
Riina Vuorikari, Institute for Prospective Technological Studies (IPTS), Spain

Supporting projects
Employ ID – Scalable & cost-effective facilitation of professional identity transformation in public employment services: http://employid.eu
Layers – Scaling up Technologies for Informal Learning in SME Cluster: http://learning-layers.eu/
FORGE – Forging Online Education through FIRE – is a project bringing the FIRE and eLearning worlds together: http://ict-forge.eu/
LACE – The Learning Analytics Community Exchange: http://www.laceproject.eu/
WEKIT – Wearable Experience for Knowledge Intensive Training: http://wekit.eu
VIRTUS – Virtual Vocational Education and Training: http://virtus-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 11th European Conference on Technology Enhanced Learning (EC-TEL), will take place in Lyon, France, September 13-16, 2016.
The overall theme of EC-TEL 2016 is Adaptive and Adaptable Learning.

This year’s theme of ‘Adaptive and Adaptable Learning’ highlights developments in adaptive learning systems that are starting to realise the vision of education matched to the needs and interests of each learner. Effective technology enhanced learning must also be adaptable – resilient, flexible, and sustainable despite rapidly changing needs, technologies, contexts and policies.

The conference will explore how research in collaborative and personalized learning can be combined with new developments in analytics, interaction design, mobile and ubiquitous technologies, and visualization techniques, to enhance learning for everyone.We call for papers addressing the conference themes, informed by theories of pedagogy and evidence of effective practice. Papers offering robust meta-analyses, new methods of TEL design and analysis are also welcomed.

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

ARTEL 2016 – Programme

Tuesday 13th of September

Full papers: 25 min presentation and 5 min discussion

Work in progress papers: 15 min presentation and 5 min discussion

Short / demo papers: 15 min presentation and 5 min discussion

9:00 – 9:10 Introduction to the workshop

Learning Analytics, Visualisations and Dashboards for Awareness and Reflection

  • Granit Luzhnica, Angela Fessl, Eduardo Veas, Belgin Mutlu and Viktoria Pammer. Designing Generic Visualisations for Activity Log Data. (25+5)
  • Christine Michel, Élise Lavoué, Sébastien George and Min Ji. Supporting Awareness and Self-Regulation In Project-Based Learning through Personalized Dashboards. (25+5) – IJTEL paper
  • Oliver Blunk, Michael Prilla and Graham Attwell. Reflection Analytics in Online Communities: Guiding Users to become active in Collaborative Reflection. (15+5)
  • Darya Hayit, Tobias Hölterhof, Martin Rehm, Oskar Carl and Michael Kerres. Visualizing online (social) learning processes – Designing a Dashboard to support reflection. (15+5)

11:00-11:30 Coffee break

Collaborative/Social Reflection and Reflection in the Workplace

  • Viktoria Pammer, Birgit Krogstie and Michael Prilla. Let’s Talk About Reflection at Work. (25+5) – IJTEL paper
  • Morin Roa, Eliana Scheihing, Julio Daniel Guerra and Carlos Blaña. E-portfolio for Awareness and Reflection in a Blended Learning Environment. (15+5)
  • Tracie Farrell Frey, George Gkotsis and Alexander Mikroyannidis. Are you thinking what I’m thinking? Representing Metacognition with Question-based Dialogue. (15+5)

13:00 – 14:15 Lunch break

Literature Reviews and Theoretical Contributions to Awareness and Reflection

  • Maria Jesus Rodriguez-Triana, Luis P. Prieto, Andrii Vozniuk, Mina Shirvani Boroujeni, Beat A. Schwendimann, Adrian Holzer and Denis Gillet. Monitoring, Awareness and Reflection in Blended Technology Enhanced Learning: a Systematic Review. (25+5) – IJTEL paper
  • Angela Fessl, Oliver Blunk, Michael Prilla and Viktoria Pammer. The Known Universe of Reflection Guidance: a Literature Review. (25+5) – IJTEL paper
  • Birgit Krogstie and John Krogstie. Considering Self-Efficacy in Reflection. (15+5)

16:00-16:30 Coffee break

16:30 – 17:30 Plenary discussion & wrap-up

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