WORKSHOPS & TUTORIALS
WS1: "TEL-CoPs'09: 3rd International Workshop on Building Technology
Enhanced Learning solutions for Communities of Practice"
Workshop organizers: Liliane Esnault, Nikos Karacapilidis, Styliani Kleanthous, Manolis Tzagarakis, Manolis Tzagarakis
Workshop URL: http://palette.cti.gr/workshops/telcops09.html
The workshop focuses on current research trends in technology enhanced learning solutions that aim at addressing the multiplicity and complexity of needs of Communities of Practice all along their
lifecycle. The workshop seeks for quality research papers that propose solutions to the issues identified above. Also for papers that comment on the experience gained by diverse communities after using such solutions. The workshop advocates for approaches that build on the synergy of concepts such as multimedia information authoring and reuse, knowledge management, as well as argumentation, negotiation and collaboration support. It aims to bring together scientists and engineers who work on designing and/or developing the abovementioned solutions, as well as practitioners who evaluate them in diverse real environments. Particular interest will be given to approaches built according to well-established pedagogical principles.
Topics of Interest include (but are not limited to) the following:
- Software Engineering issues in tools supporting CoPs
- Multimedia authoring and reuse in CoPs
- Knowledge management services for CoPs
- Mediation services for CoPs
- Computer-supported collaborative argumentation
- Learning issues and CoPs
- User profiling and awareness issues in tools supporting CoPs
- Adaptability issues in tools supporting CoPs
- Visualization issues in tools supporting CoPs
- Web-based interactive applications
- Evaluation issues and case studies
WS2: Serious Games Interactive Cafè
Workshop Organizers: Lucia Pannese, Vania Dimitrova, Sonia Hetzner, Francesca Vender, Maja Pivec, David Wortley
Workshop Abstract: This workshop is intended to give an up to date view about different and multidisciplinary aspects around the concept of Serious Games. Ranging from emotions and pedagogical approaches to adaptability topics, through history and attitudes and with the support of research and industry case studies, a group of experts in these fields introduce the attendees to deep reflection with a series of short speeches.
The workshop is divided in 3 moments:
Some speeches (of 20 min max each – see below for detailed presentation of each) introduce the topic under different perspectives, before the real “Interactive Cafè” takes place:
3 tables are organized where all participants are invited to join discussions about 3 topics:
At each table the topics will be discussed for 30 minutes, after this time people must shift tables to discuss another topic.
- what barriers do we see in introducing SGs to the market and how could we handle them? (Moderator: David Wortley)
- how to collect feedback about the impact of games in learning? (Moderator: Sónia Hetzner)
- how to increase mainstreaming of games in learning policies? (Moderator: Lucia Pannese)
After 3 rounds, everyone has been involved in all 3 discussions and the moderators have been able to collect thoughts, inputs and experiences.
WS4: SEMHE '09 - Semantic Web Applications for Learning and Teaching Support in Higher Education
Organizers: Thanassis Tiropanis, Hugh Davis, Patrick Carmichael Full day
SemHE is concerned with the applications of semantic web technologies in higher education. There has been much interest in this topic within the Technology Enhanced Learning, the Higher Education Support and the Web Science communities. SemHE is intended to involve a wider international audience in discussing recent developments in this area and in shaping a roadmap for future research. SemHE is supported by the JISC funded SemTech project and the ESRC/EPSRC funded ENSEMBLE project both of which have been working on the relevance and value of semantic technologies to higher education in the UK.
Ws5: Future Learning Landscapes: Towards the Convergence of
Pervasive and Contextual computing, Global Social Media and Semantic Web in Technology Enhanced Learning
Organizers: Serge Garlatti, Yvan Peter, Mike Sharples, Marcelo Milrad, Mohamed Amine Chatti
Workshop site: http://conferences.telecom-bretagne.eu/futurelearning09/
This workshop seeks to foster discussions and conceptual ideas regarding the convergence of three technologies which will have a major impact on next generation of technology enhanced learning environments, namely; pervasive computing, social media and the semantic web. Each one of these technologies provides its own opportunities and challenges as their convergence has the potential to enable the development of new educational practices in situated and networked learning. This workshop aims at bringing together both practitioners and academics interested in these topics in order to explore and make a first statement on the opportunities and challenges that arise while combining pervasive computing, social media and the semantic web for the design and implementation of future learning landscapes.
WS6: Relating IMS Learning Design to Web 2.0 Technologies
Full day workshop
Workshop Organizers: Susanne Neumann, Petra Oberheumer
Workshop URL: http://ctl.univie.ac.at/index.php?id=53863
The workshop focuses on investigating relations between IMS Learning.
Design (a specification for technology-enhanced learning) and
learning/teaching approaches used with Web 2.0 technologies. Specific
questions to be discussed in this regard are: What learning and teaching methods are used with Web 2.0 and how they are expressed with IMS LD, and how new (and changing) technologies could still be integrated in standardized units of learning in order to benefit from reusability and interoperability even if there are only a few pre-specified services within IMS LD. Participants' workshop fee will be paid by the workshop organizers since it is important to have an adequate number of participants that contribute. Participants do not have to write articles (no publication in proceedings planned); however, participants are expected to actively contribute to the workshop discussions and tasks. The workshop will be moderated and will incorporate phases of small group work.
WS8: EC-TEL'2009 Workshop "Learning Management Systems meet Adaptive Learning Environments"
Organizers: Paul de Bra, Ekaterina Vasilyeva
Workshop URL: http://wwwis.win.tue.nl/lms-ale-09/
The research and development of Learning Management Systems (LMS) and Adaptive Learning Environments (ALE) remained disconnected for a long time. The most popular LMSs like Moodle, Sakai or Blackboard still do not support personalization as found in existing adaptive educational hypermedia systems and applications. However, recently some initiatives were started to bridge the gap between the worlds of LMSs and ALEs. Researchers are extending user profiles of existing LMSs and introducing personalization functionality into different modules of LMSs. Likewise researchers of ALEs are finding ways to integrate their ALE within existing LMSs. Efforts in this direction are found mostly in European research projects, including (but not limited to) the Socrates-Minerva project "Adaptive Learning Spaces" and the FP7 project GRAPPLE.
The aim of this workshop is to bring researchers together who are working on any aspect of the whole problem area of bringing adaptation and personalization into LMSs, including adaptation to individual goals, knowledge, learning styles and context of use as well as adaptation to group characteristics and goals and tasks of groups doing collaborative work. The goal of the workshop is to move forward and join the efforts on the integration of personalization and adaptive technology into LMSs.
WS9: A3H: Seventh International Workshop on Authoring of Adaptive and Adaptable Hypermedia
Organizers: Alexandra Cristea and Rosa M. Carro
Authoring of Adaptive Hypermedia has been long considered as secondary to adaptive hypermedia delivery. In the past, it was considered that, once the adaptive hypermedia is efficient, the authoring will follow. However, authoring is not trivial at all. There exist some approaches to help authors to build adaptive-hypermedia-based systems, yet there is still a strong need for high-level approaches, formalisms and tools that support and facilitate the description of reusable adaptive websites. However, a shift in interest occurred (fuelled in part by this workshop series), as it
became clearer that the implementation-oriented approach would forever keep adaptive hypermedia away from the ‘layman’ author. The creator of adaptive hypermedia cannot be expected to know all facets of this process, but can be reasonably trusted to be an expert in one of them. It is therefore necessary to research and establish the components of an adaptive hypermedia system from an authoring perspective, catering for the different author personas that are required. This type of research has proven to lead to a modular view on the adaptive hypermedia. Therefore, important issues to discuss are, among others:
- How can frameworks and advanced tools facilitate and contribute to automate authoring?
- How can visual, e.g. drag and drop environments make authoring easier?
- How can verification be made possible in authoring environments? To what extent can it be automated?
- How and to what extent can Semantic Web standards be applied in the authoring process?
- How can Web 2.0 concepts and methodology be used in authoring?
- How does grouping of authors or assignment of authoring roles influence the authoring process, and are there ways to optimize this?
WS10: Science2.0 for TEL
Organizers: Erik Duval, Peter Scott, Stefanie Lindstaedt, Nicolas Balacheff
Workshop URL: http://stellarnet.eu/science2ectel/Home
The core of significant development in a ‘2.0 world’ is:
In Technology Enhanced Learning, the use of web2.0 technologies is now actively being researched, under banners such as "Personal Learning Environments" or "Open Learning Environments" and the like. In this workshop, we want to discuss how we can leverage the same opportunities for our research on TEL. Indeed, as researchers in Technology Enhanced Learning we already know to we include things like blogs, wikis and forums into the heart of our work to enhance collaborative working, but a full “Science 2.0” framework might provide us with a much more powerful framework to make our research more effective. This workshop aims to bring together all those who want to turn a vision of the scholar and e-scientist of the 21st Century into reality, and in our own domain of
- leveraging web2.0 technologies (that rely on the ‘social graph’) for improving the effectiveness and efficiency of how we conduct science;
- the capacity to share and reuse data, and to benchmark scientific activity in the international community.
Key questions for this workshop:
- How do we mesh the social with the scientific?
- How do we share the data of our activity wider in our community?
WS11: MUPPLE-09: 2nd Workshop on Mash-UP Personal Learning Environments
Organizers: Marco Kalz, Daniel Müller, Matthias Palmer, Fridolin Wild
Workshop URL: http://www.role-project.eu/?page_id=117
A change in perspective can be certified in the recent
years to technology-enhanced learning research and
development: More and more learning applications on
the web are putting the learner centre stage, not the
organisation. They empower learners with capabilities
to customize and even construct their own personal
learning environments (PLEs).
These PLEs typically consist of distributed web-
applications and services that support
system-spanning collaborative and individual learning
activities in formal as well as informal settings.
These PLEs typically complement Learning
Management Systems (LMS) with additional
widgets, services, and data integrated from
and with organization-external learning tools.
Consequently, the aim of this workshop is not to discuss the
concepts 'PLE vs. LMS', but to focus more generally on how learning
experiences can be enriched using mash-ups of widgets and services
with microformats and how technology can help to respond automatically
to competence level, need, or context. Moreover, the investigation
of necessary competencies to deploy mash-up technologies, is
dedicated special attention in this workshop.
Technologically speaking, this shift manifests in a learning
web where information is distributed across sites and
activities can easily encompass the use of a greater number
of pages and services offered through web-based learning
applications. Mash-ups, the 'frankensteining' of software
artefacts and data, have emerged to be the software
development approach for these long-tail and perpetual-beta
niche markets. Core technologies facilitating this paradigm
microformats that help to glue together public web APIs
in individual applications. Interoperability is the enabler
to allow these different components to be worked
together facilitating the achievement of the underlying
In a wide range of European IST-funded research projects
such as ROLE, iCoper, Stellar, LTfLL, Mature, Palette, OpenScout,
and TENcompetence a rising passion for these technologies
can be identified.
This workshop therefore serves as a forum to bring together
researchers and developers from these projects and an open
public that have an interest in understanding and engineering
mash-up personal learning environments (MUPPLEs).
WS13: Methods & Tools for Computer Supported Collaborative Creativity Process: Linking creativity & informal learning
Organizers: Symeon Retalis and Peter Sloep
Workhop URL: http://cosy.ted.unipi.gr/idSpace_ECTEL09/
Abstract: Papers should address one or more of the following relevant topics:
The aim of this workshop is to bring together experts from R&D groups that work in the area of computer supported collaborative creativity process, and want to contribute to the discussion, validation, and dissemination of useful methods and tools
in this area.
- Design of collaborative creativity support tools that are based on methods and strategies that help distributed group members collaborate for developing innovative products (e.g. SCAMPER, Six Hats, Jigsaw)
- Research methods to evaluate the usability of collaborative creativity support tools
- Computer supported creativity processes in specific domains
- Assessment framework of collaborative creativity processes.
Tutorials at ECTEL
T1: Creating and Delivering Adaptive Course Material through GRAPPLE
Organizer: Paul de Bra
Tutorial URL: http://wwwis.win.tue.nl/ectel-tutorial-2009/
During this tutorial we will learn to define a domain model (DM) for a course, consisting of concepts with properties, and semantic relationships. (The domain model is comparable to an ontology.) Pedagogical relationships between concepts, such as prerequisites, can be defined (as concept relationship types) and used to define a conceptual adaptation model (CAM). In GRAPPLE a course (or parts of a course) can be created in different ways (which we will all try out):
- An author can define page templates with placeholders for different information fragments or objects. Each concept has properties defining the content for these information fragments (either defining text or specifying the URI of a file containing the information). Courses created this way have a uniform structure, (or a number of presentation structures) but the fragments may be conditionally included (or excluded) depending on the needs of the learner.
- An author can write entire pages and associate them to concepts. This allows every page to be differently structured (or unstructured). Pages can contain conditionally included fragments or objects.
In GRAPPLE courses are presented as hypermedia, which means that learning objects or information pages are connected through links. These links are adaptively annotated depending on their suitability for the learner. As an author you can define how the link annotation works and how it is presented to the learner. You can also define an overall layout, adding automatically generated parts such as an (accordion) navigation menu.
Besides creating the conceptual and pedagogical structure of a course in this tutorial we also learn how to serve the course through some of the supported LMSs. The GRAPPLE adaptation engine GALE works with the open source LMSs Moodle, Sakai and Claroline (and with some commercial systems not shown during the tutorial). Learning performed within GALE is visible within the LMS and activities within the LMS (like taking a test or getting grades for an assignment) can influence the adaptation that happens in GALE. We learn how to set up the User Model Framework GUMF to define the communication between the LMS and GALE in terms of data transformations that may be needed.
T2: Cognition-based Design of Innovative Learning Environments: Multidisciplinary Perspectives
Organizer: Fred Paas, Tamara van Gog, Femke Kirschner, Paul Chandler
Tutorial URL: http://celstec.org/content/Tutorial_Ectel_Nice
Innovative learning environments (ILE) can be defined as motivating arrangements for learning that aim at the development of complex and higher-order skills, deep conceptual understanding, and metacognitive skills. These outcomes foster the productive use of acquired knowledge and skill, or, the ability to apply what is learned in new problem situations and thus allow for transfer of learning. This tutorial adopts a cognitive load approach to ILE, which assumes that the instructional design of the learning arrangements can be guided by knowledge gained from multidisciplinary research relating to how people process and learn information. The tutorial closely examines the cognitive structures and processes involved in the learning process and will provide an introduction to cognitive load theory. The aim of cognitive load researchers has been to engineer the instructional control of cognitive load to provide the means to optimize cognitive load in learning arrangements. This tutorial aims to explore the basic instructional design requirements to align ILE with human cognitive architecture, and to demonstrate how discoveries in other disciplines, such as neurosciences, can inform the instructional design of ILE. As such, it can be considered as an effort to stimulate the participants to broaden their research horizon from a conventional unidisciplinary into a multidisciplinary approach. The tutorial is conducted in an interactive way with ample opportunity to relate to the participants’ own research and design projects through discussion at an advanced level.