- WS1 (morning) : Future Learning Landscapes: Towards the Convergence of Pervasive Computing, Social Media and Semantic Web in Technology Enhanced Learning Environments, 2nd Edition. Organizers: Serge Garlatti, Yvan Peter, Mike Sharples, Elizabeth Brown, Marcelo Milrad, Mohamed Amine Chatti, Dong Thi, Bich-Thuy
Abstract...
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 : 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. Both practitioners and academics interested in the convergence of these technologies are invited to contribute in order to explore and make a first statement on the opportunities and challenges that arise while combining them for the design and implementation of future learning landscapes.
WS2 (full day): Motivational and Affective Aspects of Technology Enhanced Learning and Web 2.0 (MATEL '10). Organizers: Andreas Schmidt, Simone Braun, Ulrike Cress, Teresa Holocher-Ertl, Christine Kunzmann, Athanasios Mazarakis
(This workshop integrates WS5 Sig-ProTEL Workshop on the Analysis of Requirements of Professional Learning from Multiple Stakeholder Perspective (2nd edition). Organizers: Stefanie Lindstaedt, Martin Wolpers, Angela Fessl)
Abstract...
Motivational and affective aspects are frequently neglected in technology-enhanced learning although they are one of the most important factors when it comes to acceptance and success of such solutions. However, our understanding of these aspects and the implication this understanding would have on concrete solutions is very fragmented:
Pedagogical models emphasize the importance of holistic perspectives on learning, but still (implicitly) consider these aspects as peripheral. On the technology side, it is often unclear where and how to consider those aspects in the tool design as it requires a much wider perspective. Here, the affective computing strand has concentrated on tackling emotions. CSCW research (particularly as part of the Web 2.0 hype) had a closer look at the influences on collaboration. The (serious) games approach to learning is mainly a response to the motivational success of gaming, but struggles with how to combine this effect with a didactical approach. In workplace settings, particularly in knowledge management, this has been recognized as key success factor to ensure that introduced instruments and tools are getting used. However, many approaches have concentrated only on incentives, both in terms of monetary rewards and other extrinsically motivation schemes which are designed as top-down instruments - with mixed success. Psychology has investigated this topic area in depth from a theoretical and experimental point of view, but there is a gap between generic theories of motivation and concrete implications for didactical settings, tool design, and organizational guidance.
WS3 (full day): Workshop on Technology-Enhanced Formative Assessment (TEFA) 2010. Organizers: Eric Ras, Denise Whitelock Whitelock, Rowin Young Young, Marco Kalz, Susan Bull, Peter Reimann, Barbara Wasson, Ravi K. Vatrapu
Abstract...
The goal of this workshop is to develop the notion of technology-enhanced formative assessment (TEFA) further, combining expertise from pedagogy, educational measurement, cognitive science and information technology. The workshop aims at promoting formative assessment and evaluation as a component for extending existing or new technology-enhanced learning approaches. Formative assessment has already demonstrated its positive impact on learning in general, and helps the learner to achieve self-regulation skills. Furthermore, learner models can provide valuable information for the adaptation of learning resources and processes in the online learning environments of today.
The goal of this workshop is to develop the notion of technology-enhanced formative assessment (TEFA) further, combining expertise from pedagogy, educational measurement, cognitive science and information technology. The workshop aims at promoting formative assessment and evaluation as a component for extending existing or new technology-enhanced learning approaches. Formative assessment has already demonstrated its positive impact on learning in general, and helps the learner to achieve self-regulation skills. Furthermore, learner models can provide valuable information for the adaptation of learning resources and processes in the online learning environments of today.
WS4 (full day): Science2.0. Organizer: Erik Duval
Abstract...
As a follow-up to a successful workshop on the same theme at ECTEL09, we are organizing a workshop on Research2.0 approaches to TEL research at ECTEL10.
Research2.0 is in essence a Web2.0 approach to how we do research. Research2.0 creates conversations between researchers, enables them to discuss their findings and connects them with others. Thus, Research2.0 can accelerate the diffusion of knowledge.
Topics for this workshop include, but are not limited to:
- Evaluation of existing Research2.0 tools and infrastructures from a TEL perspective
- Development of TEL-related use case scenarios for Research2.0 tools and infrastructures
- Influence of Research2.0 tools and technologies on scientific practices in TEL
- Formats and protocols for Research2.0 data exchange (linked data, RSS, BuRST, …)
- Ownership and privacy of research information
- Practices of the diverse Technology Enhanced Learning disciplines, and how Research2.0 can influence them.
WS5 (full day): Sig-ProTEL Workshop on the Analysis of Requirements of Professional Learning from Multiple Stakeholder Perspective (2nd edition). Organizers: Stefanie Lindstaedt, Martin Wolpers, Angela Fessl
INTEGRATED INTO WS2 Motivational and Affective Aspects of Technology Enhanced Learning and Web 2.0 (MATEL '10))
Abstract...
Professional learning is one of the key success factors for industry today, because by continuous learning, companies are able to acquire new market shares or open new markets and employees are empowered to fill new functions and professions. The SIG ProTEL aims to foster research in the area of professional technology enhanced learning. Specifically, we will be focussing on the use of technology to improve the education of employees at or near the workplace. For professional learning is still not perceived as one research domain in its own right, only little advancement is made that improves the state of the art despite the many individual efforts spent on the domain.
The aim of this workshop is to focus on the analysis of requirements of professional learning from multiple stakeholder perspectives. With this workshop we want to establish a baseline for ProTEL which indentifies the differences and unique challenges which TEL for professionals face (in contrast to TEL for schools or higher education organizations). We are looking for use cases, scenarios, requirements, insights, etc. which will help us define the scope of ProTEL and shed light on the manifold research challenges to be tackled.
- WS6 (full day): Storytelling and Educational Games in the Learning Flow. Organizers: Lucia Pannese, Dimitra Pappa, Sonia Hetzner, Aristidis Protopsaltis, Muriel Garreta-Domingo, Enric Mor, Magí Almirall-Hill, Baltasar Fernandez-Manjon, Iván Martínez-Ortiz, Javier Torrente, Dominik Renzel, Yiwei Cao
Abstract...
This workshop brings together different research teams and approaches around the topic of Storytelling and Serious Games. It starts with a deep introduction into open burning issues in this area and continues with a hands-on participatory activity to produce a game prototype starting from a given topic (taken from the e-VITA project). After lunch the approach taken by the e-VITA team to design and develop 4 game prototypes will be presented and discussed with the participants and finally an insight on how to integrate educational (serious) games into the learning flow is given.
WS7 (full day): Intelligent Support for Exploratory Environments (4th Edition). Organizers: Sergio Gutierrez Santos, Manolis Mavrikis, Ido Roll
Abstract...
Exploratory Learning Environments (ELE) are virtual environments that adhere to constructivist theories of learning emphasizing learner control. However, research suggests that lack of sufficient explicit support may undermine their effectiveness.
This workshop, 4th in a series, focuses on the design, development, and evaluation of advanced technologies that enable the provision of feedback to support learners directly, and the delivery of information about their activities and progress in order to assist teachers in their difficult role in the classroom.
- WS8 (full day): Mash‐Up Personal Learning Environments (MUPPLE'10) (3rd Edition). Organizers: Marco Kalz, Matthias Palmer, Fridolin Wild
Abstract...
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. 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 shift are Ajax, javascript-based widget-collections, and 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 learning task.
In a wide range of European IST-funded research projects such as Stellar, ROLE, LTfLL, Mature, and OpenScout 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).
- WS9 (full day): Workshop on Recommender Systems for Technology Enhanced Learning (RecSysTEL)
Abstract...
- Doctoral Consortium. Organizers: Ralf Klamma,Tomaz Klobucar, Katherine Maillet
