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Don’t Annoy the Informal Teacher:Context-Aware Mediation of Communication for Workplace Learning
Don’t Annoy the Informal Teacher:Context-Aware Mediation of Communication for Workplace Learning
Don’t Annoy the Informal Teacher:Context-Aware Mediation of Communication for Workplace Learning
Don’t Annoy the Informal Teacher:Context-Aware Mediation of Communication for Workplace Learning
Don’t Annoy the Informal Teacher:Context-Aware Mediation of Communication for Workplace Learning
Don’t Annoy the Informal Teacher:Context-Aware Mediation of Communication for Workplace Learning
Don’t Annoy the Informal Teacher:Context-Aware Mediation of Communication for Workplace Learning
Don’t Annoy the Informal Teacher:Context-Aware Mediation of Communication for Workplace Learning
Don’t Annoy the Informal Teacher:Context-Aware Mediation of Communication for Workplace Learning
Don’t Annoy the Informal Teacher:Context-Aware Mediation of Communication for Workplace Learning
Don’t Annoy the Informal Teacher:Context-Aware Mediation of Communication for Workplace Learning
Don’t Annoy the Informal Teacher:Context-Aware Mediation of Communication for Workplace Learning
Don’t Annoy the Informal Teacher:Context-Aware Mediation of Communication for Workplace Learning
Don’t Annoy the Informal Teacher:Context-Aware Mediation of Communication for Workplace Learning
Don’t Annoy the Informal Teacher:Context-Aware Mediation of Communication for Workplace Learning
Don’t Annoy the Informal Teacher:Context-Aware Mediation of Communication for Workplace Learning
Don’t Annoy the Informal Teacher:Context-Aware Mediation of Communication for Workplace Learning
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Don’t Annoy the Informal Teacher: Context-Aware Mediation of Communication for Workplace Learning

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presentation at I-KNOW 2006, Special Track on Integrating Working and Learning, Sept. 6 2006, Graz, Austria

presentation at I-KNOW 2006, Special Track on Integrating Working and Learning, Sept. 6 2006, Graz, Austria

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  • 1. Simone Braun Andreas Schmidt Don’t Annoy the Informal Teacher: Context-Aware Context Aware Mediation of Communication for Workplace Learning FZI Research Center for Information Technologies Information Process Engineering Karlsruhe, GERMANY {Simone.Braun|Andreas.Schmidt}@fzi.de http://www.fzi.de/ipe © FZI Research Center for Information Technologies Karlsruhe, Germany | Information Process Engineering | www.fzi.de/ipe 1
  • 2. Outline Motivation Informal Teaching Context-Aware Communication Mediation as Method Architecture Conclusions FZI Research for Information Technologies | Information Process Engineering | www.fzi.de/ipe 2
  • 3. Motivation © FZI Research Center for Information Technologies Karlsruhe, Germany | Information Process Engineering | www.fzi.de/ipe 3
  • 4. Motivation Technology-Enhanced Workplace learning is beginning to acknowledge the importance of informal learning • formal learning is only the tip of the iceberg Informal learning activities are characterized by y • changing roles • social interactions • communication activities Informal learning is a reciprocal activity • an informal learner always involves an „informal teacher“ FZI Research for Information Technologies | Information Process Engineering | www.fzi.de/ipe 4
  • 5. Informal Teaching © FZI Research Center for Information Technologies Karlsruhe, Germany | Information Process Engineering | www.fzi.de/ipe 5
  • 6. Informal Teaching Informal teaching can be beneficial for the teacher • deepening the understanding (cognitive elaboration) • gaining social esteem • ... but it can also be annoying, interrupting and disturbing • pulled out of own work and learning processes ll d t f k dl i • classical problem of expert finder applications As we need to integrate learning processes into work processes, we also need to integrate teaching processes into the work processes „on the other side“ on • balance interests on both sides! FZI Research for Information Technologies | Information Process Engineering | www.fzi.de/ipe 6
  • 7. Why Does It Annoy? Wrong timing • in stress situations meetings etc situations, etc. Subject switch • afford high cognitive load Partner relationship • willingness to help depends on observed quality of social relationship FZI Research for Information Technologies | Information Process Engineering | www.fzi.de/ipe 7
  • 8. Context-Aware Context Aware Communication Mediation © FZI Research Center for Information Technologies Karlsruhe, Germany | Information Process Engineering | www.fzi.de/ipe 8
  • 9. Method Context-aware communication mediation for better knowledge-sharing knowledge sharing • overcome the gap in communication between the learner and the informal teacher • by considering the learner’s and the teacher’s context Course: 1. Analyze the learner‘s and the teacher‘s context 2. 2 Match the contexts to minimize the costs and to maximize the benefits on both sides 3. Adapt the communication mediation appropriately FZI Research for Information Technologies | Information Process Engineering | www.fzi.de/ipe 9
  • 10. The Teacher‘s Context Factors Interruptibility • receptiveness for interruptions p p Current Task • disruptions while working on a complex task or being in a meeting causes annoyance Preferred Communication Channel • channels require different attention Cost of Interruption • arising economic costs from the interruption Competence Level • has to be higher than the learner‘s ones for acting as teacher • for recommendation as teacher Relevance of Request q • e.g. for deepening the own understanding Social Relationship with the learner • affects the willingness to help FZI Research for Information Technologies | Information Process Engineering | www.fzi.de/ipe 10
  • 11. The Learner‘s Context Factors Urgency • quickest possible support mediation if the learner can‘t continue without q p pp Preferred Communication Channel • which are available? Cost of Delay • arising economic costs until receiving support Current Task • determines location and dimension of the knowledge gap f Competence Level • identification of the appropriate informal teacher pp p Subject of Request • with reference to the teacher‘s current task, the teacher can answer faster and better Social Relationship with the teacher • asking for help means admitting weakness FZI Research for Information Technologies | Information Process Engineering | www.fzi.de/ipe 11
  • 12. Architecture © FZI Research Center for Information Technologies Karlsruhe, Germany | Information Process Engineering | www.fzi.de/ipe 12
  • 13. Architecture FZI Research for Information Technologies | Information Process Engineering | www.fzi.de/ipe 13
  • 14. Distributed User Context Management User context data is sensitive data Distributed architecture where context data is stored on the machine of the user can be trust building trust-building Central User Context Manager Local Local Local Local Local Context Context Context Context Context Source Source Source Source Source FZI Research for Information Technologies | Information Process Engineering | www.fzi.de/ipe 14
  • 15. Conclusions © FZI Research Center for Information Technologies Karlsruhe, Germany | Information Process Engineering | www.fzi.de/ipe 15
  • 16. Conclusions Informal teaching strongly depends on healthy social relationships and positively valued communication processes Context-aware Context aware Communication Mediation combines unified messaging techniques and workplace learning support in a socially aware socially-aware manner Future plans: • broaden the basis of communication channels • social-awareness for user-adaptive learning and teaching support LOKMOL ’06 FZI Research for Information Technologies | Information Process Engineering | www.fzi.de/ipe 16
  • 17. Contact Simone Braun Dept. Dept Information Process Engineering FZI Research Center for Information Technologies Karlsruhe, GERMANY Simone.Braun@fzi.de Si B @f i d Andreas Schmidt d eas Sc dt Dept. Information Process Engineering FZI Research Center for Information Technologies Karlsruhe, K l h GERMANY Andreas.Schmidt@fzi.de http://www.im-wissensnetz.de FZI Research for Information Technologies | Information Process Engineering | www.fzi.de/ipe 17

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