• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
Taming digital traces for informal learning  dhaval
 

Taming digital traces for informal learning dhaval

on

  • 1,074 views

Modern learning models require linking experiences in training environments with experiences in the real-world. However, data about real-world experiences is notoriously hard to collect. Social spaces ...

Modern learning models require linking experiences in training environments with experiences in the real-world. However, data about real-world experiences is notoriously hard to collect. Social spaces bring new opportunities to tackle this challenge, supplying digital traces where people talk about their real-world experiences. These traces can become valuable resource, especially in ill-defined domains that embed multiple interpretations. The paper presents a unique approach to aggregate content from social spaces into a semantic-enriched data browser to facilitate informal learning in ill-defined domains. This work pioneers a new way to exploit digital traces about real-world experiences as authentic examples in informal learning contexts. An exploratory study is used to determine both strengths and areas needing attention. The results suggest that semantics can be successfully used in social spaces for informal learning – especially when combined with carefully designed nudges.

Statistics

Views

Total Views
1,074
Views on SlideShare
417
Embed Views
657

Actions

Likes
0
Downloads
0
Comments
0

8 Embeds 657

http://imash.leeds.ac.uk 401
http://localhost 107
http://www.imreal-project.eu 85
http://imreal-project.eu 56
http://translate.googleusercontent.com 3
https://twitter.com 2
https://si0.twimg.com 2
http://webcache.googleusercontent.com 1
More...

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment
  • Conference 21 st century skills Tom – 21 st century Social media savvy Recent graduate So informal learning does happen for the 21 st century learners So far ad hoc bases
  • Just for Dhaval: If you noticed in the previous slide, what if he did not know about handshake, how does he comes to that Exploratory search seems suitable for this Or if he knew abt handshake, he can benefit from nowing what are the other body language around handshake?
  • Semantic data browsers[3] are the new breed of applications to come from the research efforts in the semantic community. Such browsers offer browsing of ontologies and semantically augmented data (e.g. content) by laying out browsing trajectories using relationships in the ontologies.
  • Semantic browsers can offer opportunities to build learning environments in which exploration of content is governed by ontologies that capture contextual aspects. Data browsers assume that the users are in charge of what they do when using the browser. This puts the cognitive onus on the user, and is particularly acute in the case of a user being a learner, i.e. not familiar with the conceptual space in the domain and may be unable to decide what is the best course of action for him/her.
  • Mainly used in the public administrators and policy making, but also businesses ….
  • And learning…in terms of suggestions…not a technical solution…
  • Procedure and data collection. In each session, a participant was firstly introduced to I-CAW [5 min] by following a script to perform a simple independent task. A standard script with the three tasks (Table 2) was then given to the participant which required the use of search box or signposting (All Facts, Key Facts and Overview) to find/browse relevant examples in I-CAW. When the participant finished a task, a semantic prompt was presented by the system when appropriate (e.g. task 2 included a similarity-based prompt, and task 3 included a contradiction prompt). After a participant completed all the tasks, the experimenter collected the participant’s feedback on his/her experience with I-CAW (using a semi-structured interview and a questionnaire). The materials for the study are available online. http://imash.leeds.ac.uk/imreal/icaw.html#evaluation
  • Two most experienced interviewers(p5 and p10) commented that some content could be mistaken as the norm .

Taming digital traces for informal learning  dhaval Taming digital traces for informal learning dhaval Presentation Transcript