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Learn-as-you-go: New Ways of Cloud-based Micro-learning for the Mobile Web
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Learn-as-you-go: New Ways of Cloud-based Micro-learning for the Mobile Web

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In the era of infovore, we humans constantly hunger for more knowledge. …

In the era of infovore, we humans constantly hunger for more knowledge.
Micro-learning refers to short-term learning activities on small learning units. In our contemporary mobile/web society, micro-learning pertains to small pieces of knowledge based on web resources. Micro-learning falls into the group of informal learning processes. The existing web and mobile services have great potential to support informal learning processes, especially micro-learning. However, several specific aspects need to be considered. In this paper, we propose a micro-learning model based on three technical aspects: (i) ubiquitous learning resource acquisition; (ii) cloud-based data management; and (iii) tag-based regulation of learning processes and content. A micro-learning prototype consisting of an Android application and a web browser add-on is evaluated in the use case of bilingual vocabulary learning. The initial prototype evaluation study shows promising results in enhanced flexibility in personal learning content creation and increased efficiency in filling knowledge gaps.

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  • 1. 10th International Conference on Web-based Learning Learn-as-you-go: New Ways of Cloud-based Micro-learning for the Mobile Web Dejan Kovachev, Yiwei Cao, Ralf Klamma & Matthas Jarke Informatik 5 (Information Systems), RWTH Aachen University Bonn-Aachen International Center for Applied Information Technology Lehrstuhl Informatik 5 (Informationssysteme) Prof. Dr. M. Jarke I5-KCKl-1211-1 December 8th, 2011 Hong Kong
  • 2. Agenda Introduction  μLearn Tools Suite  – ubiquitous learning resource acquisition – cloud-based data management – tagging approaches to learning Initial Evaluation  Related Work  Discussion and future work  Lehrstuhl Informatik 5 (Informationssysteme) Prof. Dr. M. Jarke I5-KCKl-1211-2
  • 3. Introduction  The long tail of personal knowledge in life-long learning High-quality, specially designed, learning materials like books or course material Gaps in personal knowledge identified mostly by real-world practice Lehrstuhl Informatik 5 (Informationssysteme) Prof. Dr. M. Jarke I5-KCKl-1211-3
  • 4. Information Gap Theory (Lowenstein 1994) when we come across something new that is not explained by our previous knowledge or experiences, an information gap is formed  the power in medium sized information gaps is that they inspire curiosity  that knowledge is not indispensable, but it feels like a mental itch. We try to fill the knowledge gaps because that is how we scratch the itch  Lehrstuhl Informatik 5 (Informationssysteme) Prof. Dr. M. Jarke I5-KCKl-1211-4
  • 5. Micro-learning (Hug 2005)  Micro-learning deals with – relatively small learning units (micro-content) – small or very small units, narrow topics, rather simple issues, etc. – short-term-focused activities – relatively short effort, operating expense, degree of time consumption, measurable time, subjective time, etc. – example Lehrstuhl Informatik 5 (Informationssysteme) Prof. Dr. M. Jarke I5-KCKl-1211-5 – memorizing a word, vocabulary, definition or formula – selecting an answer to a question – viewing a flashcard
  • 6. Micro-learning in the Mobile Web Era   A learning activity on small pieces of knowledge based on web resources Micro-learning consists of – – – –  Lehrstuhl Informatik 5 (Informationssysteme) Prof. Dr. M. Jarke I5-KCKl-1211-6 fast, convenient and instant capture of the self-identified knowledge gaps understanding them with the help of web resources unobtrusive creation of a learning object out of these web resources, and integration of that learning object into small learning activities interwoven into our daily life Micro-learning ≠ micro-blogging (e.g. Twitter) – micro-blogging is about disseminating information (a single resource) to other people – micro-learning is about collecting personally relevant information (several resources) from many sources and using that collection to cover personal knowledge gaps
  • 7. Some Considerations Web content as a primary inexpensive source for personal knowledge enrichment  Loosely regulated learning processes for heterogeneous content  “Eternal beta” of micro-learn content  Disparity of the periods (and available devices) when people encounter the knowledge gaps and when they have time to learn and reflect  Minimize distraction and interruption at knowledge gap identification  Lehrstuhl Informatik 5 (Informationssysteme) Prof. Dr. M. Jarke I5-KCKl-1211-7
  • 8. Use Case Example  Simultaneous learning of two non-mother tongues – “a German in China”: English for career and Chines for daily life – long time and constant effort process      Lehrstuhl Informatik 5 (Informationssysteme) Prof. Dr. M. Jarke I5-KCKl-1211-8 Mastery of a language involves series of micro-learning such as vocabulary, idioms, phrases, etc. Use smartphone for instant capturing language knowledge gaps at any place anytime Sync learning content in the cloud Understand and enrich learning content on desktop PC Learn on a smartphone while commuting in the metropolis
  • 9. μLearn Tools Suite Set of mobile and web based tools for ubiquitous micro-learning  Motto “Never leave behind a knowledge gap”  Unobtrusive ubiquitous content creation and enrichment  Cloud data management  Tag-regulated learning processes  Lehrstuhl Informatik 5 (Informationssysteme) Prof. Dr. M. Jarke I5-KCKl-1211-9
  • 10. Ubiquitous Learning Content Creation and Enhancement    Micro-learning is related to relatively small learning units (micro-content), and Small learning activities interwoven into our daily life Therefore, the tasks of creating of micro-content should be fast, convenient and unobtrusive – smartphones allow photo/sound/video recording – web browsers support extensions which can be used for manipulating web content Lehrstuhl Informatik 5 (Informationssysteme) Prof. Dr. M. Jarke I5-KCKl-1211-10
  • 11. Ubiquitous Learning Content Creation and Enhancement (2)  Mobile OCR input – high usability for Arabic and Asian scripts Lehrstuhl Informatik 5 (Informationssysteme) Prof. Dr. M. Jarke I5-KCKl-1211-11
  • 12. Ubiquitous Learning Content Creation and Enhancement (2)  Web content scrapping – web browser add-on uses client side DOM-parsing web scraper to ease the selection of content fragments from multiple web pages – The tool highlights the information chunks on the web page and lets the user select only relevant parts (text, paragraphs, divs, images, videos, etc.) Lehrstuhl Informatik 5 (Informationssysteme) Prof. Dr. M. Jarke I5-KCKl-1211-12
  • 13. Cloud Data Management  Lehrstuhl Informatik 5 (Informationssysteme) Prof. Dr. M. Jarke I5-KCKl-1211-13 Ubiquitous access to multimedia content
  • 14. Tagging-regulated Microlearning   Lehrstuhl Informatik 5 (Informationssysteme) Prof. Dr. M. Jarke I5-KCKl-1211-14 Micro-learning content has arbitrary structure and is heterogeneous Tagging is a powerful and flexible approach to organizing the content and the learning processes in a personalized manner (Gillbert 2007)
  • 15. μLearn in Action Lehrstuhl Informatik 5 (Informationssysteme) Prof. Dr. M. Jarke I5-KCKl-1211-15
  • 16. Evaluation User study with 10 students that learn two nonmother tongue languages at the same time  Results  – positive feedback for – supporting bilingual vocabulary learning, – synchronization of learning content, – usage of online resources for learning content creation and enhancement, and – usage of multiple strategies for vocabulary learning (time, tags, language, difficulty, Ebbinghaus) Lehrstuhl Informatik 5 (Informationssysteme) Prof. Dr. M. Jarke I5-KCKl-1211-16 – issues with OCR on color print-outs
  • 17. Related Work  Personal information management on the Web – Link based: social bookmarking tools (delicious.com) – Webpage fragment based: Note taking tools(Evernote, Springpad)  Web content scrapping – Amplfy.com, Piggy Bank (Huynh at al. 2005), Mining web records (Liu et al. 2009)  OCR and object recognition on mobile phones – Google Goggles, Pleco, Kooaba, WordLens  Tagging in TEL – Wang and Gao (2008), Gasevic at al. (2011), Vuorikari et al (2011) Lehrstuhl Informatik 5 (Informationssysteme) Prof. Dr. M. Jarke I5-KCKl-1211-17
  • 18. Conclusions & Outlook      Lehrstuhl Informatik 5 (Informationssysteme) Prof. Dr. M. Jarke I5-KCKl-1211-18  Micro-learning based on mobile web learning is a new trend for future learning Improvement of user experience and minimize distraction when micro-learn activities are interwoven with other primary activities, but Never leave back knowledge gaps to achieve mastery in some domain Improved OCR Content sharing and collaboration Detailed long-run system evaluation
  • 19. Feedback? Questions? Thank You! kovachev@dbis.rwth-aachen.de @dkovachev Lehrstuhl Informatik 5 (Informationssysteme) Prof. Dr. M. Jarke I5-KCKl-1211-19

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