This document discusses supporting incidental learning for knowledge workers through feedback and reflection on online activities. It proposes that feedback is most effective when it provides context and contrast, allowing users to reflect on their actions in perspective. It reviews studies on tools like team.sPace and ReScope that aimed to support reflection by visualizing user behaviors and contributions in the context of team activities and performance. The studies found feedback works best when it contextualizes reflection by offering a meaningful perspective with a contextualizing contrast.
My poster presentation at the Old Dominion University Graduate Research Appreciation Day 2014 based on my first graduate research project. Participants were given 2 scenarios about different training scenarios - one about traditional PowerPoint lecture training and the other about playing an interactive video game as part of training. Reactions to these scenarios were measured and analyzed. Attitudes towards video games and experience with video games were measured as moderators of the effect of training design on reactions.
Seminario eMadrid sobre "Inteligencia natural y artificial en educación". Int...eMadrid network
Seminario eMadrid sobre "Inteligencia natural y artificial en educación". Inteligencia artificial como un asistente eficaz en clase. Benedict du Boulay. Universidad de Sussex. 17/03/2017.
My poster presentation at the Old Dominion University Graduate Research Appreciation Day 2014 based on my first graduate research project. Participants were given 2 scenarios about different training scenarios - one about traditional PowerPoint lecture training and the other about playing an interactive video game as part of training. Reactions to these scenarios were measured and analyzed. Attitudes towards video games and experience with video games were measured as moderators of the effect of training design on reactions.
Seminario eMadrid sobre "Inteligencia natural y artificial en educación". Int...eMadrid network
Seminario eMadrid sobre "Inteligencia natural y artificial en educación". Inteligencia artificial como un asistente eficaz en clase. Benedict du Boulay. Universidad de Sussex. 17/03/2017.
These slides were shown on the Eduhub Webinar on 11 Dec. 2014. The presentation covers the origins of e-books, a categorisation of interaction types for e-books, and an outlook for integrating e-books into education.
Visualisation of Interaction Footprints for engagement and motivation in onli...Christian Glahn
presented at 2 June 2008 onthe "technology support for self organised lifelong learners" (TSSOLL08) track at the EDUMEDIA conference in Salzburg, Austria
This presentation discusses some basic concepts of learning design and how they can get used for integrating mobile devices into course concepts.
Presented as part of the CDT training at NATO School Oberammergau (Germany) on 14 May 2014.
Part 2 of the Mobler Cards Workshop at the PfPC ADL WG meeting in Vienna, 6 Nov. 2012. This part of the workshop focused on creating content for Mobler Cards using the Ilias LMS.
Lessons Learned from Linking ADL and Mobile LearningChristian Glahn
This presentation integrates some of the important insights from the ISN's efforts of integrating mobile learning into existing ADL infrastructures.
Presented at the NATO JADL Forum on 24 Sep 2014, Suffolk, VA, USA.
Presenting your Research at the ECTEL Doctoral ConsortiumChristian Glahn
Over the last four years of reviewing for the ECTEL Doctoral Consortium board I came across pretty much the same problems every year. This presentation condenses some recommendations that Ph.D. candidates should consider when putting a submission together. I hope this also helps for submissions to other doctoral consortia.
Presenation on Context and Discovery Problems related but not limited to AR. I gave this presentation at the AR Barcelona Meetup on 13 Oct. 2015. Watch the full talk on youtube: https://www.youtube.com/watch?v=lTlbw6KUvN8
Introductory slides on which elements to focus when preparing for blended learning. This slidedeck has been used as a teaser for the CTI Train the Trainer workshop series.
This mini slideset introduces the key concepts of adaptive learning designs compared to other approaches of resource-based structuring of learning processes.
Bridging XAPI into Higher Education: Learning Analytics, Ownership, and PrivacyChristian Glahn
This presentation targets privacy aspects organisations need to understand and to consider for implementing XAPI and related learning analytics in complex and heterogeneous learning environments.
These slides were shown on the Eduhub Webinar on 11 Dec. 2014. The presentation covers the origins of e-books, a categorisation of interaction types for e-books, and an outlook for integrating e-books into education.
Visualisation of Interaction Footprints for engagement and motivation in onli...Christian Glahn
presented at 2 June 2008 onthe "technology support for self organised lifelong learners" (TSSOLL08) track at the EDUMEDIA conference in Salzburg, Austria
This presentation discusses some basic concepts of learning design and how they can get used for integrating mobile devices into course concepts.
Presented as part of the CDT training at NATO School Oberammergau (Germany) on 14 May 2014.
Part 2 of the Mobler Cards Workshop at the PfPC ADL WG meeting in Vienna, 6 Nov. 2012. This part of the workshop focused on creating content for Mobler Cards using the Ilias LMS.
Lessons Learned from Linking ADL and Mobile LearningChristian Glahn
This presentation integrates some of the important insights from the ISN's efforts of integrating mobile learning into existing ADL infrastructures.
Presented at the NATO JADL Forum on 24 Sep 2014, Suffolk, VA, USA.
Presenting your Research at the ECTEL Doctoral ConsortiumChristian Glahn
Over the last four years of reviewing for the ECTEL Doctoral Consortium board I came across pretty much the same problems every year. This presentation condenses some recommendations that Ph.D. candidates should consider when putting a submission together. I hope this also helps for submissions to other doctoral consortia.
Presenation on Context and Discovery Problems related but not limited to AR. I gave this presentation at the AR Barcelona Meetup on 13 Oct. 2015. Watch the full talk on youtube: https://www.youtube.com/watch?v=lTlbw6KUvN8
Introductory slides on which elements to focus when preparing for blended learning. This slidedeck has been used as a teaser for the CTI Train the Trainer workshop series.
This mini slideset introduces the key concepts of adaptive learning designs compared to other approaches of resource-based structuring of learning processes.
Bridging XAPI into Higher Education: Learning Analytics, Ownership, and PrivacyChristian Glahn
This presentation targets privacy aspects organisations need to understand and to consider for implementing XAPI and related learning analytics in complex and heterogeneous learning environments.
EDLM 6200 - Reflective-Reflexive Practices in Technology Enabled EnvironmentsNathifaLennon
This is a presentation on reflective – reflexive practices in teaching and learning. In this presentation the Driscoll Model is used in a primary school students to reflect on their reading performance Grade 2 learners were selected as this is the present grouping of students I teach. Padlet is the technology that will be used as an e- portfolio for reflective purposes. In using Padlet, students will upload reflections on their reading using either audio recording, written or video recording means.
Seminario eMadrid sobre "Inteligencia natural y artificial en educación". C...eMadrid network
Seminario eMadrid sobre "Inteligencia natural y artificial en educación". Colaborar para aprender: ¿Esperar lo mejor pero prepararse para lo peor?. Frank Fischer. Universidad de Munich. 17/03/2017.
During CIDREE 2015 meeting, we presented the main results of some of our different works, highlighting specifically some important concepts and explaining how we believe they articulate with the Professional Vision.
Personalisierung, Learning Design und Automatisierung mit MoodleChristian Glahn
Moodle bietet viele Möglichkeiten für den online Unterricht. Personalisierungskonzepte sind grundsätzlich möglich, aber nicht immer flexibel gelöst. Dieses Slidedeck zeigt mit dem moodle-autopiloten eine Open Source Lösung, um didaktische Personalisierungskonzepte als Code abzubilden und so Moodle um neue Funktionen zu erweitern.
Dieses Slidedeck wurde am 21.6.2022 als ZHAW Webinar präsentiert.
Diese Präsentation diskutiert die Tools und Prioritäten in der digitalen Lehre während des ersten und zweiten COVID-19 Lockdowns unter Dozierenden an der ZHAW.
Die Folien wurden im Rahmen der Woche der Lehre am 10.01.2021 präsentiert.
Dialog und Prüfen im Flipped Classroom mit grossen GruppenChristian Glahn
Diese Präsentation geht auf die Konzepte und praktischen Erfahrungen in der Umsetzung der Flipped Classroom Methode in der Hochschullehre ein. Die Folien wurde nam IAS Tag der Lehre am 8.1.2020 in Wädenswil, Schweiz präsentiert.
Adaptive Learning Experiences across Devices: Leveraging Multi-Modal Learnin...Christian Glahn
The educational technological landscape is changing as new generations of students enter the educational system at the different levels. The conventional "one interface rules them all" does no longer fit the technological habitat of millennials. Therefore, educational and learning has to broaden their views on digital learning experiences across a wide range of devices. This presentation sets the stage for this process that relies heavily on interoperability and standards, so that new technologies can be easily integrated into learning experiences. One of such standards is XAPI that has been tested in the field with adaptive experiences across devices. This is presented on 29 Nov 2019 at OnlineEduca Berlin.
This presentation reports on the insights on the coverage of future skills in the present curricula of the school of life science and facility management at ZHAW. It uses the DigiComp Edu framework as a taxonomy for scanning the school's official course catalog towards the present presence of future skills in the curricula. This yielded interesting insights that serve as a baseline for integrating future skills/computational thinking into the curricula.
Mobile Apps versprechen neues Lernen und wir wollen die Technologien der Studierenden besser für das Lehren und Lernen nutzten. Weil mobile Apps immer im Verbund mit anderen Technologien zu sehen sind, stellt sich die Frage nach dem Mehrwert mobiler Apps für die Hochschuldidaktik. In dieser Studie wurde über 5 Jahre hinweg der kontextualisierende Effekt mobiler Apps vor dem Hintergrund der Aktivitätstheorie untersucht. Es wurde gezeigt, dass es Apps als Lehrmittel allein durch ihren Bereitstellungsmodus die Lernsituationen erweitern und das Lernen flexibilisieren können.
Dieser Vortrag gibt einen Überblick über die Gestaltungskriterien und -prinzipien von Mobilen Lernen. Es strukturiert den Gestaltungsraum des mobilen Lernens mit der Aktivitätstheorie nach Engeström und zeigt auf die besonderen Aspekte von Seamless Learning als Zugang zum didaktischen Gestaltung mobiler Lernangebote.
Diese Folien wurden am 8.10.2019 an der Universität Graz präsentiert.
The Multiple Apps and Devices of Swiss Freshmen University StudentsChristian Glahn
This presentation presents the key findings from our five year study on the mobile digital habitat of first year students in one study program at the University of Zurich. It provides new insights on device ownership and usage of the students and shows how the device landscape changes. This has consequences for BYOD strategies and requires further and wider analysis.
The slides were presented on 18 September 2019 at mLearn19.
The paper is available here: https://www.learntechlib.org/p/210596
Getting Ready for the EC-TEL Doctoral ConsortiumChristian Glahn
Doctoral Consortia are very different from your average conference. For the 2019 ECTEL DC we introduce the early stage track for PhD candidates to present their research ideas prior to their initial findings or first publications. This is not without formal requirements. This slidedeck helps students to prepare a position statement for their Ph.D. project in order to get early feedback from the community and raise the quality of their research. The slides focuses on a structured approach to PhD projects in the field of technology enhanced learning.
Design Thinking for Technology Enhanced LearningChristian Glahn
When researching or implementing technology enhanced learning is hard, because many aspects influence the learning experiences. This slidedeck structures the educational design space and discusses the role of design patterns to shape this space into concrete and researchable learning experiences. The presentation contains our learning design canvas that puts different LD theories and models and integrates them.
This slidedeck is the extended version of the design thinking workshop at the EATEL Summer School 2019 in Bari, Italy.
Designing Mobile Inquiry-based Learning Activities: Learners' Agency and Tech...Christian Glahn
Inquiry-based learning (IBL) puts the learners' curiosity into the center of educational experiences. Designing IBL requires to consider the learners' agency in their own learning. As if designing learning activities is not complex enough, learner agency adds an additional layer of design decisions. Based on prior research and projects with different audiences, this workshop structures the design space for creating inquiry learning experiences.
This slidedeck is part of a hands-on workshop for designing mobile IBL experiences. The workshop took place on 11 April 2019 at IADIS Mobile Learning conferences in Utrecht.
Learning analytics offers great opportunities but also can feel scary at times to educators and learners. Yet, learning analytics is not random, but is tightly coupled to the learning designs that generated the data. This slidedeck focuses on conceptual approaches for thinking about data during course planning and instructional design.
This is the extended slidedeck of the "Design Thinking for Learning Analytics" Workshop at the Learning Analytics Innovation Room of the Centre for Education and Learning at TU Delft on 8 April 2019.
Educational design is not only hard for subject matter experts but also for professors and lecturers. In order to keep the diversity and quality of courses while digitising education, it is important that the related educational processes are well thought through, so educators can choose the appropriate tools for their teaching.
This presentation presents a pattern approach to educational design. It integrates concepts of design thinking and rapid prototyping with learning experience design. This approach has been used for transforming face-to-face teaching into digital practices.
This is joint presentation with Marion R. Gruber was held on 7th December 2018 at Online Educa Berlin 2018.
Integrating Native Mobile Apps into Institutional Ed-Tech EcosystemsChristian Glahn
Why is identity management important for mobile learning in device ecologies? How can we tell, who is having mobile learning experiences with our apps? What are common strategies to overcome the identity challenge in mobile learning? How can we connect native apps to existing infrastructures, securely? This project summarises the technical and conceptual challenges with the results from the Swiss edu-ID Mobile App project. Presented on 13 Nov. 2018 at mlearn2018, Chicago, IL.
This slidedeck introduces the core concepts of microlearning as a learning experience design approach for seamless learning. It particularly covers the fundamental underpinning of Minimal Independent Feedback Loops and how the microlearning activities are integrated into and orchestrated in more complex learning experiences using xAPI and learning analytics.
The abbreviated deck has been presented as a lecture at the EATEL Summer School 2018 in Durres, Albania.
Getting Ready for the ECTEL Doctoral Consortium, Part 2Christian Glahn
The ECTEL Doctoral Consortium (DC) is one of the prime events for getting valuable feedback on progressing with a research project in technology-enhanced learning (TEL). The ECTEL DC has strict requirements for submissions. The present slides deal answering critical questions that help to clarify and structure one's own ideas and challenges for a successful submission to the ECTEL DC. This includes identifying experts who can provide input to the specific questions and challenges of a candidate.
This deck covers part two of a two part workshop for preparing submissions to the ECTEL 2018 Doctoral Consortium at the EATEL Summer School 2018 in Durres, Albania. It focuses on identifying experts in the field that work on the same topic.
Getting Ready for the ECTEL Doctoral Consortium, Part 1Christian Glahn
The ECTEL Doctoral Consortium (DC) is one of the prime events for getting valuable feedback on progressing with a research project in technology-enhanced learning (TEL). The ECTEL DC has strict requirements for submissions. The present slides deal answering critical questions that help to clarify and structure one's own ideas and challenges for a successful submission to the ECTEL DC. This includes phrasing research questions, identifying the research context, and to position and relate the own research to the wider field.
This deck covers part one of a two part workshop for preparing submissions to the ECTEL 2018 Doctoral Consortium at the EATEL Summer School in Durres, Albania.
10th eduhub days, 18 years Swiss Virtual Campus - looking back and looking fo...Christian Glahn
The slides from the ETWG welcome address to the 10th eduhub days, the annual meeting of the Swiss academic e-learning community. How did technology change teaching and studying in higher education over the past 10 years. It raises questions that will concern the community in the coming 10 years.
Blended learning is insufficient concept for grasping the digital transformation in higher education institutions. This presentation gives a national perspective for Switzerland and an organisational perspective for measuring the transformation at the HTW Chur. It was presented at 27. Oct. 2017 in Bern at the swissuniversities "Tag der Lehre".
Kurzeinführung zur praktischen Konzeption von Blended Learning Angeboten mit dem Churer Modell. Am Blended Learning Canvas werden die didaktischen Gestaltungsprinzipien für Blended Learning Angebote erklärt. Diese Präsentation ist Teil des Weiterbildungsangebots für Dozierende an der HTW Chur.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
19. Incidental learning of knowledge workers can be supported through feedback ...... if this feedback offers a meaningful perspective with a contextualizing contrast.
The complex title of my research points towards one of the more simple questions of learning in the information society. However, simple questions appear to be of a fractal nature, in which questions increase their complexity the more they are focused.
This research is part of the TENCompetence project, which itself is about lifelong learning – or to be more precise about lifelong competence development. While lifelong learning seems to have a taste of endless school visits, lifelong competence development points more clearly towards the origin of the lifelong learning metaphor: Vocational Education and Training as well as Learning in the Professions.
Thomas Steward points out that in a knowledge economy or an information society, organizations will rely on their social capital. This means that the economical wealth of an organization is no longer dependent on superior machines or optimized processes, but on the capabilities of the knowledge workers who are part of the organization.Knowledge workers are by definition lifelong learners.
Knowledge workers are professional experts who meet the highly specialized needs of their professional practice. They continuously adapt to the changing needs of their working environment by flexibly using information and applying their competences. With this regard knowledge workers are very different to what is usually considered as “learners”.
Their learning is also different to the common sense: The learning of knowledge workers is characterized by the knowledge workers’ control over their own learning processes. These processes are often unstructured and tightly interwoven with the practice in which they take place.As this type of learning is not guided by a trainer or a learning plan it is often unconscious to the knowledge workers themselves.
These characteristics are frequently referred to a type of learning that is known as incidental learning. While incidental learning is widely considered as the most common type of human learning, it received hardly any attention by research in the domain of technology enhanced learning.
This leads to the question of this research:How to support the incidental learning of knowledge workers? This question has been motivated by the findings of several European studies, which indicated that many people in the workforce have difficulties to identify their own competences.Given to the uncertain nature of incidental learning, any solution should be independent from specialized domain knowledge and pre-structured learning material.
In order to support learning in the professions it is necessary to understand the underpinnings of the related learning processes.Donald Schön and others highlighted that reflection is essential for the learning of practitioners. According to Schön, reflection describes the process of evaluating the results of intentional behavior in an environment by the means of the original intention.In order to support reflection through technology it is required to identify factors of providing meaningful responses to intentional behavior of learners.In other words, it is needed to understand how feedback can be provided.
Ley & Young highlight that connecting responses and actions alone are not defining feedback sufficiently. The authors indicate that feedback is also related to the context in which it is given.
In order to develop a better understanding of supporting incidental learning through technology facilitated feedback two design-research studies were conducted.
The first study was the team.sPace study. In this study a group of collaborating knowledge workers used an information portal for sharing their web-bookmarks and web-blogs. Without the knowledge of the participants the group was divided into two sub-groups.One group saw an action counter that shows how many actions one participant has made.The other group saw a performance chart that shows a participant’s actions in relation to the group’s activity.
After 9 weeks of using team.sPace, the results indicate that both groups visited the portal similarly. However, the group that saw the performance chart was more active than the other group. Additionally, the participants were interviewed regarding their experiences during the system use. Whereas the activity counter group responded only about usability issues, the performance chart group referred to the topics and the social dynamics of the group’s information sharing.
Moreover, the contributing participants of the performance chart group responded positively about their experience using the visualized activity information, whereas all participants of the activity counter group mentioned that the visualization was irrelevant to them. Only the non-contributing participant of the performance chart group reported a frustrating impression related to the visualization.Therefore, the reception of the performance chart appears to be contextualized by the participation in group information sharing, while the activity counter had no long term influence on the engagement in group activities.
The second study addressed reflection on information management of web-resources using a personal tag cloud.This system is called ReScope.The tag-cloud shows keywords that a participant has assigned to interesting web-pages while adding them to the personal bookmarks. The size of each keyword shows how often this keyword has been totally applied. The color on some keywords informs the participant how often these keywords were recently used.In order to capture “reflection”, the participants were asked to write the reasoning about their tag cloud down.
The design of the tag cloud is an attempt to model contextualized reflection support. From the underlying model reflections were expected to be related to the factors rhythm, value, and connections. After a 9 week period of public use of ReScope the analysis of the reflective notes basically confirmed the expectations.Besides the concept related factors value and connections,also an almost equal amount of reflections related to the rhythm factor was found. Furthermore, the reflections also seem equally referring to the reflection types planning, monitoring, and evaluating that were identified to be relevant for knowledge workers.
Let me now link the findings of these studies.
While in the first study I tried to identify the “context relatedness of feedback for learning” as it was stated by Ley & Young, the findings of both studies indicate that feedback is contextualizing reflection. From these findings feedback appears to have a tighter contextual connection to learning than it was previously anticipated.
The objective of this research however, was the question “how to support the incidental learning of knowledge workers?” From the two studies two common principles for designing supportive feedback were identified: Perspective and Contrast.The perspective principle refers to the selection of information from what a system can recognize about an actor’s activity. In team.sPace the perspective was defined by the personal activity. In ReScope the perspective were the tags that categorize personal web-bookmarks. The contrast principle refers to the arrangement of information in ways that enable actors to interpret the available information.The performance chart of team.sPace contrasted the personal activity with peer activity.In ReScope the overall tag usage contrasted the recent tag usage. With respect to information systems, the two principles can be located at different abstraction levels. The perspective principle is related to techniques for information selection and semantic enrichment.The contrast principle is related to control techniques of information processing, context awareness, and adaptation.
The studies indicated that it is possible to support incidental learning of knowledge workers through feedback without considering any specific domain knowledge. With this respect feedback differs from ordinary responses, as it offers a meaningful perspective with a contextualizing contrast.With this statement I conclude my presentation.