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https://ceur-ws.org/Vol-1103/editorial.pdf
Please refer to these proceedings as
Milos Kravcik, Birgit Krogstie, Adam Moore, Viktoria Pammer, Lucia Pan-
nese, Michael Prilla, Wolfgang Reinhardt & Thomas Daniel Ullmann (Eds.):
Proceedings of the 3rd Workshop on Awareness and Reflection in Technol-
ogy Enhanced Learning. In conjunction with the 8th European Conference
on Technology Enhanced Learning: Scaling up learning for sustained im-
pact. Paphos, Cyprus, September 17, 2013. Available online at http:
//ceur-ws.org/.
c 2013 for the individual papers by the papers’ authors. Copying permitted for private
and academic purposes. Re-publication of material from this volume requires permission
by the copyright owners.
The front-cover was created by Harriett Cornish (The Open University, KMi).
Addresses of the editors:
Thomas Daniel Ullmann Wolfgang Reinhardt
Knowledge Media Institute Computer Science Education Group
The Open University Department of Computer Science
Walton Hall University of Paderborn
Milton Keynes Fürstenallee 11
MK7 6AA 33102 Paderborn
United Kingdom Germany
t.ullmann@open.ac.uk wolle@upb.de
Viktoria Pammer Adam Moore
Knowledge Technologies Institute Knowledge and Data Engineering Group
Graz University of Technology School of Computer Science and Statistics
Inffeldgasse 21A Trinity College
8010 Graz Dublin, D2
Austria Ireland
viktoria.pammer@tugraz.at adam.more@cs.tcd.ie
Michael Prilla Milos Kravcik
Institute for Applied Work Science RWTH Aachen University
Ruhr University of Bochum Advanced Community Information Systems (ACIS)
Universitaetsstr. 150 Ahornstr. 55
44780 Bochum 52056 Aachen
Germany Germany
michael.prilla@rub.de kravcik@dbis.rwth-aachen.de
Birgit Krogstie Lucia Pannese
Department of Computer and Information Science imaginary srl
Norwegian University of Science and Technology Innovation Network Politecnico di Milano
Sem Sælands vei 7-9 Via Mauro Macchi, 50
7491 Trondheim 20124 Milano
Norway Italy
birgit@idi.ntnu.no lucia.pannese@i-maginary.it
Awareness and Reflection in Technology Enhanced Learning
Awareness and reflection are viewed differently across the disciplines informing Technology-
Enhanced Learning (CSCW, psychology, educational sciences, computer science...). The
ARTEL workshop series brings together researchers and professionals from different back-
grounds to provide a forum for discussing the multi-faceted area of awareness and reflec-
tion.
The theme of the 2013 workshop was:
How can awareness and reflection support learning in different settings (work,
education, continuing professional development, lifelong learning, etc.). What
are the roles that technology can play to support awareness and reflection in
these contexts?
This theme was covered in several topics of the workshop. The main interests were about
the theoretical discussion of awareness and reflection in TEL and related concepts (e.g.,
collaborative learning, creativity techniques, experiential learning, etc.). The methodolo-
gies to identify, study and analyse awareness and reflection in the context of (technology-
enhanced) learning. Besides theory and methodology the workshop informed about em-
pirical studies about technology support for awareness and reflection. A special aim was
to showcase technology (design, application, evaluation) supporting awareness and reflec-
tion. Here, the central question was how awareness and reflection technologies can help
to enhance the learning experience, by researching learner’s awareness of social context,
knowledge, artefacts and processes, and awareness and reflection in specific contexts, such
as higher education, work-integrated learning, learning networks, etc.
The workshop included a paper session, demo and prototype slam as well as interactive
sessions. The workshop provided a forum for presenting and discussing research on aware-
ness and reflection in TEL, and created an interactive experience that connects partici-
pants’ research, current tools or latest prototypes and models with real end users’ learning
experiences and requirements regarding reflection technology. Researchers and practition-
ers came together to work on the future agenda of ARTEL research and development (see
the topic map below).
Papers and Demos on Awareness and Reflection
The workshop received 11 papers from which eight submissions were selected for the
workshop after the review process. The submissions included in the proceedings are as
follows:
The paper ”Linking Reflective Learning and Knowledge Maturing in Organizations” by
Krogstie, Schmidt, Kunzmann, Krogstie, and Mora links knowledge maturing and reflec-
tive learning in order to better understand support actions for reflection in the workplace.
Guided by three propositions they illustrate the application of their theoretical framework
with two empirical studies in the area of care homes. Based on this, they outline implica-
3
Papers and Demos on Awareness and Reflection
tions for the design of reflection tools.
Ullmann, Wild, and Scott present in their paper ”Reflection - quantifying a rare good”
an approach to determine how rare occurrence of reflections in writings are. Based on
forum posts of online courses, a crowdsourcing approach was chosen to annotate sen-
tences regarding several elements of reflections. These there then analysed to describe
their frequency in texts. With this approach the intuition that reflections are rare in writ-
ings received empirical support.
The paper ”Support for Collaborative Reflection in Healthcare: Comparing two Work-
places” by Prilla and Degeling describes the Talk Reflection App as socio-technical sup-
port for collaborative reflection. The paper makes the case for collaborative reflection and
distinguishes between individual reflection and collaborative reflection (CR). Moreover,
the authors present the evaluation of the Talk Reflection app in two medical cases and
outline strengths and shortcomings of their approach.
Krogstie, Krogstie, and Prilla paper on ”Modeling computer-supported reflective learning:
Combining a high-level timeline view with reflection cycles and tool use” describes the
current state of the Computer Supported Reflective Learning (CSRL) model developed in
the MIRROR FP7 project. They introduce patterns to describe the reflective process. The
evaluation of the model informs the refinements of the model, its notation, as well as usage
instructions.
The paper of Charleer, Klerkx, Santos, and Duval ”Improving awareness and reflection
through collaborative, interactive visualizations of badges” describes the ”Navi Badge-
board”, a tool used on an interactive table to get an overview of the badges people have
received during their learning. The tool aims at generating awareness of the goals and
tasks required for a successful completion of a course.
The paper ”Feeler: feel good and learn better. A tool for promoting reflection about learn-
ing and well-being” by Durall and Toikkanen describes a combination of visualisation
of learning performance in relation to individual well being to achieve a better learning
progress. Their goal is to develop a tool, which spans approaches of the the quantified
self community and of the field of learning analytics aiming at technological support for
individual and collective reflection-after-action processes.
”SpirOnto: Semantically Enhanced Patient Records for Reflective Learning on Spiritual
Care in Palliative Care” by Kunzmann, Roser, Schmidt, and Stiehl describes an approach
in creating, using, and extending an ontology to support (reflective) learning on spiritual
care. Their idea is to enrich documentation of interaction with patients on e.g. palliative
wards with concepts from an ontology including elements of spiritual care for different
cultural and other backgrounds in order to help workers improve their caring skills.
”REFLECT: Community-Driven Scaffolding for Voice-enabled Reflection on the Go”
by Schmidt, Kunzmann, Attwell, Chan, Heinemann-Grüder, Hughes, Lan, Vratny, and
Heberle describes a mobile app called REFLECT, which aims at supporting GPs (General
Practitioners) in their day-to-day reflection via voice-based questions.
4
Future Challenges of Awareness and Reflection
Future Challenges of Awareness and Reflection
A central element of the workshop was to collaborate and to discuss the future challenges
of awareness and reflection research for technology-enhanced learning. The outcome of
this discussion is captured in the following mind map.
Figure 1: Future challenges of awareness and reflection
A version, which can be commented, can be found here: Future Challenge Map of Aware-
ness and Reflection in Technology-Enhanced Learning.
Awareness and Reflection Workshop Series
The official workshop webpage can be found at http://teleurope.eu/artel13
The 3rd Workshop on Awareness and Reflection in Technology-Enhanced Learning (AR-
TEL 2013) is part of a successful series of previous workshops.
• 2nd Workshop on Awareness and Reflection in Technology-Enhanced Learning (AR-
5
Awareness and Reflection Workshop Series
TEL12). Workshop homepage: http://www.teleurope.eu/artel12. Pro-
ceedings: http://ceur-ws.org/Vol-931/.
• 1st European Workshop on Awareness and Reflection in Learning Networks (AR-
Nets11). Workshop homepage: http://teleurope.eu/arnets11. Pro-
ceedings: http://ceur-ws.org/Vol-790/
• Augmenting the Learning Experience with Collaboratice Reflection (ALECR11).
Workshop homepage: http://www.i-maginary.it/ectel2011/index.
html
• 1st Workshop on Awareness and Reflection in Personal Learning Environments
(ARPLE11). Workshop homepage: http://teleurope.eu/arple11. Pro-
ceedings: http://journal.webscience.org/view/events/The_PLE_
Conference_2011/paper.html#group_Proceedings_of_the_1st_
Workshop_on_Awareness_and_Reflection_in_Personal_Learning_
Environments
As with the last year’s workshops, Twitter was used as a back channel before, during
and after the workshop. The vivid Twitter conversation around the hashtag #artel13 is
summarised in the following wordcloud.
Figure 2: Twitter wordcloud of the ARTEL13 workshop
To stay updated about future events, to share your research, or simple to participate with
other researchers, consider joining the Awareness and Reflection in Technology-Enhanced
6
Awareness and Reflection Workshop Series
Learning group.
http://teleurope.eu/artel
We want to use this opportunity to thank the authors for their contributions and the program
committee for their support and reviewing activity.
November 2013 Milos Kravcik, Birgit Krogstie
Adam Moore, Viktoria Pammer
Lucia Pannese, Michael Prilla
Wolfgang Reinhardt, Thomas Daniel Ullmann
7
Organization Committee
Organization Committee
Milos Kravcik, RWTH Aachen University, Germany
Birgit Krogstie, Norwegian University of Science and Technology, Norway
Adam Moore, Trinity College Dublin, Ireland
Viktoria Pammer, Knowledge Technologies Institute, TU Graz, Austria
Lucia Pannese, imaginary, Italy
Michael Prilla, University of Bochum, Germany
Wolfgang Reinhardt, WALLMEDIEN AG / European Association of Technology En-
hanced Learning, Germany
Thomas Ullmann, The Open University, United Kingdom
8
Program Committee
Program Committee
John Cook, University of the West of England, United Kingdom.
Jon Dron, Athabasca University, Canada.
Angela Fessl, Know-Center, Austria.
Peter Kraker, Know-Center, Austria.
Mart Laanpere, Tallinn University, Estonia.
Alexander Mikroyannidis, The Open University, United Kingdom.
Alexander Nussbaumer, University of Graz, Austria.
Eileen O’Donnell, Trinity College Dublin, Ireland.
Andreas Schmidt, Karlsruhe University of Applied Sciences, Germany.
Bettina Renner, Knowledge Media Research Center, Germany.
Fridolin Wild, The Open University, United Kingdom.
9
Supporting FP7 Projects
Supporting FP7 Projects
http://www.mirror-project.eu
http://www.imreal-project.eu
http://learning-layers.eu
http://www.tellme-ip.eu/
http://wespot-project.eu
10
Contents
Awareness and Reflection in Technology Enhanced Learning 3
Papers and Demos on Awareness and Reflection . . . . . . . . . . . . . . . . . 3
Future Challenges of Awareness and Reflection . . . . . . . . . . . . . . . . . 5
Awareness and Reflection Workshop Series . . . . . . . . . . . . . . . . . . . 5
Organization Committee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Program Committee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Supporting FP7 Projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Linking reflective learning and knowledge maturing in organizations
Birgit R. Krogstie, Andreas P. Schmidt, Christine Kunzmann, John Krogstie, Si-
mone Mora 13
Reflection - quantifying a rare good
Thomas Daniel Ullmann, Fridolin Wild, Peter Scott 29
Support for collaborative reflection in healthcare: comparing two workplaces
Michael Prilla, Martin Degeling 41
Modeling computer-supported reflective learning: Combining a high-level time-
line view with reflection cycles and tool use
Birgit R. Krogstie, John Krogstie, Michael Prilla 53
Improving awareness and reflection through collaborative, interactive visualiza-
tions of badges
Sven Charleer, Joris Klerkx, Jose Luis Santos, Erik Duval 69
Feeler: feel good and learn better. A tool for promoting reflection about learning
and well-being
Eva Durall, Tarmo Toikkanen 83
SpirOnto: Semantically enhanced patient records for reflective learning on spiri-
tual care in palliative care
Christine Kunzmann, Traugott Roser, Andreas P. Schmidt, Tanja Stiehl 91
REFLECT: Community-driven scaffolding for voice-enabled reflection on the go
Andreas P. Schmidt, Christine Kunzmann, Graham Attwell, Elizabeth Chan, Mar-
ius Heinemann-Grüder, Jenny Hughes, Wenlin Lan, Andreas Vratny, Andreas Heberle 97
11