c 2014 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 Knowledge Media Institute The Open University Walton Hall Milton Keynes MK7 6AA Alexander Mikroyannidis Knowledge Media Institute The Open University Walton Hall Milton Keynes MK7 6AA Fridolin Wild Knowledge Media Institute The Open University Milton Keynes MK7 6AA Milos Kravcik RWTH Aachen University Advanced Community Information Systems (ACIS) Ahornstr. 55 52056 Aachen
The #ARTEL14 workshop accepted 4 full papers, 1 short paper, and 4 demo papers. The accepted papers discuss awareness and reflection in diverse settings, such as blue-collar jobs and white-collar jobs, working in small enterprises, or learning at university level. As for the full papers, Maurizio Megliola, Gianluigi Di Vito, Roberto Sanguini, Fridolin Wild, and Paul Lefrere discuss in ”Creating awareness of kinaesthetic learning using the Experience API: current practices, emerging challenges, possible solutions” an interface specification for capturing in particular kinaesthetic learning experiences. The authors also discuss a taxonomy of verbs describing handling and motion. Kinaesthetic skills are in demand for instance in the manufacturing or maintenance sectors. The captured learning experiences can be utilised to generate feedback to the learner.
Fridolin Wild, Peter Scott, Paul Lefrere, Jaakko Karjalainen, Kaj Helin, Ambjorn Naeve, and Erik Isaksson situate their work ”Towards data exchange formats for learning experiences in manufacturing workplaces” in the manufacturing sector. This work models the experiential and reflective learning process with a view on creating data exchange formats, also discussing the necessity to - formally - talk about actions in the real world as a complement to actions performed in virtual environments.
Andreas Janson, Sissy-Josefina Ernst, Katja Lehmann, and Jan Marco Leimeister have as background for their work in ”Creating awareness and reflection in a large-scale IS lecture - the application of a peer assessment in a flipped classroom scenario” university learning in large-scale lectures (much more learners than instructors). They discuss computer-supported peer assessment as possibility to induce reflection on learning content. In contrast to the previous two works, this contributions focusses mostly on cognitive instead of motoric competences.
Angela Fessl, Gudrun Wesiak, and Granit Luzhnica showcase in ”Application overlapping user profiles to foster reflective learning at work” the potential benefits of collecting activity logging data from multiple applications in a single user profile application. This work is set on the background of white-collar knowledge workers, with desktop- and web-based activity logging.
In their short paper, Michael Prilla, Oliver Blunk, Jenny Bimrose, and Alan Brown discuss in ”Reflection as support for career adaptability: A concept for reflective learning in public administration” reflection as learning mechanism to support professional identity change as a means for organisational change in the context of public employment services. The four demo papers are started off by the contribution by Milos Kravcik, Kateryna Neulinger, and Ralf Klamma, in which the authors showcase widget-based personal learning environments for ”Boosting informal workplace learning in small enterprises”. Nils Faltin, Simon Schwantzer, and Margret Jung present the ”Activity recommendation app - software to evaluate the usefulness of improvement recommendations created in a team”.
Min Ji, Christine Michel, Elise Lavoue, and Sebastien George demonstrate the ”DDART: an awareness system to favor reflection during project-based learning”.
Last, but not least, Sven Charleer, Jose Luis Santos, Joris Klerkx, and Erik Duval present the ”LARAe: Learning Analytics Reflection & Awareness environment”.
The official workshop webpage can be found at http://teleurope.eu/artel14 The 4th Workshop on Awareness and Reflection in Technology-Enhanced Learning (ARTEL 2014) is part of a successful series of previous workshops.
• 3rd Workshop on Awareness and Reflection in Technology-Enhanced Learning (ARTEL13). Workshop homepage: http://teleurope.eu/artel13. Proceedings: http://ceur-ws.org/Vol-1103/. • 2nd Workshop on Awareness and Reflection in Technology-Enhanced Learning (ARTEL12). Workshop homepage: http://www.teleurope.eu/artel12. Proceedings: http://ceur-ws.org/Vol-931/. • 1st European Workshop on Awareness and Reflection in Learning Networks (ARNets11). Workshop homepage: http://teleurope.eu/arnets11. Proceedings: 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. Proceedings: 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 To stay updated about future events, to share your research, or simple to participate with other researchers, consider joining the group about Awareness and Reflection in TechnologyEnhanced Learning: http://teleurope.eu/artel We especially would like to thank the members of the programme committee for their invaluable work in scoping and promoting the workshop and quality assuring the contributions with their peer reviews.
Alexander Mikroyannidis, Viktoria Pammer,
Michael Prilla, Thomas Ullmann,
Fridolin Wild
Milos Kravcik, RWTH Aachen University, Germany Alexander Mikroyannidis, The Open University, United Kingdom Viktoria Pammer, Graz University of Technology, Austria Michael Prilla, University of Bochum, Germany Thomas Ullmann, The Open University, United Kingdom Fridolin Wild, The Open University, United Kingdom
Alexander Nussbaumer, Graz University of Technology, Austria Carsten Ullrich, DFKI, Germany Denis Gillet, EPFL, Switzerland Ines Di Loreto, Universite´ de Technologie de Troyes, France Jaakko Karjalainen, VTT, Finland John Cook, University of West of England, United Kingdom Joris Klerkx, Katholieke Universiteit Leuven, Belgium Kaj Helin, VTT, Finland Kinshuk, Athabasca University, Canada Marcus Specht, Open University, the Netherlands Monica Divitini, IDI-NTNU, Norway Paul Lefrere, CCA, United Kingdom Peter Kraker, Know-Center, Austria Peter Sloep, Open University, the Netherlands Philippe Dessus, Universite Pierre-Mendes-France, France Riina Vuorikari, European Commission JRC IPTS, Spain Simon Knight, The Open University, United Kingdom Stefan Trausan-Matu, University Politehnica of Bucharest, Romania Stefano Bianchi, SOFTECO, Italy Xavier Ochoa, Escuela Superior Politecnica del Litoral, Ecuador
Supporting FP7 projects http://www.mirror-project.eu http://learning-layers.eu http://www.tellme-ip.eu http://wespot-project.eu http://employid.eu http://www.boost-project.eu 8
Summary of the contributions . . . . . . . . . . . . . . . . . . . . . . . . . . . Awareness and reflection workshop series . . . . . . . . . . . . . . . . . . . . Organisation committee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Program committee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Supporting FP7 projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Towards data exchange formats for learning experiences in manufacturing workplaces Fridolin Wild, Peter Scott, Paul Lefrere, Jaakko Karjalainen, Kaj Helin, Ambjorn Naeve, Erik Isaksson
Angela Fessl, Gudrun Wesiak, Granit Luzhnica
Milos Kravcik, Kateryna Neulinger, Ralf Klamma