=Paper=
{{Paper
|id=Vol-1465/preface
|storemode=property
|title=None
|pdfUrl=https://ceur-ws.org/Vol-1465/editorial.pdf
|volume=Vol-1465
}}
==None==
https://ceur-ws.org/Vol-1465/editorial.pdf
Proceedings of the 5th Workshop on
Awareness and Reflecion in
Technology-Enhanced Learning
In conjuncion with the 10th European Conference on Technology -
Enhanced Learning: Design for Teaching and Learning in a Networked
World
Toledo, Spain, September 15, 2015
Milos Kravcik Michael Prilla
Alexander Mikroyannidis Thomas Ullmann
Viktoria Pammer (Eds.)
Please refer to these proceedings as
Milos Kravcik, Alexander Mikroyannidis, Viktoria Pammer, Michael Prilla,
Thomas Ullmann (Eds.): Proceedings of the 5th Workshop on Awareness and
Reflection in Technology Enhanced Learning. In conjunction with the 10th
European Conference on Technology Enhanced Learning: Design for Teach-
ing and Learning in a Networked World, Toledo, Spain, September 15, 2015.
Available online at http://ceur-ws.org/.
c 2015 for the individual papers by the papers’ authors. Copying permitted for private
and academic purposes. This volume is published and copyrighted by its editors.
The front-cover was created by Harriett Cornish (The Open University, KMi).
Addresses of the editors:
Thomas Daniel Ullmann Alexander Mikroyannidis
Institute of Educational Technology Knowledge Media Institute
The Open University The Open University
Walton Hall Walton Hall
Milton Keynes Milton Keynes
MK7 6AA MK7 6AA
United Kingdom United Kingdom
t.ullmann@open.ac.uk alexander.mikroyannidis@open.ac.uk
Viktoria Pammer Michael Prilla
Knowledge Technologies Institute Institute for Applied Work Science
Graz University of Technology Ruhr University of Bochum
Inffeldgasse 21A Universitaetsstr. 150
8010 Graz 44780 Bochum
Austria Germany
viktoria.pammer@tugraz.at michael.prilla@rub.de
Milos Kravcik
RWTH Aachen University
Advanced Community Information Systems (ACIS)
Ahornstr. 55
52056 Aachen
Germany
kravcik@dbis.rwth-aachen.de
Awareness and reflection in technology enhanced learning
Awareness and reflection are viewed differently across the disciplines informing Technol-
ogy Enhanced Learning (CSCW, psychology, educational sciences, computer science and
others). The ARTEL workshop series brings together researchers and professionals from
different backgrounds to provide a forum for discussing the multi-faceted area of aware-
ness and reflection.
Through the last ARTEL workshops at EC-TEL the addressed topics are converging to-
wards the usage of awareness and reflection in practice, its implementation in modern
organisations, its impact on learners and questions of feasibility and sustainability for
awareness and reflection in education and work. To reflect the growing maturity of re-
search in ARTEL over the years the workshop particularly invited contributions that dealt
with the application of awareness and reflection in practice. This is encapsulated in the
workshop motto:
Awareness and Reflection in Practice: How can awareness and reflection tech-
nology become common in work practice and how does it change work prac-
tices?
Summary of the contributions
The #ARTEL15 workshop accepted 3 full papers, and 7 short paper. The accepted pa-
pers discuss awareness and reflection in formal education, outside formal education, and
methods and analytics of awareness and reflection research.
Three papers focus on technology enhanced awareness and reflection in formal eduction.
The full paper ’Annotations as reflection amplifiers in online learning - an exploratory
study’ of Dominique Verpoorten, Wim Westera, and Marcus Specht discusses an annota-
tion tool, and experiment to investigate the effects of three conditions: No annotations,
free-note annotations, and structured question-based annotations. The paper provides in-
sight into annotations as reflection amplifiers.
The short paper ’Formal concept analysis for modelling students in a technology-enhanced
learning setting’ of Michael A. Bedek, Michael Kickmeier-Rust, and Dietrich Albert presents
the Formal Concept Analysis (FCA) framework for visualising a domain with concept
lattices. FCA aims at facilitating student reflection upon their learned and still-to-learn
concepts via an open learning modelling approach.
The short paper ’Learning to look - purpose and design of an awareness-raising online
course in veterinary sciences; of Sophie Tasnier, Valeria Busoni, Christian Hanzen, Jeff
Van de Poel, Geraldine Bolen, Catherine Delguste, Nadine Antoine, Veronique Delvaux,
Tania Art, and Dominique Verpoorten discusses an approach to improve veterinary student
visual awareness in use of clinical images.
Four papers discuss technology enhanced reflection and awareness outside formal educa-
3
Awareness and reflection workshop series
tion.
The full paper ’Prompting users to facilitate support needs in collaborative reflection of
Oliver Blunk, and Michael Prilla outlines a concept of how to support collaborative reflec-
tion with the help of prompts. They show an initial implementation of a prototype and an
approach how to evaluate the concept.
The short paper ’A course concept for enhancing reflective learning - bringing research
project results into the field’ of Nils Faltin, Margret Jung describes the development of a
course for learning time management for professionals. The course is based on reflective
learning and practice, in a mix of coaching and computer-support.
The short paper ’Feeler: supporting awareness and reflection about learning through EEG
data’ of Eva Durall, and Teemu Leinonen presents a prototyp which aims at supporting
awareness and reflection about learning experiences through student’s EEG data.
The short paper ’Mood in the city - data-driven reflection on mood in relation to public
spaces’ of Viktoria Pammer discusses potential benefits for stakeholders, as well as system
design issues, for reflection on urban development issues with mood as entry point to
reflection.
Three papers elaborate on methods and analytics of awareness and reflection research in
technology enhanced learning.
The full paper ’Keywords of written reflection - a comparison between reflective and de-
scriptive datasets’ of Thomas Daniel Ullmann investigates a method to derive reflection
keywords by contrasting two datasets, one of reflective sentences and another of descrip-
tive sentences. The reflection keywords are discussed in the context of a model for reflec-
tive writing.
The short paper ’The LearnWeb formative assessment extension: Supporting awareness
and reflection in blended courses’ of Alana Morais, Ivana Marenzi, and Deirdre Kantz
presents work about the development of visualisations summarising activity of users, groups,
and classes of a collaborative sharing and working platform.
The short paper ’Deploying learning analytics for awareness and reflection in online scien-
tific experimentation’ of Alexander Mikroyannidis, Aitor Gomez-Goiri, John Domingue,
Christos Tranoris, Daan Pareit, Jono Vanhie-Van Gerwen, and Johann M. Marquez-Barja
introduces a European initiative for online learning and experimentation (FORGE), espe-
cially its aim to use of learning analytics to support awareness and reflection for learners
and educators.
Awareness and reflection workshop series
The official workshop webpage can be found at http://teleurope.eu/artel15
The 5th Workshop on Awareness and Reflection in Technology Enhanced Learning (AR-
TEL 2015) is part of a successful series of workshops.
• 4th Workshop on Awareness and Reflection in Technology Enhanced Learning (AR-
4
Awareness and reflection workshop series
TEL14). Workshop homepage: http://teleurope.eu/artel14. Proceed-
ings: http://ceur-ws.org/Vol-1238/.
• 3rd Workshop on Awareness and Reflection in Technology Enhanced Learning (AR-
TEL13). Workshop homepage: http://teleurope.eu/artel13. Proceed-
ings: 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 (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
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 Technol-
ogy Enhanced 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 contri-
butions with their peer reviews.
September 2015 Milos Kravcik,
Alexander Mikroyannidis,
Viktoria Pammer,
Michael Prilla,
Thomas Ullmann
5
Organisation committee
Organisation committee
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
6
Program committee
Program committee
Philippe Dessus, Universite Pierre-Mendes-France, France
Ines Di Loreto, UTT - Universite de Technologie de Troyes, France
Eva Durall, Aalto University, Finland
Nils Faltin, IMC AG, Germany
Rebecca Ferguson, The Open University, UK
Angela Fessl, Know-Center, Austria
Michael, Kickmeier-Rust, Graz University of Technology, Austria
Kinshuk, Athabasca University, Canada
Simon Knight, The Open University, UK
Effie Law, University of Leicester, UK
Paul Lefrere, The Open University, UK
Elvira Popescu, University of Craiova, Romania
Carsten Ullrich, DFKI, Germany
Dominique Verpoorten, University of Liege, Belgium
Riina Vuorikari, European Commission JRC IPTS, Spain
7
Supporting projects
Supporting projects
http://www.mirror-project.eu
http://learning-layers.eu
http://www.laceproject.eu/
http://wespot-project.eu
http://employid.eu
http://www.boost-project.eu
http://ict-forge.eu/
8
Contents
Awareness and reflection in technology enhanced learning 3
Summary of the contributions . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Awareness and reflection workshop series . . . . . . . . . . . . . . . . . . . . 4
Organisation committee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Program committee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Supporting projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Annotations as reflection amplifiers in online learning - an exploratory study
Dominique Verpoorten, Wim Westera, Marcus Specht 11
Formal concept analysis for modelling students in a technology-enhanced learn-
ing setting
Michael A. Bedek, Michael Kickmeier-Rust, Dietrich Albert 27
Learning to look - purpose and design of an awareness-raising online course in
veterinary sciences
Sophie Tasnier, Valeria Busoni, Christian Hanzen, Jeff Van de Poel, Geraldine
Bolen, Catherine Delguste, Nadine Antoine, Veronique Delvaux, Tania Art, Do-
minique Verpoorten 35
Prompting users to facilitate support needs in collaborative reflection
Oliver Blunk, Michael Prilla 43
A course concept for enhancing reflective learning - bringing research project
results into the field
Nils Faltin, Margret Jung 59
Feeler: supporting awareness and reflection about learning through EEG data
Eva Durall, Teemu Leinonen 67
Mood in the city - data-driven reflection on mood in relation to public spaces
Viktoria Pammer 75
Keywords of written reflection - a comparison between reflective and descriptive
datasets
Thomas Daniel Ullmann 83
9
CONTENTS
The LearnWeb formative assessment extension: Supporting awareness and re-
flection in blended courses
Alana Morais, Ivana Marenzi, Deirdre Kantz 97
Deploying learning analytics for awareness and reflection in online scientific ex-
perimentation
Alexander Mikroyannidis, Aitor Gomez-Goiri, John Domingue, Christos Tranoris,
Daan Pareit, Jono Vanhie-Van Gerwen, Johann M. Marquez-Barja 105
10