=Paper=
{{Paper
|id=Vol-2294/DCECTEL2018_paper_18
|storemode=property
|title=Identification of Role Models in Online Communities of Practice
|pdfUrl=https://ceur-ws.org/Vol-2294/DCECTEL2018_paper_18.pdf
|volume=Vol-2294
|authors=Bianca Pereira
|dblpUrl=https://dblp.org/rec/conf/ectel/Pereira18
}}
==Identification of Role Models in Online Communities of Practice==
https://ceur-ws.org/Vol-2294/DCECTEL2018_paper_18.pdf
Identification of Role Models in Online
Communities of Practice
Bianca Pereira
Insight Centre for Data Analytics. Data Science Institute.
National University of Ireland Galway
bianca.pereira@insight-centre.org
Abstract. Lifelong learning introduces a new challenge for learners: the
self-directed choice of learning goals and learning paths. The research
literature indicates the presence of role models as a positive influence on
career choices and as an aid in the choice of learning paths. However,
finding a role model is not a trivial task. In this paper we present a
Ph.D. proposal that addresses the challenges raised by the automatic
identification of role models in online communities of practice.
Keywords: Role Models · Communities of Practice · Expert Search
1 Introduction
Lifelong learning encompasses all forms of on-going learning and has been seen
as a key driver for economic growth at European level [3, 6]. However, lifelong
learning presents challenges which differs from classical education. Whereas in
formal education, learning paths are developed by education specialists via spe-
cific course curricula, in lifelong learning learners are often self-directed, choosing
their own learning goals and building their own learning paths [4].
In different domains of practice, role models have been identified as sources
of inspiration for the attainment of goals as well as exemplars for the pursue of
vicarious learning (i.e. learning through imitation) [7]. In the context of lifelong
learning, identifying a role model has the potential to: (i) support the choice
of learning goals by identifying a source of inspiration; (ii) increase the learners
motivation towards a learning goal by demonstrating that a given learning goal
is achievable; and (iii) support the construction of a learning path by proposing a
behavioural model. However, the search for a role model is not a trivial task and
is highly dependent on a learners personal circumstances (e.g. finding someone
in a local community, having access to a local group).
Online communities of practice can help in the search for role models by re-
moving the distance barrier. In these communities, learners engage with members
to share learning material, activities and strategies related to a given domain.
Within communities of practice, access to potential role models is higher, but
the challenge of finding a suitable role model within an ever increasing number
of members remains.
2 B. Pereira
The remainder of this document outlines a Ph.D. proposal that aims at ex-
ploring the problem of automatic identification of suitable role models for spe-
cific learners in online communities of practice. Such proposal is based on the
assumptions that: (i) role models aid lifelong learning, an argument presented
in Section 2; and that (ii) learners want to identify role models online, what is
supported by the existence of follower-influencer mechanisms present in modern
online social networks.
2 Role Models
Role models are “individuals who influence role aspirants achievements, moti-
vation, and goals by acting as behavioral models, representations of the possi-
ble, and/or inspirations”, according to the Motivational Theory of Role Models
(MTRM) developed by Thekla Morgenroth [7]. In order to characterise role mod-
els within the lifelong learning domain we need to explore the three functions
described in the MTRM separately.
Role models as behavioural model are individuals who support a learner by
providing a demonstration on how to achieve a specific learning goal. For lifelong
learners, who need to choose their own learning paths, these are individuals who
provide a demonstration of a path that brings the learner from where he or she
currently is to the achievement of the learner’s goal. According to the MTRM,
role model as behavioural model “includes not only the modeling of behavior, but
also cognitive and emotional strategies that may enhance goal attainment.” [7].
In other words, it includes also the sharing of learning strategies to achieve a
learning goal.
Role models as demonstration of possible are individuals who represent
future opportunities or prospects, thus proposing that a given learning goal is
attainable. In such function, role models do not show how to achieve a learning
goal but demonstrate that a learning goal is achievable. For lifelong learning,
they may improve learner’s motivation towards a given goal. Morgenroth et al.
suggest that “observing a role model having achieved a particular goal may,
under the right circumstances, be enough to motivate role aspirants to believe
that they too can reach that goal. (...)” [7]. The MTRM suggests that shared
social identities may enable the function of role models as representations of the
possible.
Role models as inspiration are individuals who serve as exemplar of success
on a given domain of interest for the learner. As a consequence, lifelong learners
are inspired to set new learning goals that lead them to be more similar to their
role models. In the learning domain, this function of role models can be achieved
by a high level of competency on a domain of relevance to the learner.
Identification of Role Models in Online Communities of Practice 3
3 Communities of Practice
‘Communities of practice’ is a term coined by Jean Lave and Etienne Wenger
and it refers to communities which “are formed by people who engage in a
process of collective learning in a shared domain of human endeavour” [10].
For a group to be considered a community of practice it needs to present three
main characteristics: (i) a shared domain of interest; (ii) the development of
relationships between members, through sharing information and engaging in
joint activities and discussions; and (iii) a shared practice, i.e. a shared repertoire
of experiences.
There are also two additional characteristics that help distinguishing be-
tween communities of practice and other online learning communities. First, in
a community of practice there are no fixed roles of provider of experience (e.g.
teacher, mentor, coach) and learner. Instead, all members switch between learner
and mentor roles depending on their current activity. Second, communities of
practice have a strong interest in the exchange of experiences, stories and per-
sonal strategies for goal attainment [10], rather than just focusing on formal
learning materials and learning activities.
4 Problem Statement
Considering the background provided above, the problem addressed by this PhD
can be formulated as “How to identify, within a community of practice, role mod-
els that are suitable for a given learner?” Taking into account the characteristics
of role models for lifelong learning and the characteristics of communities of
practice, any solution to the specified problem needs to be able to successfully:
– Identify the learning goals targeted and achieved by all members in the
community of practice (goal modelling).
– Profile a member in the community of practice in terms of his or her: pursued
learning paths, available learning strategies, relevant social identities and
competency levels in the achieved goals (learner profiling).
– Align the learner’s goal with the profile of members to determine potential
role models (peer recommendation).
5 Related Work
Role models are types of peers, and the identification and recommendation of
peers is not a new task. In this section we present our preliminary analysis of
the literature in the areas of Expert Search and Technology-Enhanced Learning
(TEL).
The identification of role models, as outlined by our problem statement,
relies on the recommendation of peers based on four types of attributes: learning
paths, learning strategies, social identities, and competency levels. Despite the
availability of work in Expert Search and peer recommendation in the TEL
4 B. Pereira
domain, in this preliminary analysis we were not able to identify any work that
focuses on identification of role models or that uses the four types of attributes
defined by the problem.
The literature in Expert Search has focused on the recommendation of ex-
perts, i.e. peers with maximum competency levels on a given topic of interest
(see [2] for an overview). In the TEL domain, Labeke et al. [9] present a system
for lifelong learners to search for peers with similar learning paths and shared
social identities. While their approach allow learners to identify people with sim-
ilar paths, this work does not make use of learning goals and it does not take
into account how similar learning paths are resolved.
Also in TEL domain, Beham et al. [1] recommend knowledgeable people on
a topic related to a learner’s current goal in a workplace environment. Their
definition of knowledgeable people is similar to an expert about which only the
competency levels are considered. Furthermore, the authors assume the organi-
sation will have a predefined domain model with all goals to be pursued, whereas
in a community of practice it is expected that the goals and learning paths are
continuously generated and modified by the members of the community.
6 Research Questions
The main research question to be explored within this Ph.D. is the following:
”What is the contribution of learning goals, social identities, learning
strategies and competency levels for the identification of role models in
online communities of practice?”
This research question will be further divided into the following questions:
– RQ1. How do lifelong learners choose and describe their own learning goals?
– RQ2. How to profile lifelong learning progress towards goal within commu-
nities of practice?
– RQ3. How do lifelong learners find and engage with suitable role models in
communities of practice?
– RQ4. What is the most suitable computational platform to support the
identification of role models in online communities of practice?
7 Methodology
This research will follow a Design Science Research methodology [8] that com-
prises of the following steps: problem definition, characterisation of solution,
design and development, demonstration, evaluation, and communication.
In this PhD research, we will start with a pilot study within the higher
education setting (i.e. circa 15 members of internal workshops and study groups
around writing or presentation skills) and expand first to a larger group, then
to another community of practice in a related domain (e.g. well-known Twitter
communities such as AcWri, PhDChat, or ECRchat).
Identification of Role Models in Online Communities of Practice 5
During the problem definition stage, RQ1, RQ2 and RQ3 will be explored via
interviews and focus groups. Then, in the stage for characterisation of the solu-
tion, the elements required to answer RQ4 will be specified. In the design and
development stage, MTRM and Communities of Practice theory will be applied
together with other relevant theories to inform the design of a role model rec-
ommendation system. After continuous engagement with participants to gather
feedback on the design of visual elements in the demonstration stage, the efficacy
of the developed platform will be measured through user-based evaluations (e.g.
think aloud interviews, questionnaires) and its efficiency will be evaluated by
benchmarking against related state-of-the-art algorithms.
The research knowledge and artefacts generated by each iteration of this
study will be communicated in major research conferences and journals.
8 Approach
Our approach to the problem of identification of role models in communities of
practice is divided into three elements: goal modelling, learner profiling and peer
recommendation. Each element refers to a requirement provided by the problem
statement as outlined in Section 4 and is also related to at least one Research
Question. Note that this work is still in a proposal stage, therefore we do not
have preliminary results on the application of this approach.
Goal Modelling aims at describing learners’ goals so that they can be matched
with goals accomplished by role models. Our approach aims at creating a seed
domain model with learning outcomes (i.e. write a book, or write a Doctoral
Consortium paper) as possible goals for the domain and allow the members of the
community of practice to change the domain model over time. Our approach aims
at considering steps in learning paths as sub-goals towards a final outcome. The
main challenge in this approach will be the integration of diverse learning paths
into a single domain model. The development of the goal modelling component
relates to RQ1.
Learner Profiling is related to RQ2 and aims at describing the characteristics
of learners in communities of practice. For that we will explore the construction of
profiles based on social identities (e.g. gender, ethnicity, profession, age), learning
strategies (e.g. usual time of study, use of learning resources), and measured
competency levels by competency achieved in having followed a learning path as
well as by how many times a goal has been attained (e.g. an author of 50 peer-
reviewed academic papers would have higher competency in writing academic
papers than another author with only 2 papers). Note that this step also covers
the profiling of potential role models by considering they are also learners in the
community.
Peer Recommendation is where role models get identified and recommended
to a learner. In order to implement this component (and answer RQ3 and RQ4)
6 B. Pereira
we aim at exploring the different architectures proposed by works in Expert
Search [2] and Recommender Systems [5].
9 Conclusion
This paper presents a PhD research proposal focused on the problem of auto-
matic identification of role models in online communities of practice. The re-
search questions to be explored in this research lead to the following intended
contributions: (i) A better understanding on how lifelong learners currently
choose and describe their learning paths and goals; (ii) An understanding of
how role models are perceived by learners and which strategies learners cur-
rently use to find them; and (iii) The development of a computational platform
to support the discovery of role models based on goals, competencies, learning
strategies and shared social identity.
Acknowledgments
I would like to acknowledge the contribution of Mathieu d’Aquin to this paper
in providing constructive feedback on its content and structure.
References
1. Beham, G., Kump, B., Ley, T., Lindstaedt, S.: Recommending knowledgeable peo-
ple in a work-integrated learning system. Procedia Computer Science 1(2), 2783–
2792 (2010)
2. Bordea, G.: Domain adaptive extraction of topical hierarchies for Expertise Mining.
Ph.D. thesis (2013)
3. Department of Education and Skills: Ireland’s national skills strat-
egy 2025 (01 2016), https://www.education.ie/en/Publications/Policy-
Reports/pub national skills strategy 2025.pdf Accessed: 2018-05-22
4. Drachsler, H., Hummel, H.G., Koper, R.: Personal recommender systems for learn-
ers in lifelong learning networks: the requirements, techniques and model. Interna-
tional Journal of Learning Technology 3(4), 404–423 (2008)
5. Drachsler, H., Verbert, K., Santos, O.C., Manouselis, N.: Panorama of recom-
mender systems to support learning. In: Recommender systems handbook, pp.
421–451. Springer (2015)
6. European Commission: Strategic framework - education & training 2020,
http://ec.europa.eu/education/policy/strategic-framework/index en.htm Ac-
cessed: 2018-05-22
7. Morgenroth, T., Ryan, M.K., Peters, K.: The motivational theory of role modeling:
How role models influence role aspirants goals. Review of general psychology 19(4),
465 (2015)
8. Peffers, K., Tuunanen, T., Rothenberger, M.A., Chatterjee, S.: A design science
research methodology for information systems research. Journal of management
information systems 24(3), 45–77 (2007)
9. Van Labeke, N., Magoulas, G.D., Poulovassilis, A.: Searching for people like me
in a lifelong learning system. In: European Conference on Technology Enhanced
Learning. pp. 106–111. Springer (2009)
10. Wenger, E.: Introduction to communities of practice: A brief overview of the
concept and its uses, http://wenger-trayner.com/introduction-to-communities-of-
practice/. Accessed: 2018-05-20