=Paper=
{{Paper
|id=None
|storemode=property
|title=SIMPLE - a Social Interactive Mashup PLE
|pdfUrl=https://ceur-ws.org/Vol-638/weber_mupple10.pdf
|volume=Vol-638
}}
==SIMPLE - a Social Interactive Mashup PLE==
https://ceur-ws.org/Vol-638/weber_mupple10.pdf
SIMPLE - a social interactive mashup PLE
Nicolas Weber13 , Tobias Nelkner2 , Karin Schoefegger1 , and
Stefanie N. Lindstaedt13
1
Graz University of Technology, Knowledge Management Institute, Inffeldgasse 21a,
8044 Graz, Austria
2
University of Paderborn, Departmant of Computer Science, Warburger Str. 100
33098 Paderborn, Germany
3
Know Center GmbH, Inffelgasse 21a,
8044 Graz, Austria
Abstract. This paper presents an approach for a mashup PLE espe-
cially designed for the interactive and social context of work-integrated
learning (WIL). The mashup PLE consists of a freely configurable set of
widgets, whose functionalities are based on a framework of five activity
classes to actively support informal learning in a social environment. We
present an exemplary implementation of desktop widgets for each of the
classes. Based on the evaluation of the widget framework we highlight
future research directions for designing PLEs in the context of WIL.
1 Introduction
Personal Learning Environments (PLEs) support knowledge workers in informal
context-based work-integrated learning situations. These are supposed to place
the user in the centre of her learning and working environment and provide the
integration in the users’ social network, give access to the community and or-
ganisational knowledge base as well as private documents and notes. Therefore,
users must be enabled to create and manage their own working and learning
environment self-reliantly. This aim can be achieved by provision of a Mash-Up
of widgets supporting learning and working. The PLE approach described in this
work is a desktop based mashup approach. It provides widgets for discussions and
reflection about digital resources, tagging, searching for resources and persons on
different channels (domain-related or web resource), widgets for awareness func-
tionality (e.g. last activities) and a widget for aggregating resources to certain
topics (collection widget).
2 Widget Mashup Approach
The selection of functionalities implemented by the widget mashup approach is
based on a two-way approach. A participatory design approach with applica-
tion partners has been chosen to align our research closely to their real needs. In
participatory design [Bødker et al., 2004] end-users are invited to cooperate with
2
researchers and developers during (several stages of) the innovation process: dur-
ing the initial exploration to help defining the problem, during the development
to help focusing on appropriate solutions, and during the evaluation to provide
feedback on the proposed prototype.
In parallel a more theoretical approach was applied. The require-
ments elicitation phase was based on the results of an ethnographic
study [Barnes et al., 2009]. The important aspects of those requirements for
work-integrated learning were transformed into use cases describing work-
place learning situations and personas representing the context of the user
[Maier and Thalmann, 2008]. Based on the use cases, the learning activities pre-
sented in [Attwell et al., 2008] and the results of several evaluation phases (see
Evaluation section) we derived a model of activity clusters. Each cluster contains
a set of activities that are coherent regarding their required widget functional-
ity. That means on the one hand, each widget can be categorized in one or
more clusters according to its functionality and on the other hand, each ac-
tivity cluster has to be considered in PLE design. Figure 1 depicts the model,
consisting of activity clusters describing sets of services that emerged from the
requirements analysis, and which acts as a framework for widget development
[Schoefegger et al., 2009].
Fig. 1. 5 activity clusters build the framework for the PLE development.
The widget mashup approach described in this work provides a platform for
the development of additional widgets supporting the activity clusters. In the
following the clusters and some widget implementations are described in detail.
The status of the system presented here, was part of the evaluation presented in
section 3. These widgets turned out to be useful in order to support learning in
a PLE environment but the approach is not limited to these widgets (see also
figure 2).
3
2.1 Creation and Refinement
Fig. 2. Subset of the widgets developed for SIMPLE
The purpose of creation and refinement services is to generate knowledge
artefacts that meet a certain form of (higher) quality standard (e.g. reports,
presentations, learning material) by aggregating existing knowledge assets. Fur-
thermore, the services help to identify available or newly created knowledge
objects that need an improvement in their maturing levels or can contribute to
a given maturing process, for example by offering access to meaningful maturing
indicators.
Tagging Widget: Any kind of resources which are available through the system
can be tagged. This can be for example a web resource from the browser or a
collection. It allows to drag and drop the resources on the widget and is connected
to the WidgetServer so that tagging can be part of a workflow initiated from
another widget.
Rating Widget The rating widget allows a fast (5 star) rating of any resources
and provides a quantitative feedback about the quality of a resource to the
user. During the evaluation it turned out that users would not provide more
information than these 5-star rating because of their time constraints.
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2.2 Orientation
These services provide support for identifying already existing relevant knowl-
edge objects, related topics or colleagues working in related fields. With the help
of these services, the user gets an overview of what is important in relation to his
topic of interest in order to ensure organisational consistency and avoid redun-
dant actions. Having an overview of the organisational knowledge is necessary
to develop and express new ideas whilst trying to keep organisational coherence.
Search widget: The search widget provides an aggregated multichannel search for
resources. Results can be local documents, organisational-wide resources (wiki),
web resources or persons (experts).
2.3 Inspiration
The purpose of this set of services is to support inspiration for probably interest-
ing topics and offering new perspectives on already existing topics of a knowledge
workers field of interest. This class of services supports brainstorming, organising
and analysing ideas. It encourages knowledge workers to gain new knowledge by
presenting for example mash-ups of existing knowledge assets including videos
or pictures or an aggregation of organisational knowledge assets related to a
certain topic.
Collection Widget: The collection widget allows aggregating and structuring
resources according to certain topics. For reducing the barrier between web and
desktop, it allows knowledge worker to collect links to web resources as well as
documents or files available on the local PC. Collections can be created as shared
or as private collections, where shared collections are accessible and changeable
by all users and private ones only by the owner.
2.4 Collaboration
The aim of this set of services is to offer collaboration support. This includes for
example the distribution of knowledge artefacts in communities. The goal is to
create opportunities for discussing questions or problems with authors of related
knowledge artefacts, share newly created knowledge artefacts with possibly inter-
ested colleagues, present/represent newly acquired knowledge to different target
groups or simply start a collaboration for developing new ideas related to a
topic. The initiation of a collaboration and the collaboration itself are neces-
sary to reach a consensus and a common understanding of knowledge assets of
organisational interest.
Resource-related discussion widget: The discussion widget provides a small chat
functionality, where each chat is related to a concrete resource. Hence, it enables
users to reflect and discuss about these resources.
5
2.5 Reflection
Reflection is necessary for organisational and individual development. Though
it is mainly driven by actions of individuals, reflection can contribute towards
improved organisational systems and practices. When people change their way
of thinking or carrying out their work tasks, this has organisational implications.
Reflection services aims at guiding knowledge workers to improve organisational
knowledge by comparing ones contributions to others with respect to the organ-
isation’s goals.
Tag Gardening Widget: e tag gardening widget provides an overview of tags
linked to resources and allows users to rename or delete tags. Similar to the
tagging widget, it provides a tag recommendation service for most related tags
to the resource. During the evaluation cycles it came out that the tagging widget
and the tag gardening widget should be separated in order to reduce complexity.
Fig. 3. Sending messages from one to another widget can be used to improve workflows
and usability.
2.6 Widget communication service
Widget-based approaches normally lack of supporting (more or less complex)
workflows as each widget’s functionality is small and limited to itself. Therefore,
a communication between widgets is necessary for knowledge worker to cre-
ate more sophisticated functionality within their PLE according to their needs.
Therefore, we have set up on the WidgetServer, a messaging environment that al-
lows communication of widgets across web- and desktop context [Nelkner, 2009].
Hence, it can be used for an intercommunication between web based widgets or
between web- and desktop based widgets so that a web widget can exchange
6
data with a desktop application in the same way. An example for the use of
messages is depicted in figure 3. When a user wants to tag a resource in the
collection widget, a message is sent via the WidgetServer to the connected tag
widget, which comes up and allows entering the tags.
3 Evaluation
We have chosen to ground the development of SIMPLE on bottom-up and user-
centerd participatory design approach to ensure user acceptance and the align-
ment of the system with daily work routines. In order to realize this process,
the evaluation consisted of three iterative evaluation cycles. Each evaluation cy-
cle was adapted to the current development status and resulted in a system
improvement.
The first evaluation phase consisted of a structured scenario-based walk-
through coupled with an interview. It aimed at assessing usability, as well as
gathering functional and non-functional requirements. After the walkthrough,
end-users individually provided feedback by filling in a questionnaire. The sec-
ond evaluation cycle was performed as a hands-on usage phase of several days
over a period of three weeks. The participants used the system on their own
and in their context without any guidance by developers. After each day, the
group summarized the feedback informally. The third phase was performed as
a workshop with the developers. The tasks for which the system was used were
defined in cooperation with the workshop participants but were performed with-
out any guidance by the developers. The end-user activities were recorded with a
video camera and the developers acted as facilitators observing the participants’
behaviors. After this session interviews about positive and negative issues were
conducted.
The overall feedback from all workshops and corresponding participants was
globally very positive. The qualitative and quantitative data analysis based on
the observations and questionnaires showed that most of the provided widgets
are highly applicable and relevant in their working context. Especially the com-
bination of the browser plugin, the search widget, the tagging widget and the col-
lection widget are highly appreciated due to the seamless integration of browser
and desktop software.
Especially the last evaluation workshop brought valuable feedback to the
overall approach of widget based mashups. During working on their in this third
workshop, it became obvious that the participants easily learned how to use
the several widgets for recurring steps. It was easy for them to tag and rate
resources, save resources in collections and also to search for resources in the
database. Beside minor usability aspects of each widget, the overall approach
was subjectively well accepted. However, while observing the users in action and
evaluating the recorded videos it turned out that three aspects of the GUI design
of SIMPLE need a deeper investigation:
1. The flexible mashup approach regarding the concurrent use of many widgets
at the same time and related to that,
7
2. The ’flow’ of the overall system in terms of reducing the barriers of switching
between different widgets for different steps when performing a complex task.
3. The specific support to focus on certain tasks with small sized widgets pro-
viding limited functionality.
4. The support of more complex tasks with the combination of different inde-
pendent widgets.
In the following we will highlight functionalities that have been
reported by the participants as being very valuable in context
of effectively supporting their daily knowledge work. This feed-
back also provides interesting insights into future research directions
when designing PLEs for the context of work-integrated learning.
The opportunity of exploiting the highly faceted context of resources
for search: In each evaluation phase, a recurring theme was the importance
of effective search functionalities. The ability to search and collect results
across several sources was a high priority, as well as the ability to explore the
context of a resource. This appeared, for example, as a requirement to being
able to sort search result lists according to a number of relevance criteria
which go far beyond traditional search engines. Criteria from the organizational
context emerged as crucial (e.g. who used a resource? for which location
of operation is it useful?), as well as the importance of the social network.
Feasibility of collaborative tagging and development of common semantics:
A further assumption that has been largely confirmed was the practical utility of
tagging in the system to store, share and re-find resources. Users largely felt com-
fortable with tagging and saw its potential application to collaboratively develop
and maintain a dynamic organizational domain model. Though, there was also
a major concern this domain model would emerge from a rather unstructured
utilization of tags and how the quality of the domain model can be ensured.
Individual expertise and active areas of interest: It appeared to be promising
to try to detect current active topics for all users and display them, or use
them for calculating trustworthiness of content. This was also highlighted in the
context of the more sophisticated functionalities the system provides (such as
gardening the semantic space or knowledge space), users suggested to automat-
ically detect knowledgeable people which could be recommended to take care of
gardening activities within their area of interest and excellence. This is especially
important in the area of very dynamic organizational contexts where information
can be outdated very quickly and trustworthiness of content needs to be ensured.
History of changes to documents and relationships between documents: In
very dynamic organizational contexts, articles in the knowledge base will be
changed regularly; new articles will be included by merging various information
sources, additional information from outside and inside the organization will be
added to the knowledge base. Thus, the participants raised of how important it
was to allow users to gain an understanding of these processes and practices.
Practically, there were questions around how resources have developed over
time, and which other resources have contributed to this process and how this
can be made visible to the users.
8
4 Conclusion
This abstract presents a mash-up based PLE environment for work-integrated
learning. The requirements have been gathered from a top-down and from
a bottom-up approach with application partners. With the theoretical ap-
proach service classes were defined, which are essential for supporting and fos-
tering work-integrated learning. The application partner support provided us
with concrete information about types of widgets and its combination. The
web-integrating desktop based approach with intercommunicating widgets was
judged as very valuable. However, the evaluation brought up the question for
concrete relations and deeper information about persons dealing with resources
in their social network, this can include e.g. the person’s role, expertise, etc.
These aspects are also part of the further developments and research as the
usability problems are.
Acknowledgement This work has been partially funded by the European Com-
mission as part of the MATURE IP (grant no. 216346) within the 7th Framework
Programme of IST. The Know- Center is funded within the Austrian COMET
Program - Competence Centers for Excellent Technologies - under the auspices
of the Austrian Ministry of Transport, Innovation and Technology, the Austrian
Ministry of Economics and Labor and by the State of Styria.
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