Workplace learning happens in the process and context of work, is multi-episodic, often informal, problem based and takes place on a just-in-time basis. While this is a very effective means of delivery, it also does not scale very well beyond the immediate context. We review three types of technologies that have been suggested to scale learning and three connected theoretical discourses around learning and its support. Based on these three strands and an in-depth contextual inquiry into two workplace learning domains, health care and building and construction, four design-based research projects were conducted that have given rise to designs for scaling informal learning with technology. The insights gained from the design and contextual inquiry contributed to a model that provides an integrative view on three informal learning processes at work and how they can be supported with technology: (1) task performance, reflection and sensemaking;(2) help seeking, guidance and support; and (3) emergence and maturing of collective knowledge. The model fosters our understanding of how informal learning can be scaled and how an orchestrated set of technologies can support this process.
Abstract. Personalization of learning has become a prominent issue in the educational field, at various levels. This article elaborates a different view on personalisation than what usually occurs in this area. Its baseline is that personalisation occurs when learning turns out to become personal in the learner's mind. Through a literature survey, we analyze constitutive dimensions of this inner sense of personalisation. Here, we devote special attention to confronting learners with tracked information. Making their personal interaction footprints visible contrasts with the back-office usage of this data by researchers, instructors or adaptive systems. We contribute a prototype designed for the Moodle platform according to the conceptual approach presented here.
Abstract:In this paper, we present a modelling approach to study learning processes. We introduce the process/pedagogy/tools model and shown how its assembly-line style of process modelling can be used to describe which pedagogical aspects and which tools that support which parts of a specific learning process. We also review the SECI knowledge creation theory of Nonaka and combine it with process modelling to arrive at a SECI process framework for the study and analysis of knowledge-creating learning processes. Finally, we show that the different SECI modes of knowledge conversion are empirically supported by pedagogical research.Keywords: learning process modelling; knowledge-creation; SECI process framework; LISREL method; validating web-based learning processes and tools.Reference to this paper should be made as follows: Naeve, A., Yli-Luoma, P., Kravcik, M. and Lytras, M.D. (2008) 'A modelling approach to study learning processes with a focus on knowledge creation', Int. J. Technology Enhanced Learning, Vol. 1, Nos. 1/2, pp.1-34. 2 A. Naeve et al.Biographical notes: Ambjörn Naeve is the Head of the Knowledge Management Research Group at the Royal Institute of Technology in Stockholm and the scientific director of Uppsala Learning Lab at Uppsala University. His research focuses on knowledge management, semantic web, and technology enhanced learning, and he has published and co-edited widely and served on a large number of programme committees for international conferences within these fields. He has invented the knowledge manifold information architecture and the concept browser Conzilla and has developed a conceptual modelling technique called Unified Language Modelling, which is designed to depict conceptual relationships in a linguistically coherent way.Pertti Yli-Luoma has a background in Mathematics, Computer Science, Statistics, Physics, Comparative Education, and Educational Psychology. He is presently Professor of Education with Applied IT at Oulu University, where he is Director of a LearningLab for web-based learning research. His research focuses on web-learning, learning styles and strategies, mathematics and physics learning, and research methods, and he has published 96 papers and 24 books within these fields. He has developed a web-based interactive learning tool (WebLI), and he is presently using WebLI in a project with two Chinese universities running a web-based Master's Degree programme on Information Technology.
she works as Research Assistant at the Department of Psychology (Section Neuropsychology) at the University of Graz and is involved in national and international scientific projects. Her research topics are EEG/NIRS-based brain-computer communication and neurofeedback, interacting in virtual realities, virtual reality as rehabilitation tool and spatial cognition.Elisabeth V.C. Friedrich: Dr., Postdoctoral researcher Department of Psychology, Section Neuropsychology University of Graz Universitätsplatz 2/III 8010 Graz Austria elisabeth.friedrich@uni-graz.at Elisabeth V.C. Friedrich studied Psychology at the University of Graz, Austria, and conducted her master thesis at the Laboratory of Neural Injury and Repair, Wadsworth Center, Albany, NY. She has received her doctorate in natural science in 2012 at the University of Graz, Austria. Her main research interest is brain-computer interface (BCI). She explored different mental tasks to control an EEGbased BCI, the impact of distraction on user performance as well as improvements of BCI usability for severely motor impaired individuals. She is currently involved in the EU GALA Network of Excellence (www.galanoe.eu). Milos Kravcik has a diploma degree in computer science and a doctoral degree in applied informatics from the Comenius University in Slovakia. He has been dealing with Technology Enhanced Learning (TEL) since 1988 in various national and international projects, later also at the Fraunhofer Institute for Applied Information Technology in Germany and at the Open University in the Netherlands. Since 2010 he works as a Research Fellow at the RWTH Aachen University and his main research interests include personalized learning environments and self-regulated learning. He co-organized several TEL doctoral schools and serves also as executive peer-reviewer or editorial board member for several journals related to learning technologies. As both an academic and researcher with considerable industrial experience, he has been instrumental in the research, analysis and development of virtual engineering environments in a variety of product engineering domains and now focuses his work on the acquisition of engineering knowledge information management systems within all aspect of product engineering; with a particular emphasis on conceptual design. He has also implemented game-based learning methods in design and manufacturing taught courses. With over 40 international publications, a book and the successful commercialisation of his novel feature recognition algorithms, he is now applying his knowledge and expertise to the domain of serious games, game ware and computational biometrics for next generation engineering applications. AbstractThe use of serious games and virtual environments for learning is increasing worldwide. These technologies have the potential to collect live data from users through game-play and can be combined with neuroscientific methods such as EEG, fNIRS and fMRI. The several learning processes triggered by serious games are associated with spec...
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.