September 10, 2007

Posted in 2007, call for participation, conference, ec-tel, workshop at 8:38 am by klamma

                                 Call for Participation

3rd International Workshop on
Learner-Oriented Knowledge Management
&
KM-Oriented E-Learning

(LOKMOL 2007)

“Using Context and Web2.0 Approaches to Bridge the Gap”

Workshop affiliated to the European Conference on
Technology Enhanced Learning
(EC-TEL 2007)

18 September 2007, Crete, Greece. 9am-12.30am
(three invited talks and three paper presentations)

http://www.ectel07.org/Workshops

MOTIVATION AND BACKGROUND

In spite of the close relationship between learning and knowledge, there is still a lack of cooperation between the fields of e-Learning and Knowledge Management (KM). Accordingly, LOKMOL 2005 brought together researchers and developers to discuss about the perceived connections between KM and e-Learning that are not yet sufficiently operationalised, i.e., the integration-ideas are rarely implemented in practice. The discussions showed that KM addresses learning mostly as part of knowledge sharing processes and focuses on specific forms of informal learning (e.g., learning in a community of practice) or on providing access to learning resources or experts. Last year, the focus lied on the use of techniques and applications arising in the Web2.0 context:
e.g., social software that enables individuals to tag content and act both as producers and consumers of content. So far, these technologies seem to have a positive impact in terms of community building, knowledge sharing, and content creation – even if their success hasn’t been empirically proven. First questions arose during the workshop, to what degree these systems (e.g., Weblogs, Wikis, XML/RSS based content syndication and aggregation) support certain learning processes.

Technology-enhanced learning approaches develop more and more towards responsive environments that are embedded into the working process of individuals and existing organizational structures. Research has shown so far, that we have to cope with the challenge of gathering, describing, and using resources as well as context (information) about their creation and (re)use in order to drive the integration of KM and e-Learning technologies. Research has already been tackling the domain of context, for example related to context description, context matching, or context-based information delivery, but still needs a better integration into KM and e-Learning.
The aim of this year’s workshop is to bring together experts who are willing to share their experience about their work about the (re-)use and repurposing of arbitrary types of existing resources and who provide insights about how context could help to develop forthcoming technology-enhanced approaches that integrate KM and e-Learning solutions for strategic as well as individual and (in-)formal competence development.

The workshop is based on the insight that KM technologies need to take into account findings from social sciences such as pedagogy or psychology, to be effective in terms of learning and that learning can profit from KM technologies. In fact, there is a gap between well organised, but monolithic and inert e-Learning material such as courseware on the one hand and dynamic and flexible knowledge bases that are often not able to activate learning processes on the other hand. An integration of KM and e-Learning, especially by using context-based technologies, could dramatically change today’s understanding of further education towards lifelong learning fed by dynamically changing public and organizational knowledge repositories.
This workshop will continue the series of LOKMOL workshops and will build upon the results of the previous ones.

GOALS AND WORKSHOP QUESTIONS

The LOKMOL workshops is organised around three main types of questions, which have shown up as a good motivation and structure for discussion in the previous workshops.

* Methods: Which pedagogical approaches are suitable to facilitate learning from (heterogeneous) knowledge repositories? How can KM systems be enhanced to suit the learners’ needs as well as pedagogical principles such as informal and self-directed learning? What kind of pedagogical theories, principles, and methods can be applied to compose learning material (semi-) automatically from knowledge chunks? In which way can context and Web2.0 approaches support current learning methods?

* Standards and technologies: Up to what extend do current KM and e-Learning technologies and standards (e.g., IMS Learning Design, SCORM reference model, LOM, Semantic Web standards) support an integration of learning and KM? What are the requirements of KM technologies in order to support personalisation by addressing the learners’ needs and individual learning processes? What kind of technologies exist that combine stored knowledge (e.g., resources existing in the World Wide
Web) to learning material based on, e.g., instructional design models or didactic concepts? Which KM technologies, especially the ones focusing on the support of technical and organizational components, are useful to support professional e-Learning? How did context-based technologies influence e-Learning so far? How do Web2.0 technologies such as lightweight APIs enabling Mashups of existing services support the integration of KM and e-Learning?

* Empirical results and studies: Which empirical findings demonstrate the efficiency and effectiveness of learning material created in accordance with these methods and technologies? Are there any studies that describe the success or failures of the application of context and Web2.0 approaches in e-Learning?

TOPIC AREAS

* incorporating arbitrary types of resources for KM and e-Learning:
metadata concepts to represent resources and different views; (re-)using resources from heterogeneous repositories; frameworks and techniques to repurpose resources;

* context of creation, (re-)use and repurposing of resources:
representing and visualizing content; tracking context; contextual attention metadata; matching contexts; exploiting context information (e.g., for adaptation and personalisation);

* connecting content and components:
using (lightweight) semantic descriptions such as micro-formats to enable data exchange and interoperability; services and service-oriented architectures; mashups;

* users as content consumers and producers:
collaborative knowledge building and sharing; tools and architectures for authoring, annotating, storing and retrieving of user generated content; aspects of quality assurance; use of Wikis, Blogs, social bookmarking tools and folksonomies; encouraging user participation; establishing self-sustained communities;

TARGET GROUPS

The workshop intends to bring together researchers and practitioners from relevant communities (technology enhanced learning, knowledge management, knowledge representation, information systems, personalisation, user modeling, psychology and pedagogy, etc.) to share their knowledge, results and expertise about their research on cross-disciplinary research approaches for e-Learning. In more detail, the workshop aims to discuss how suitable technologies (e.g., Web2.0, context-based methods) and designs can be used to integrate e-Learning with KM more efficiently and effectively.

The workshop language will be English.

WORKSHOP ORGANISERS

Martin Memmel, German Research Center for Artificial Intelligence GmbH (DFKI), Trippstader Straße 122, 67663 Kaiserslautern, Germany martin.memmel[at]dfki.uni-kl.de

Eric Ras, Fraunhofer Institute for Experimental Software Engineering, Fraunhofer-Platz 1, 67663 Kaiserslautern, Germany eric.ras[at]iese.fraunhofer.de

Martin Wolpers, Katholieke Universiteit Leuven, Celestijnenlaan 200A, 3001 Leuven, Belgium martin.wolpers[at]cs.kuleuven.be

PROGRAM COMMITTEE

Andrea Back, University of St. Gallen, Switzerland

Nicola Henze, L3S, Hannover, Germany (tbc)

Ralf Klamma, RWTH Aaachen, Germany

Katrina Leyking, IWI, Saarbrücken, Germany

Stefanie Lindstaedt, Know-Center, Graz, Austria

Wolfgang Nejdl, L3S, Hannover, Germany (tbc)

Gabi Reinmann, Universität Augsburg, Germany

Andreas Schmidt, Forschungszentrum Informatik, Karlsruhe, Germany

Klaus Tochtermann, Know-Center Graz, Austria (tbc)

Stephan Weibelzahl, National College of Ireland, Ireland

David Wiley, Utah State University, USA (tbc)

Volker Zimmermann, IMC AG, Germany

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