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Learning Layers - Scaling up Technologies for Informal Learning in SME Clusters

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Technological Ecosystems for Enhancing Multiculturality
Technological Ecosystems for Enhancing Multiculturality

Pablo Franzolini CIMNE - International Center for Numerical Methods in Engineering http://learning-layers.eu

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Technology to enhance the Cognitive Ecosystems? • Designing technology that blends into work practices and supports informal learning is a major challenge http://Learning-Layers-eu 1
Learning Layers Scaling up Technologies for Informal Learning in SME Clusters Scaling Informal Learning at the Workplace http://Learning-Layers-eu Pablo Franzolini pablof@cimne.upc.edu Presentation base on: Keynote give at the International Conference on Web-based Learning (ICWL 2014) 16/08/14, Tallinn, Estonia, by Tobias Ley, Institute of Informatics,Tallinn University
Scaling Learning? http://Learning-Layers-eu 3 Villemard, 1910: À l' École, Bibliotèque national de France http://expositions.bnf.fr/utopie/grand/3_95b1.htm
The Dilemma of Informal Learning at the Workplace How do people learn at the workplace? • Ask colleagues, search for help, try things out, learn from experience • Learning is informal, connected to work practices, multi-episodic, just-in time [Hart 2011, Kooken 2009] How do learning technologies look like? • follow traditional training models • based on direct classroom instruction and courses transfered to the screen [Kraiger 2008] http://Learning-Layers-eu individualized highly effective contextualized motivating does not scale not persistent few benefit expensive
Mechanisms for Scaling Informal Learning • Looking at Learning in Work Practices – [Eraut and Hirsch 2007, Maier 2009, Attwell 2003, Kooken et al. 2009, Collin 2006] • Unlock Peer Production – [Schmidt et al. 2009, Maier & Schmidt 2007] • Scaffolding for Meaningful Learning – [Ley et al. 2010, Lindstaedt et al. 2010, Siadaty et al. 2010, Pata, 2006] • Scale through Regional Clusters – [Deitmer and Attwell 2000] http://Learning-Layers-eu
Learning in Work Practices SCENARIOS AND DESIGN-BASED RESEARCH http://Learning-Layers-eu 6 Ley, T., Cook, J., Dennerlein, S., Kravcik, M., Kunzmann, C., Pata, K., Purma, J., Sandars, J., Santos, P., Schmidt, A., Al-Smadi, M., Trattner, C. (2014). Scaling informal learning at the workplace: a model and four designs from a large-scale design-based research effort. British Journal of Educational Technology, in press.
Building & Construction http://Learning-Layers-eu Seattle Municipal Archives http://www.flickr.com/photos/seattlemunicipalarchives/7165372144/ http://creativecommons.org/licenses/by/2.0/legalcode
One possible Construction Scenario X3-PJC X3-PVQ X3-POZ PLC Equipment Straw Building http://Learning-Layers-eu How To Explaining the use of a new construction technique and materials on site Making video material available Use of video recording and on site through QR tags annotation Further questions on the use of the technique connected to site Material, questions and best practices collected and discussed Collection transformed into instructional material to enhance traditional training
http://Learning-Layers-eu Seattle Municipal Archives http://www.flickr.com/photos/seattlemunicipalarchives/5765842244/ http://creativecommons.org/licenses/by/2.0/legalcode Healthcare
One possible Healthcare Scenario Two practice staff visit a NHS training on a new guideline for dementia Staff collect materials from training and further research for their revalidation X3-PJC X3-PVQ X3-POZ Dementia http://Learning-Layers-eu Other staff ask questions about the guideline Material and questions evolve into a local implementation plan for the practice Other regional practices and the CSU join the effort to learn about implementation problems and practices Implementation Plan Guideline
http://Learning-Layers-eu Seattle Municipal Archives http://www.flickr.com/photos/seattlemunicipalarchives/8978702527/ http://creativecommons.org/licenses/by/2.0/legalcode How We Do Research
Technologies should enhance the Cognitive Ecosystem • Designing technology that blends into work practices and supports informal learning is a major challenge • Emergence of meaning is heavily dependent on shared artefacts and practices • An ecosystem of tools can be integrated by technologies that learn about meaning in a social context http://Learning-Layers-eu 12
Contextual Inquiry & Design-based Research http://Learning-Layers-eu 13 http://learning-layers.eu/learning-layers-visits-doctors-and-construction- workers/
Contextual Inquiry & Design-based Research http://Learning-Layers-eu 14 http://learning-layers.eu/focus-groups-context/ context cards Personas user stories stories of contextual factors
Scaling Informal Learning: Project Architecture Workplace Learning Layer Integration through Workplace Learning Practices Architecture & Integration Layer Integration through Common Infrastructure X3-PJC X3-PVQ X3-POZ PLC Equipment http://Learning-Layers-eu Deployment & Sustainability Scaling in Regional Clusters 15 Interaction Layers: An Ecosystem of Tools Social Semantic Layer Integration through Shared Meaning Interacting with Physical Objects Interacting with People Interacting with Digital Materials Straw Building How To
Scaling Informal Learning Interactions AN ECOSYSTEM OF TOOLS TO SUPPORT INFORMAL LEARNING http://Learning-Layers-eu 16 Ley, T., Cook, J., Dennerlein, S., Kravcik, M., Kunzmann, C., Pata, K., Purma, J., Sandars, J., Santos, P., Schmidt, A., Al-Smadi, M., Trattner, C. (2014). Scaling informal learning at the workplace: a model and four designs from a large-scale design-based research effort. British Journal of Educational Technology, in press. Tomberg, V., Smadi, M., Treasure-Jones, T., & Ley, T. (2013). A Sensemaking Interface for Supporting Doctor’s Learning at the Workplace – A Paper Prototype Study. In M. Divitini, T. Ley, S. Lindstaedt, V. Pammer, & M. Prilla (Eds.), Proceedings of ECTEL meets ECSCW 2013, the Workshop on Collaborative Technologies for Working and Learning, Sept. 21, 2013, Cyprus (pp. 54–58). Aachen: CEUR Workahop Proceedings. Retrieved from http://ceur-ws.org/Vol-1047/paper12.pdf
Two Examples http://Learning-Layers-eu 17 E-portfolio Bits and Pieces Boundary objects AchSo!
AchSo! Mobile Learning on the Construction Site http://Learning-Layers-eu 18 Video: http://vimeo.com/84383004 Software: http://developer.learning-layers.eu/tools/ach-so/
Bits and Pieces - Sensemaking about Learning Experiences http://Learning-Layers-eu 19 Software: http://developer.learning-layers.eu/tools/bits-and-pieces/ Running Demo
Scaling Informal Learning: Project Architecture Workplace Learning Layer Integration through Workplace Learning Practices Architecture & Integration Layer Integration through Common Infrastructure X3-PJC X3-PVQ X3-POZ PLC Equipment http://Learning-Layers-eu Deployment & Sustainability Scaling in Regional Clusters 20 Interaction Layers: An Ecosystem of Tools Social Semantic Layer Integration through Shared Meaning Interacting with Physical Objects Interacting with People Interacting with Digital Materials Straw Building How To
Project Consortium Basiskarte: digitale-europakarte.de http://Learning-Layers-eu Project Coordination Learning Technology Research Scaling Partners Regional Application Clusters Health Care – Leeds Construction & Building – Bremen Technology Partners
Try our apps http://developer.learning-layers. eu/ http://Learning-Layers-eu
Design with us: http://odl.learning-layers.eu/ http://Learning-Layers-eu
Scaling Meaning Making SHARED MEANING IN ARTEFACT-MEDIATED COLLABORATION http://Learning-Layers-eu 24 Seitlinger, P., & Ley, T. (2014). Verbatim and semantic imitation in indexing resources on the Web: A fuzzy-trace account of social tagging. Applied Cognitive Psychology, in press. Seitlinger, P., & Ley, T. (2012). Implicit Imitation in Social Tagging: Familiarity and Semantic Reconstruction. In Proceedings of ACM SIGCHI Conference on Human Factors in Computing Systems (CHI 2012) (pp. 1631–1640). New York: ACM Press. Seitlinger, P., Kowald, D., Trattner, C., & Ley, T. (2013). Recommending Tags with a Model of Human Categorization. In Conference on Information and Knowledge Management, CIKM’13, Oct. 27–Nov. 1, 2013, San Francisco, CA, USA. (pp. 2381–2386). New York: ACM Press. doi:10.1145/2505515.2505625 Kump, B., Moskaliuk, J., Dennerlein, S., & Ley, T. (2013). Tracing knowledge co-evolution in a realistic course setting: A wiki-based field experiment. Computers & Education, 69, 60–70.
How shared meaning emerges in Artefact-Mediated collaboration • Networks of Meaning crystalize around a concrete thing (Verbeek, 2005) resulting in a Cognitive Ecosystem (Hutchins, 2010) • Shared Meaning is a result of social practices and negotiation (Wenger, 1998) • Semantic Stabilization happens over time as people describe things (Wagner et al., 2014) http://Learning-Layers-eu X3-PJC Lightning Solution 25 PLC Equipment How To Toilet X3-POZ
A Study using a collaborative bookmarking system • Students made use of a bookmarking system to – Collect and share bookmarks – Categorize and tag the bookmarks – Create a shared taxonomy of tags • Dynamic coupling leads to… – Alignment of interpretations – Alignment of tags (Fu et al., 2008, 2010, 2012) http://Learning-Layers-eu 26
Research Questions 1. Can we observe semantic stabilization in a small-scale collaborative setting? 2. Can we influence semantic stabilization? 3. Does semantic stabilization influence student learning? http://Learning-Layers-eu 27
SOBOLEO Environment http://Learning-Layers-eu 28 Tag taxonomy Tag/concept description Chat Tagging widget
Design: Independent Variables Topic Duration Tag Specificity http://Learning-Layers-eu 29 “basic level shift”
Design: Dependent Variables • Semantic stabilization: Entropy of tag distribution at each new tag assignment t • Tag usage frequency – general, medium and specific tags • Strength of memory representations of tags – Free association test using tags as open probes http://Learning-Layers-eu 30 Ht = H * (1 - e-bt)
Topic duration influences semantic stabilization ... http://Learning-Layers-eu ... but in an unexpected way! Ht is lower under the sd than ld condition (W = 8340.5, p < .001) Groups studying a shorter duration benfited from starting over from scratch after the topic switch
Semantic stabilization leads to the use of more specific tags Long duration Short duration Basic Level Shift: Increased use of medium and specific tags in both groups (X2(18) = 18.15, p < .05) Basic level shift is more pronounced under the sd than ld condition (X2(14) = 40.46, p < .001) http://Learning-Layers-eu basic level shift basic level shift
Semantic stabilization leads to stronger learning of specific tags http://Learning-Layers-eu Basic Level Shift in Both groups (F(2,21) = 28.4, p < .001) Basic level shift is more pronounced under the sd than ld condition (F(2,21) = 3.6, p < .05)
Discussion • Internal memory (association test) and external representations (use of tags) co-vary • Semantic Stabilization can be observed in small group http://Learning-Layers-eu settings • The quality of the shared representation (tag taxonomy) is more important than mere topic exposure • Social processes on the group level (semantic stabilization mediated by artefacts) have an influence on individual categorization and learning 34
Scaling Informal Learning: Project Architecture Workplace Learning Layer Integration through Workplace Learning Practices Architecture & Integration Layer Integration through Common Infrastructure X3-PJC X3-PVQ X3-POZ PLC Equipment http://Learning-Layers-eu Deployment & Sustainability Scaling in Regional Clusters 35 Interaction Layers: An Ecosystem of Tools Social Semantic Layer Integration through Shared Meaning Interacting with Physical Objects Interacting with People Interacting with Digital Materials Straw Building How To
http://Learning-Layers-eu Who When Where What ... ... ... ... ... ... An Artefact Actor Network User Profile Resource Profile Topic Modeling Recommended Resource Each interaction increases the network ... ... and is tracked in the history Trust and Social Network Traces of the Network History Knowledge is built by people interacting with other people and artefacts New Information displayed to Support User Interactions Intelligent Services derive new information 1 2 3 4 5 Who When Where What ... ... ... ... ... ... Who When Where What ... ... ... ... ... ... Who When Where What ... ... ... ... ... ... Whom to ask? What to read and watch? Who are the experts? What’s the quality? What do people talk about?
A recommender that mimics human thinking • How do you describe this resource? • A mechanisms that guesses the words that you will use • Two step process: – First generate meaning – Then produce words http://Learning-Layers-eu 37 Dementia Guideline NHS Seitlinger, P., Kowald, D., Trattner, C., & Ley, T. (2013). Recommending Tags with a Model of Human Categorization. In Conference on Information and Knowledge Management, CIKM’13, Oct. 27–Nov. 1, 2013, San Francisco, CA, USA. (pp. 2381–2386). New York: ACM Press. doi:10.1145/2505515.2505625
Learning Layers http://Learning-Layers-eu 38 Scientific Coordinator Tobias Ley Tallinn University Institute of Informatics tley@tlu.ee skype tobias_ley http://tobiasley.wordpress.com Learning Layers Project ICT EU-FP7, 12mEUR, 2012-2016 Web: http://learning-layers.eu Software: http://github.com/learning-layers
http://Learning-Layers-eu 39
Blackboard delivered through TV (1930s) http://Learning-Layers-eu 40 http://www.gizmodo.com.au/2014/01/15-technologies-that-were-supposed-to-change-education-forever/
Extracting meaning from Pictures http://Learning-Layers-eu 41
The Perspective of Human Computer Interaction http://Learning-Layers-eu 42 Understanding humans and computers as a system Making the system smarter and more productive

More Related Content

Learning Layers - Scaling up Technologies for Informal Learning in SME Clusters

  • 1. Technology to enhance the Cognitive Ecosystems? • Designing technology that blends into work practices and supports informal learning is a major challenge http://Learning-Layers-eu 1
  • 2. Learning Layers Scaling up Technologies for Informal Learning in SME Clusters Scaling Informal Learning at the Workplace http://Learning-Layers-eu Pablo Franzolini pablof@cimne.upc.edu Presentation base on: Keynote give at the International Conference on Web-based Learning (ICWL 2014) 16/08/14, Tallinn, Estonia, by Tobias Ley, Institute of Informatics,Tallinn University
  • 3. Scaling Learning? http://Learning-Layers-eu 3 Villemard, 1910: À l' École, Bibliotèque national de France http://expositions.bnf.fr/utopie/grand/3_95b1.htm
  • 4. The Dilemma of Informal Learning at the Workplace How do people learn at the workplace? • Ask colleagues, search for help, try things out, learn from experience • Learning is informal, connected to work practices, multi-episodic, just-in time [Hart 2011, Kooken 2009] How do learning technologies look like? • follow traditional training models • based on direct classroom instruction and courses transfered to the screen [Kraiger 2008] http://Learning-Layers-eu individualized highly effective contextualized motivating does not scale not persistent few benefit expensive
  • 5. Mechanisms for Scaling Informal Learning • Looking at Learning in Work Practices – [Eraut and Hirsch 2007, Maier 2009, Attwell 2003, Kooken et al. 2009, Collin 2006] • Unlock Peer Production – [Schmidt et al. 2009, Maier & Schmidt 2007] • Scaffolding for Meaningful Learning – [Ley et al. 2010, Lindstaedt et al. 2010, Siadaty et al. 2010, Pata, 2006] • Scale through Regional Clusters – [Deitmer and Attwell 2000] http://Learning-Layers-eu
  • 6. Learning in Work Practices SCENARIOS AND DESIGN-BASED RESEARCH http://Learning-Layers-eu 6 Ley, T., Cook, J., Dennerlein, S., Kravcik, M., Kunzmann, C., Pata, K., Purma, J., Sandars, J., Santos, P., Schmidt, A., Al-Smadi, M., Trattner, C. (2014). Scaling informal learning at the workplace: a model and four designs from a large-scale design-based research effort. British Journal of Educational Technology, in press.
  • 7. Building & Construction http://Learning-Layers-eu Seattle Municipal Archives http://www.flickr.com/photos/seattlemunicipalarchives/7165372144/ http://creativecommons.org/licenses/by/2.0/legalcode
  • 8. One possible Construction Scenario X3-PJC X3-PVQ X3-POZ PLC Equipment Straw Building http://Learning-Layers-eu How To Explaining the use of a new construction technique and materials on site Making video material available Use of video recording and on site through QR tags annotation Further questions on the use of the technique connected to site Material, questions and best practices collected and discussed Collection transformed into instructional material to enhance traditional training
  • 9. http://Learning-Layers-eu Seattle Municipal Archives http://www.flickr.com/photos/seattlemunicipalarchives/5765842244/ http://creativecommons.org/licenses/by/2.0/legalcode Healthcare
  • 10. One possible Healthcare Scenario Two practice staff visit a NHS training on a new guideline for dementia Staff collect materials from training and further research for their revalidation X3-PJC X3-PVQ X3-POZ Dementia http://Learning-Layers-eu Other staff ask questions about the guideline Material and questions evolve into a local implementation plan for the practice Other regional practices and the CSU join the effort to learn about implementation problems and practices Implementation Plan Guideline
  • 11. http://Learning-Layers-eu Seattle Municipal Archives http://www.flickr.com/photos/seattlemunicipalarchives/8978702527/ http://creativecommons.org/licenses/by/2.0/legalcode How We Do Research
  • 12. Technologies should enhance the Cognitive Ecosystem • Designing technology that blends into work practices and supports informal learning is a major challenge • Emergence of meaning is heavily dependent on shared artefacts and practices • An ecosystem of tools can be integrated by technologies that learn about meaning in a social context http://Learning-Layers-eu 12
  • 13. Contextual Inquiry & Design-based Research http://Learning-Layers-eu 13 http://learning-layers.eu/learning-layers-visits-doctors-and-construction- workers/
  • 14. Contextual Inquiry & Design-based Research http://Learning-Layers-eu 14 http://learning-layers.eu/focus-groups-context/ context cards Personas user stories stories of contextual factors
  • 15. Scaling Informal Learning: Project Architecture Workplace Learning Layer Integration through Workplace Learning Practices Architecture & Integration Layer Integration through Common Infrastructure X3-PJC X3-PVQ X3-POZ PLC Equipment http://Learning-Layers-eu Deployment & Sustainability Scaling in Regional Clusters 15 Interaction Layers: An Ecosystem of Tools Social Semantic Layer Integration through Shared Meaning Interacting with Physical Objects Interacting with People Interacting with Digital Materials Straw Building How To
  • 16. Scaling Informal Learning Interactions AN ECOSYSTEM OF TOOLS TO SUPPORT INFORMAL LEARNING http://Learning-Layers-eu 16 Ley, T., Cook, J., Dennerlein, S., Kravcik, M., Kunzmann, C., Pata, K., Purma, J., Sandars, J., Santos, P., Schmidt, A., Al-Smadi, M., Trattner, C. (2014). Scaling informal learning at the workplace: a model and four designs from a large-scale design-based research effort. British Journal of Educational Technology, in press. Tomberg, V., Smadi, M., Treasure-Jones, T., & Ley, T. (2013). A Sensemaking Interface for Supporting Doctor’s Learning at the Workplace – A Paper Prototype Study. In M. Divitini, T. Ley, S. Lindstaedt, V. Pammer, & M. Prilla (Eds.), Proceedings of ECTEL meets ECSCW 2013, the Workshop on Collaborative Technologies for Working and Learning, Sept. 21, 2013, Cyprus (pp. 54–58). Aachen: CEUR Workahop Proceedings. Retrieved from http://ceur-ws.org/Vol-1047/paper12.pdf
  • 17. Two Examples http://Learning-Layers-eu 17 E-portfolio Bits and Pieces Boundary objects AchSo!
  • 18. AchSo! Mobile Learning on the Construction Site http://Learning-Layers-eu 18 Video: http://vimeo.com/84383004 Software: http://developer.learning-layers.eu/tools/ach-so/
  • 19. Bits and Pieces - Sensemaking about Learning Experiences http://Learning-Layers-eu 19 Software: http://developer.learning-layers.eu/tools/bits-and-pieces/ Running Demo
  • 20. Scaling Informal Learning: Project Architecture Workplace Learning Layer Integration through Workplace Learning Practices Architecture & Integration Layer Integration through Common Infrastructure X3-PJC X3-PVQ X3-POZ PLC Equipment http://Learning-Layers-eu Deployment & Sustainability Scaling in Regional Clusters 20 Interaction Layers: An Ecosystem of Tools Social Semantic Layer Integration through Shared Meaning Interacting with Physical Objects Interacting with People Interacting with Digital Materials Straw Building How To
  • 21. Project Consortium Basiskarte: digitale-europakarte.de http://Learning-Layers-eu Project Coordination Learning Technology Research Scaling Partners Regional Application Clusters Health Care – Leeds Construction & Building – Bremen Technology Partners
  • 22. Try our apps http://developer.learning-layers. eu/ http://Learning-Layers-eu
  • 23. Design with us: http://odl.learning-layers.eu/ http://Learning-Layers-eu
  • 24. Scaling Meaning Making SHARED MEANING IN ARTEFACT-MEDIATED COLLABORATION http://Learning-Layers-eu 24 Seitlinger, P., & Ley, T. (2014). Verbatim and semantic imitation in indexing resources on the Web: A fuzzy-trace account of social tagging. Applied Cognitive Psychology, in press. Seitlinger, P., & Ley, T. (2012). Implicit Imitation in Social Tagging: Familiarity and Semantic Reconstruction. In Proceedings of ACM SIGCHI Conference on Human Factors in Computing Systems (CHI 2012) (pp. 1631–1640). New York: ACM Press. Seitlinger, P., Kowald, D., Trattner, C., & Ley, T. (2013). Recommending Tags with a Model of Human Categorization. In Conference on Information and Knowledge Management, CIKM’13, Oct. 27–Nov. 1, 2013, San Francisco, CA, USA. (pp. 2381–2386). New York: ACM Press. doi:10.1145/2505515.2505625 Kump, B., Moskaliuk, J., Dennerlein, S., & Ley, T. (2013). Tracing knowledge co-evolution in a realistic course setting: A wiki-based field experiment. Computers & Education, 69, 60–70.
  • 25. How shared meaning emerges in Artefact-Mediated collaboration • Networks of Meaning crystalize around a concrete thing (Verbeek, 2005) resulting in a Cognitive Ecosystem (Hutchins, 2010) • Shared Meaning is a result of social practices and negotiation (Wenger, 1998) • Semantic Stabilization happens over time as people describe things (Wagner et al., 2014) http://Learning-Layers-eu X3-PJC Lightning Solution 25 PLC Equipment How To Toilet X3-POZ
  • 26. A Study using a collaborative bookmarking system • Students made use of a bookmarking system to – Collect and share bookmarks – Categorize and tag the bookmarks – Create a shared taxonomy of tags • Dynamic coupling leads to… – Alignment of interpretations – Alignment of tags (Fu et al., 2008, 2010, 2012) http://Learning-Layers-eu 26
  • 27. Research Questions 1. Can we observe semantic stabilization in a small-scale collaborative setting? 2. Can we influence semantic stabilization? 3. Does semantic stabilization influence student learning? http://Learning-Layers-eu 27
  • 28. SOBOLEO Environment http://Learning-Layers-eu 28 Tag taxonomy Tag/concept description Chat Tagging widget
  • 29. Design: Independent Variables Topic Duration Tag Specificity http://Learning-Layers-eu 29 “basic level shift”
  • 30. Design: Dependent Variables • Semantic stabilization: Entropy of tag distribution at each new tag assignment t • Tag usage frequency – general, medium and specific tags • Strength of memory representations of tags – Free association test using tags as open probes http://Learning-Layers-eu 30 Ht = H * (1 - e-bt)
  • 31. Topic duration influences semantic stabilization ... http://Learning-Layers-eu ... but in an unexpected way! Ht is lower under the sd than ld condition (W = 8340.5, p < .001) Groups studying a shorter duration benfited from starting over from scratch after the topic switch
  • 32. Semantic stabilization leads to the use of more specific tags Long duration Short duration Basic Level Shift: Increased use of medium and specific tags in both groups (X2(18) = 18.15, p < .05) Basic level shift is more pronounced under the sd than ld condition (X2(14) = 40.46, p < .001) http://Learning-Layers-eu basic level shift basic level shift
  • 33. Semantic stabilization leads to stronger learning of specific tags http://Learning-Layers-eu Basic Level Shift in Both groups (F(2,21) = 28.4, p < .001) Basic level shift is more pronounced under the sd than ld condition (F(2,21) = 3.6, p < .05)
  • 34. Discussion • Internal memory (association test) and external representations (use of tags) co-vary • Semantic Stabilization can be observed in small group http://Learning-Layers-eu settings • The quality of the shared representation (tag taxonomy) is more important than mere topic exposure • Social processes on the group level (semantic stabilization mediated by artefacts) have an influence on individual categorization and learning 34
  • 35. Scaling Informal Learning: Project Architecture Workplace Learning Layer Integration through Workplace Learning Practices Architecture & Integration Layer Integration through Common Infrastructure X3-PJC X3-PVQ X3-POZ PLC Equipment http://Learning-Layers-eu Deployment & Sustainability Scaling in Regional Clusters 35 Interaction Layers: An Ecosystem of Tools Social Semantic Layer Integration through Shared Meaning Interacting with Physical Objects Interacting with People Interacting with Digital Materials Straw Building How To
  • 36. http://Learning-Layers-eu Who When Where What ... ... ... ... ... ... An Artefact Actor Network User Profile Resource Profile Topic Modeling Recommended Resource Each interaction increases the network ... ... and is tracked in the history Trust and Social Network Traces of the Network History Knowledge is built by people interacting with other people and artefacts New Information displayed to Support User Interactions Intelligent Services derive new information 1 2 3 4 5 Who When Where What ... ... ... ... ... ... Who When Where What ... ... ... ... ... ... Who When Where What ... ... ... ... ... ... Whom to ask? What to read and watch? Who are the experts? What’s the quality? What do people talk about?
  • 37. A recommender that mimics human thinking • How do you describe this resource? • A mechanisms that guesses the words that you will use • Two step process: – First generate meaning – Then produce words http://Learning-Layers-eu 37 Dementia Guideline NHS Seitlinger, P., Kowald, D., Trattner, C., & Ley, T. (2013). Recommending Tags with a Model of Human Categorization. In Conference on Information and Knowledge Management, CIKM’13, Oct. 27–Nov. 1, 2013, San Francisco, CA, USA. (pp. 2381–2386). New York: ACM Press. doi:10.1145/2505515.2505625
  • 38. Learning Layers http://Learning-Layers-eu 38 Scientific Coordinator Tobias Ley Tallinn University Institute of Informatics tley@tlu.ee skype tobias_ley http://tobiasley.wordpress.com Learning Layers Project ICT EU-FP7, 12mEUR, 2012-2016 Web: http://learning-layers.eu Software: http://github.com/learning-layers
  • 40. Blackboard delivered through TV (1930s) http://Learning-Layers-eu 40 http://www.gizmodo.com.au/2014/01/15-technologies-that-were-supposed-to-change-education-forever/
  • 41. Extracting meaning from Pictures http://Learning-Layers-eu 41
  • 42. The Perspective of Human Computer Interaction http://Learning-Layers-eu 42 Understanding humans and computers as a system Making the system smarter and more productive