EU Project Layers: Informal Learning at the Workplace with Video Clips

transcript

Lehrstuhl Informatik 5 (Information Systems)

Prof. Dr. M. Jarke I5-FL-MMYY-1

Learning Layers

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EU Project Layers: Informal Learning at the Workplace

with Video Clips Milos Kravcik, Ralf Klamma, Petru Nicolaescu

Advanced Community Information Systems (ACIS) RWTH Aachen University, Germany

kravcik@dbis.rwth-aachen.de

LEARNTEC, Karlsruhe, Germany, January 28th, 2015

Learning Layers

Agenda

Motivation Workplace Learning Learning Layers Project Video Annotation Adaptive Video Presentation Conclusion and Future Work

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Motivation Scenario: informal discussions among employees Issue: scalability – experts become overwhelmed Requirements: capture expert knowledge, provide direct

access to relevant information Solution: multimedia + annotations + adaptivity Aim: select relevant scenes and present them accordingly

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Workplace Learning Workplace learning is mostly informal

– No set objective in terms of learning outcomes – Not intentional from the learner’s standpoint

It maintains important principles of education – Authenticity, Engagement, Demonstration

Domain knowledge of experts is often ill-structured – Content complexity – Irregularity of application contexts

Cognitive Flexibility Theory (Spiro & Jehng, 1990) – ability to spontaneously restructure one's knowledge, in many ways,

in adaptive response to radically changing situational demands Spiro, R. J., & Jehng, J. C. (1990). Cognitive flexibility and hypertext: Theory and technology for the nonlinear and multidimensional traversal of complex subject

matter. Cognition, education, and multimedia: Exploring ideas in high technology, 205.

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EU FP7 Learning Layers Project Scaling up Technologies for Informal Learning

in SME Clusters – http://learning-layers.eu/

Two regional clusters: – Construction

(Germany) – Healthcare

RWTH: – Architecture & Integration

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, 45(6), 1036-1048.

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EU FP7 Learning Layers Project

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Our Objectives

Social semantic layer

– Scaffolding meaningful learning by exploiting semantic tagging information

Social media layer – Tagging video segments for informal learning in

communities Physical-digital world

– Mobile creation of videos for learning

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System Scenario

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System Architecture

Derntl, M., Koren, I., Nicolaescu, P., Renzel, D., & Klamma, R. (2014). Blueprint for Software Engineering in Technology Enhanced Learning Projects. In Open Learning and Teaching in Educational Communities (pp. 404-409). Springer International Publishing.

Learning Layers Multimedia Annotation System

Architecture

3-tier architecture Cloud-enabled

solutions Advantages

– Separation of concerns

– Scalability – Rapid development &

deployment – Application

customization

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Video Annotation: Sevianno 2.0 Annotation types: Place, Object, Agent, Concept, Event

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Multimedia Metadata User Interface

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Model of Adaptive Learning

Aroyo, L., Dolog, P., Houben, G. J., Kravcik, M., Naeve, A., Nilsson, M., & Wild, F. (2006). Interoperability in personalized adaptive learning. Educational Technology & Society, 9(2), 4-18.

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Adaptive Video Presentation Aim: adapt annotated videos according to the current

demands & meta-data on Content, User, Context FOSP Method to specify adaptation strategies

– Filter: take only relevant components (segments) – Order: order them accordingly – Select: choose from alternative representations – Present: responsive design

Damjanovic, V. & Kravcik, M. (2007). Using Emotional Intelligence in Personalized Adaptation. In V. Sugumaran (Ed.), Intelligent Information Technologies: Concepts, Methodologies, Tools, and Applications (pp. 1716-1742). IGI Publishing.

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Conclusion and Future Work

Aim: Scaling up informal learning at the workplace

Solution: Collaborative video annotation

Challenge: Adaptive presentation according to

current context and situational demands