Scaling Informal Learning and Meaning Making at the Workplace

transcript

http://Learning-Layers-euhttp://Learning-Layers-eu

Learning Layers

Scaling up Technologies for Informal Learning in SME Clusters

Scaling Informal Learning at the

Workplace Tobias Ley, Institute of Informatics,Tallinn University Keynote give at the International Conference on Web-based Learning (ICWL 2014)

16 August 2014, Tallinn, Estonia

http://Learning-Layers-eu

Scaling Learning?

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]

highly effective

individualized

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]

SCENARIOS AND DESIGN-

BASED RESEARCH

Learning in Work Practices

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.

http://www.flickr.com/photos/seattlemunicipalarchives/7165372144/

Seattle Municipal Archives

http://creativecommons.org/licenses/by/2.0/legalcode

Building & Construction

Straw Building

How To

X3-PVQ X3-PJC

X3-POZ PLC Equipment

One possible

Construction Scenario

Explaining the use of a new construction technique and materials on site

Making video material available on site through QR tags Use of video recording and

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

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

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

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X3-POZ Dementia

How We Do Research

Contextual Inquiry &

Design-based Research

http://learning-layers.eu/learning-layers-visits-doctors-and-construction-workers/

Contextual Inquiry &

Design-based Research

http://learning-layers.eu/focus-groups-context/

context cards

Personas

user stories

stories of contextual factors

Deployment & Sustainability Scaling in Regional Clusters

Architecture & Integration Layer Integration through Common Infrastructure

Workplace Learning Layer Integration through Workplace Learning Practices

Scaling Informal Learning:

Project Architecture

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

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AN ECOSYSTEM OF TOOLS TO

SUPPORT INFORMAL LEARNING

Scaling Informal Learning Interactions

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

E-portfolio Bits and Pieces

Boundary objects AchSo!

AchSo! Mobile Learning on the

Construction Site

Video: http://vimeo.com/84383004

Software: http://developer.learning-layers.eu/tools/ach-so/

Bits and Pieces - Sensemaking

about Learning Experiences

Software: http://developer.learning-layers.eu/tools/bits-and-pieces/ Running Demo

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SHARED MEANING IN ARTEFACT-

MEDIATED COLLABORATION

Scaling Meaning Making

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)

Toilet How To

Lightning Solution X3-PJC

X3-POZ

PLC Equipment

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)

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?

SOBOLEO Environment

Tag taxonomy

Tag/concept description

Tagging widget

Design:

Independent Variables

Topic Duration Tag Specificity “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

Ht = H * (1 - e-bt)

Topic duration influences

semantic stabilization ...

... 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)

basic level shift

Semantic stabilization leads to

stronger learning of specific tags

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 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

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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

Who When Where What ... ... ... ... ... ...

Whom to ask? What to read and watch? Who are the experts? What do people talk about? What’s the quality?

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

Dementia Guideline

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

Designing Technology to 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

Project

Consortium

Basiskarte: digitale-europakarte.de

Project Coordination

Learning Technology Research

Regional Application Clusters

Scaling Partners

Technology Partners

Health Care – Leeds

Construction & Building – Bremen

Learning Layers

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

MERITS Project Austrian Science Fund, 2013-2014

http://meritsblog.wordpress.com