MATEL 2015:
6th Int. WS on
Motivational
and Affective Aspects
in Technology-
Enhanced Learning
Ingo Dahn, Christine Kunzmann,
Johanna Pirker,
Andreas P. Schmidt, Carmen Wolf
EC
TEL
20
15
22
Agenda
09:30- 09:50 Introduction
10:00- 10:30 Lisa Facey-Shaw, Dirk Börner, Marcus Specht and
Jeanette Bartley-Bryan. A Moodle-based Badge System for
Evaluating the Motivational Levels of Introductory Programmers
(15min)
10:30-11:00 Javier Perez Avilas, Pablo Alfonso Haya and Estefania
Martin. Do you need help? Friendship is not enough: the
importance of helping hubs in offline educational social networks
(15min)
11:00-11:30 Coffee Break
11:15-11:45 Mark O'Connor and Claudia Virdun. Reflections of a
Learning Designer – Learning Design for the UTS Faculty of Health
(15min)
11:45-12:15 Luis P. Prieto and Kshitij Sharma. Position Paper:
Studying Orchestration Affect Using Physiological Measures (15min)
12:30-13:00 Preparing for the interactive part in the afternoon
33
Agenda (2)
13:00-14:30 Lunch
14:30-16:00 Foundations & developing patterns
16:00- 16:30 Coffee Break (15 Minuten für den
Workshop)
16:30-17:30 Working with pattern structure on paper
contribution
17:30-18:00 Presenting end-results, summary for
workshop poster and group photo
MATEL 2015:
6th Int. WS on
Motivational
and Affective Aspects
in Technology-
Enhanced Learning
Ingo Dahn, Christine Kunzmann,
Johanna Pirker,
Andreas P. Schmidt, Carmen Wolf
EC
TEL
20
15
55
Engineering socio-technical systems
Trends towards social-everything
• Social project management, social collaboration, social
business process management, …
Engineering such solutions has only partly to do with
technical features
Example: why does one messenger app succeed,
another disappears in oblivion?
User experience in social systems
• Motivational structures
• Affective reactions
66
However…
77
88
99
But how…?
1010
Idea of patterns
In complex domains, such as motivational & affective
aspects it is difficult to come up with cookbook recipes
Pattern-based approaches have proven useful in similar
areas, ranging from architecture via software
engineering („design patterns“) to educational patterns
1111
Why patterns?
Patterns provide a structured description of
experiential knowledge on good practices, making
explicit the context of the experiences
Patterns are especially useful for newcomers to a
domain to gain access to experiential knowledge
Patterns can evolve into a domain language
1212
Sample structure
Name
Problem
Context
Analysis
Known Solution(s)
References/evidence
Diagrammatic representation of solution
Example
Related patterns
1313
What‘s difficult about patterns
It is about decontextualizing experiences
It is about proven solutions
It is about making it accessible to others
1414
Maturing processes of patterns
Kunzmann, Schmidt, Wolf: Facilitating maturing of socio-technical patterns through social learning approaches
I-KNOW 2015, Graz, October 2015
1515
Pattern structure
Name of Pattern easy to remember and meaningful
Pattern Category interdisciplinary - see Categories below
Thumbnail/ Picture Link to Thumbnail if available
Abstract outline key elements
Problem Category see Problem Categories
Problem Description of Problem
Forcesconflict of different
interests https://en.wikipedia.org/wiki/Pattern_language#Balancing_of_forces
Context A description of the type of context the solution is applicable to
Analysis why is solution needed, Interpretation of the problem
Solution
Connection to Motivation(MATEL context) - should this be part of analysis, i.e., interpretation in the light of
motivation, connection to appropriate theory?
Connection to Effects (MATEL context), see above
Value of pattern (express educational values)
Example
Related Patterns related pattern
References relevant references
Authors Author(s) of pattern
Date Date of pattern creation
1616
Pattern example
Living Documents
Problem
Developing plans and processes requires a mix of conversations and summarization of
agreement. Classical process models of document creation are not suited to support
collaborative processes. Messaging-based interaction in which annotated document versions
are sent to all participants leads to versioning problems and poses severe barriers to
conversations as it is often difficult to retain the context of a conversation so that many
people do not engage at all, and communication is rather a one-way street
Context
Primary healthcare in UK.
Responding to changes in the external regulations require translation into the local context.
This requires collaborative development of local implementation plans in which several
representatives work together on developing a plan. They are often not part of the same
organization and profession.
Analysis
The sketched problem is spanning phases I-III (or even beyond) of the knowledge maturing
model, which have different requirements for support. Particularly phases I+II require
flexibility and openness to change, while the goal of phase III is stabilizing and resolving
conflicting views. Current systems are either geared towards phase III (document-oriented
systems) or to phases I-II (communication-oriented systems). The solution needs to provide
ways of mixing the two modes of interaction without prescribing a certain process sequence.
Solution
Stable and unstable areas of collaboration. The two areas are represented by (i) a real-time
collaborative editor, which supports both synchronous and asynchronous modes of
collaboration, and (ii) an area for commenting on the document in which opinions can be
expressed quickly and conversations can take place. Users can summarize the agreement
reached in the commenting part in the stable document editor.
Contextualized discussions as sub documents. As conversations about specific issues can
evolve into long and complex interactions, possibilities for discussions are offered that have
an anchor in the document they emerge from. They take the form of sub documents in which
again a stable and unstable parts are available. This allows for mixing different levels of
maturity within one document and accounts for the fact that "documents" usually cover more
than one knowledge maturing process instance.