Contextual support of social engagement and reflection on the Web

Christian Glahn

    Research output: ThesisDoctoral ThesisInternal (IDIP)

    19 Downloads (Pure)

    Abstract

    This thesis analyses the role of context for supporting self-directed and self-organised learners on the web. The goal of the related project was to develop novel approaches to provide feedback on learning actions in knowledge domains and social environments that are not pre-structured for instruction. For this purpose simple visualizations of learner activity, so called indicators, were added to web-based information systems. The research question of this thesis is whether the perception of such indicators is context related. The thesis reports on exploratory design research and consists of two parts. The first part covers the theoretical and conceptual research. The second part analyses effects of indicators that were observed in the design studies that were related to this thesis. Part 1 has three chapters: “three pillars for research”, “smart indicators to support the learning interaction cycle”, and “smart indicators of learning interactions”. Part 2 has three chapters that cover three studies analysing interaction footprints and the effects of indicators on engagement and reflection of self-directed and self-organised learners. The chapters are: “visualisation of interaction footprints for engagement in online communities” , “implications of writing, reading, and tagging on the web for reflection support of self-directed learning”, and “a tag cloud for the reflective self-directed learner” . The general discussion links the two parts of this thesis on the grounds of the three key questions that were raised earlier in the thesis. The findings indicate that it is possible to develop and provide targeted solutions for supporting selfdirected, self-organised and incidental learning. The results suggest that the data from underlying sensors themselves are not providing contextual information for a learner, but that it is a result of aggregation of the data.

    This thesis is (partly) sponsored by the TENCompetence Integrated Project that is
    funded by the European Commission's 6th Framework Programme, priority
    IST/Technology Enhanced Learning. Contract 027087 (www.tencompetence.org).
    Original languageEnglish
    QualificationPhD
    Awarding Institution
    • Open University of the Netherlands
    Supervisors/Advisors
    • Koper, Rob, Supervisor
    • Specht, Marcus, Supervisor
    Award date18 Sep 2009
    Place of PublicationHeerlen
    Publisher
    Electronic ISBNs9789079447268
    Publication statusPublished - 19 Oct 2009

    Fingerprint

    learning
    interaction
    visualization
    indicator research
    internet community
    European Commission
    aggregation
    research planning
    information system
    instruction
    knowledge
    Social Environment

    Keywords

    • thesis
    • TENCompetence
    • incidental learning
    • information visualization
    • competence development
    • reflection
    • motivation
    • Worldwide Web
    • Web2.0
    • WWW
    • design research
    • self-directed learning
    • self-organized learning
    • context
    • situated learning
    • social software
    • mash-up
    • system architecture
    • activity tracking
    • user modelling

    Cite this

    Glahn, C. (2009). Contextual support of social engagement and reflection on the Web. Heerlen: Open Universiteit.
    Glahn, Christian. / Contextual support of social engagement and reflection on the Web. Heerlen : Open Universiteit, 2009. 165 p.
    @phdthesis{6a03e9f3d30d4422bdf175ffac5ff717,
    title = "Contextual support of social engagement and reflection on the Web",
    abstract = "This thesis analyses the role of context for supporting self-directed and self-organised learners on the web. The goal of the related project was to develop novel approaches to provide feedback on learning actions in knowledge domains and social environments that are not pre-structured for instruction. For this purpose simple visualizations of learner activity, so called indicators, were added to web-based information systems. The research question of this thesis is whether the perception of such indicators is context related. The thesis reports on exploratory design research and consists of two parts. The first part covers the theoretical and conceptual research. The second part analyses effects of indicators that were observed in the design studies that were related to this thesis. Part 1 has three chapters: “three pillars for research”, “smart indicators to support the learning interaction cycle”, and “smart indicators of learning interactions”. Part 2 has three chapters that cover three studies analysing interaction footprints and the effects of indicators on engagement and reflection of self-directed and self-organised learners. The chapters are: “visualisation of interaction footprints for engagement in online communities” , “implications of writing, reading, and tagging on the web for reflection support of self-directed learning”, and “a tag cloud for the reflective self-directed learner” . The general discussion links the two parts of this thesis on the grounds of the three key questions that were raised earlier in the thesis. The findings indicate that it is possible to develop and provide targeted solutions for supporting selfdirected, self-organised and incidental learning. The results suggest that the data from underlying sensors themselves are not providing contextual information for a learner, but that it is a result of aggregation of the data.This thesis is (partly) sponsored by the TENCompetence Integrated Project that isfunded by the European Commission's 6th Framework Programme, priorityIST/Technology Enhanced Learning. Contract 027087 (www.tencompetence.org).",
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    author = "Christian Glahn",
    note = "DS_Description: Glahn, C. (2009). Contextual support of social engagement and reflection on the Web. Doctoral thesis. September, 18, 2009, Heerlen, The Netherlands: Open University of the Netherlands, CELSTEC. DS_Sponsorship:This thesis is (partly) sponsored by the TENCompetence Integrated Project that is funded by the European Commission's 6th Framework Programme, priority IST/Technology Enhanced Learning. Contract 027087 (www.tencompetence.org).",
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    Glahn, C 2009, 'Contextual support of social engagement and reflection on the Web', PhD, Open University of the Netherlands, Heerlen.

    Contextual support of social engagement and reflection on the Web. / Glahn, Christian.

    Heerlen : Open Universiteit, 2009. 165 p.

    Research output: ThesisDoctoral ThesisInternal (IDIP)

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    N1 - DS_Description: Glahn, C. (2009). Contextual support of social engagement and reflection on the Web. Doctoral thesis. September, 18, 2009, Heerlen, The Netherlands: Open University of the Netherlands, CELSTEC. DS_Sponsorship:This thesis is (partly) sponsored by the TENCompetence Integrated Project that is funded by the European Commission's 6th Framework Programme, priority IST/Technology Enhanced Learning. Contract 027087 (www.tencompetence.org).

    PY - 2009/10/19

    Y1 - 2009/10/19

    N2 - This thesis analyses the role of context for supporting self-directed and self-organised learners on the web. The goal of the related project was to develop novel approaches to provide feedback on learning actions in knowledge domains and social environments that are not pre-structured for instruction. For this purpose simple visualizations of learner activity, so called indicators, were added to web-based information systems. The research question of this thesis is whether the perception of such indicators is context related. The thesis reports on exploratory design research and consists of two parts. The first part covers the theoretical and conceptual research. The second part analyses effects of indicators that were observed in the design studies that were related to this thesis. Part 1 has three chapters: “three pillars for research”, “smart indicators to support the learning interaction cycle”, and “smart indicators of learning interactions”. Part 2 has three chapters that cover three studies analysing interaction footprints and the effects of indicators on engagement and reflection of self-directed and self-organised learners. The chapters are: “visualisation of interaction footprints for engagement in online communities” , “implications of writing, reading, and tagging on the web for reflection support of self-directed learning”, and “a tag cloud for the reflective self-directed learner” . The general discussion links the two parts of this thesis on the grounds of the three key questions that were raised earlier in the thesis. The findings indicate that it is possible to develop and provide targeted solutions for supporting selfdirected, self-organised and incidental learning. The results suggest that the data from underlying sensors themselves are not providing contextual information for a learner, but that it is a result of aggregation of the data.This thesis is (partly) sponsored by the TENCompetence Integrated Project that isfunded by the European Commission's 6th Framework Programme, priorityIST/Technology Enhanced Learning. Contract 027087 (www.tencompetence.org).

    AB - This thesis analyses the role of context for supporting self-directed and self-organised learners on the web. The goal of the related project was to develop novel approaches to provide feedback on learning actions in knowledge domains and social environments that are not pre-structured for instruction. For this purpose simple visualizations of learner activity, so called indicators, were added to web-based information systems. The research question of this thesis is whether the perception of such indicators is context related. The thesis reports on exploratory design research and consists of two parts. The first part covers the theoretical and conceptual research. The second part analyses effects of indicators that were observed in the design studies that were related to this thesis. Part 1 has three chapters: “three pillars for research”, “smart indicators to support the learning interaction cycle”, and “smart indicators of learning interactions”. Part 2 has three chapters that cover three studies analysing interaction footprints and the effects of indicators on engagement and reflection of self-directed and self-organised learners. The chapters are: “visualisation of interaction footprints for engagement in online communities” , “implications of writing, reading, and tagging on the web for reflection support of self-directed learning”, and “a tag cloud for the reflective self-directed learner” . The general discussion links the two parts of this thesis on the grounds of the three key questions that were raised earlier in the thesis. The findings indicate that it is possible to develop and provide targeted solutions for supporting selfdirected, self-organised and incidental learning. The results suggest that the data from underlying sensors themselves are not providing contextual information for a learner, but that it is a result of aggregation of the data.This thesis is (partly) sponsored by the TENCompetence Integrated Project that isfunded by the European Commission's 6th Framework Programme, priorityIST/Technology Enhanced Learning. Contract 027087 (www.tencompetence.org).

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    KW - TENCompetence

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    KW - information visualization

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    KW - reflection

    KW - motivation

    KW - Worldwide Web

    KW - Web2.0

    KW - WWW

    KW - design research

    KW - self-directed learning

    KW - self-organized learning

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    KW - situated learning

    KW - social software

    KW - mash-up

    KW - system architecture

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    M3 - Doctoral Thesis

    PB - Open Universiteit

    CY - Heerlen

    ER -

    Glahn C. Contextual support of social engagement and reflection on the Web. Heerlen: Open Universiteit, 2009. 165 p.