Perspective and Contrast, Design Principles for Supporting Self-directed and Incidental Learning

Christian Glahn; Marcus Specht; Rob Koper

Perspective and Contrast, Design Principles for Supporting Self-directed and Incidental Learning

Christian Glahn, Marcus Specht, Rob Koper

Research output: Chapter in Book/Report/Conference proceeding › Conference Article in proceeding › Academic › peer-review

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Abstract

This paper reports on a meta-analysis of two qualitative studies that use visualisations of user interactions in Web2.0 systems in order to support self-directed and incidental learning. This analysis focuses on the identification of design principles for supporting learning beyond the well structured conditions of educational institutions. The studies applied a reference architecture for context-aware systems together with a contextual framework that is based on the theory of situated learning. Although combining these concepts lead to satisfactory results, it appeared that the design of visualisations for supporting self-directed learning requires further constraints. The given meta analysis identified the two design principles “perspective” and “contrast”. This paper discusses how these principles were present in both prior studies.

Original language	English
Title of host publication	Proceedings of I-KNOW '09: 9th international conference on knowledge management and knowledge technologies
Subtitle of host publication	Proceedings of I-SEMANTICS '09: 5th international conference on semantic systems
Editors	Klaus Tochtermann, Hermann Maurer
Place of Publication	Graz
Publisher	Verlag der Technischen Universität Graz
Pages	299-308
Number of pages	10
Publication status	Published - 2009
Event	The 9th International Conference on Knowledge Management and Knowledge Technologies - Messecongress Graz, Graz, Austria Duration: 2 Sept 2009 → 4 Sept 2009 Conference number: 9

Conference

Conference	The 9th International Conference on Knowledge Management and Knowledge Technologies
Abbreviated title	I-KNOW '09
Country/Territory	Austria
City	Graz
Period	2/09/09 → 4/09/09

Keywords

learner support
Web2.0
HCI
information visualisation

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Perspective and contrast design principlesFinal published version, 568 KBLicence: CC BY-NC-ND

https://www.econbiz.de/Record/proceedings-know-international-conference-knowledge-management-knowledge-technologies-proceedings-semantics-international-conference-semantic-systems/10010272894

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Glahn, C., Specht, M., & Koper, R. (2009). Perspective and Contrast, Design Principles for Supporting Self-directed and Incidental Learning. In K. Tochtermann, & H. Maurer (Eds.), Proceedings of I-KNOW '09: 9th international conference on knowledge management and knowledge technologies : Proceedings of I-SEMANTICS '09: 5th international conference on semantic systems (pp. 299-308). Verlag der Technischen Universität Graz. https://www.econbiz.de/Record/proceedings-know-international-conference-knowledge-management-knowledge-technologies-proceedings-semantics-international-conference-semantic-systems/10010272894

Glahn, Christian ; Specht, Marcus ; Koper, Rob. / Perspective and Contrast, Design Principles for Supporting Self-directed and Incidental Learning. Proceedings of I-KNOW '09: 9th international conference on knowledge management and knowledge technologies : Proceedings of I-SEMANTICS '09: 5th international conference on semantic systems. editor / Klaus Tochtermann ; Hermann Maurer. Graz : Verlag der Technischen Universität Graz, 2009. pp. 299-308

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abstract = "This paper reports on a meta-analysis of two qualitative studies that use visualisations of user interactions in Web2.0 systems in order to support self-directed and incidental learning. This analysis focuses on the identification of design principles for supporting learning beyond the well structured conditions of educational institutions. The studies applied a reference architecture for context-aware systems together with a contextual framework that is based on the theory of situated learning. Although combining these concepts lead to satisfactory results, it appeared that the design of visualisations for supporting self-directed learning requires further constraints. The given meta analysis identified the two design principles “perspective” and “contrast”. This paper discusses how these principles were present in both prior studies.",

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language = "English",

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Glahn, C, Specht, M & Koper, R 2009, Perspective and Contrast, Design Principles for Supporting Self-directed and Incidental Learning. in K Tochtermann & H Maurer (eds), Proceedings of I-KNOW '09: 9th international conference on knowledge management and knowledge technologies : Proceedings of I-SEMANTICS '09: 5th international conference on semantic systems. Verlag der Technischen Universität Graz, Graz, pp. 299-308, The 9th International Conference on Knowledge Management and Knowledge Technologies, Graz, Austria, 2/09/09. <https://www.econbiz.de/Record/proceedings-know-international-conference-knowledge-management-knowledge-technologies-proceedings-semantics-international-conference-semantic-systems/10010272894>

Perspective and Contrast, Design Principles for Supporting Self-directed and Incidental Learning. / Glahn, Christian; Specht, Marcus; Koper, Rob.
Proceedings of I-KNOW '09: 9th international conference on knowledge management and knowledge technologies : Proceedings of I-SEMANTICS '09: 5th international conference on semantic systems. ed. / Klaus Tochtermann; Hermann Maurer. Graz: Verlag der Technischen Universität Graz, 2009. p. 299-308.

Research output: Chapter in Book/Report/Conference proceeding › Conference Article in proceeding › Academic › peer-review

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AU - Specht, Marcus

AU - Koper, Rob

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N2 - This paper reports on a meta-analysis of two qualitative studies that use visualisations of user interactions in Web2.0 systems in order to support self-directed and incidental learning. This analysis focuses on the identification of design principles for supporting learning beyond the well structured conditions of educational institutions. The studies applied a reference architecture for context-aware systems together with a contextual framework that is based on the theory of situated learning. Although combining these concepts lead to satisfactory results, it appeared that the design of visualisations for supporting self-directed learning requires further constraints. The given meta analysis identified the two design principles “perspective” and “contrast”. This paper discusses how these principles were present in both prior studies.

AB - This paper reports on a meta-analysis of two qualitative studies that use visualisations of user interactions in Web2.0 systems in order to support self-directed and incidental learning. This analysis focuses on the identification of design principles for supporting learning beyond the well structured conditions of educational institutions. The studies applied a reference architecture for context-aware systems together with a contextual framework that is based on the theory of situated learning. Although combining these concepts lead to satisfactory results, it appeared that the design of visualisations for supporting self-directed learning requires further constraints. The given meta analysis identified the two design principles “perspective” and “contrast”. This paper discusses how these principles were present in both prior studies.

KW - learner support

KW - Web2.0

KW - HCI

KW - information visualisation

M3 - Conference Article in proceeding

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BT - Proceedings of I-KNOW '09: 9th international conference on knowledge management and knowledge technologies

A2 - Tochtermann, Klaus

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PB - Verlag der Technischen Universität Graz

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Glahn C, Specht M, Koper R. Perspective and Contrast, Design Principles for Supporting Self-directed and Incidental Learning. In Tochtermann K, Maurer H, editors, Proceedings of I-KNOW '09: 9th international conference on knowledge management and knowledge technologies : Proceedings of I-SEMANTICS '09: 5th international conference on semantic systems. Graz: Verlag der Technischen Universität Graz. 2009. p. 299-308

Perspective and Contrast, Design Principles for Supporting Self-directed and Incidental Learning

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