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 proceedingConference article in proceedingAcademicpeer-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 languageEnglish
    Title of host publicationProceedings of I-KNOW '09: 9th international conference on knowledge management and knowledge technologies
    Subtitle of host publicationProceedings of I-SEMANTICS '09: 5th international conference on semantic systems
    EditorsKlaus Tochtermann, Hermann Maurer
    Place of PublicationGraz
    PublisherVerlag der Technischen Universität Graz
    Pages299-308
    Number of pages10
    Publication statusPublished - 2009
    EventThe 9th International Conference on Knowledge Management and Knowledge Technologies - Messecongress Graz, Graz, Austria
    Duration: 2 Sep 20094 Sep 2009
    Conference number: 9

    Conference

    ConferenceThe 9th International Conference on Knowledge Management and Knowledge Technologies
    Abbreviated titleI-KNOW '09
    CountryAustria
    CityGraz
    Period2/09/094/09/09

    Fingerprint

    learning
    visualization
    educational institution
    interaction

    Keywords

    • learner support
    • Web2.0
    • HCI
    • information visualisation

    Cite this

    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). Graz: Verlag der Technischen Universität Graz.
    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
    @inproceedings{5b64cfcc161b45b3a637486256f83f9f,
    title = "Perspective and Contrast, Design Principles for Supporting Self-directed and Incidental Learning",
    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.",
    keywords = "learner support, Web2.0, HCI, information visualisation",
    author = "Christian Glahn and Marcus Specht and Rob Koper",
    note = "DS_Description: 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.), 9th International Conference on Knowledge Management and Knowledge Technologies (I-KNOW'09) and 5th International Conference on Semantic Systems (pp. 299-308). September, 2-4, 2009, Graz, Austria: Verlag der Technischen Universit{\"a}t Graz. Print Issn:0948-6968 Electronic Issn?:0948-6968",
    year = "2009",
    language = "English",
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    editor = "Klaus Tochtermann and Hermann Maurer",
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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.

    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 proceedingConference article in proceedingAcademicpeer-review

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    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.

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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