Visualisation of interaction footprints for engagement and motivation in online communities: results of first interviews

Christian Glahn, Marcus Specht, Rob Koper

    Research output: Chapter in Book/Report/Conference proceedingConference article in proceedingAcademicpeer-review

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    Abstract

    Contextualised and ubiquitous learning are relatively new research areas that combine the latest developments in ubiquitous and context aware computing with educational approaches in order to provide structure to more situated and context aware learning. The majority of activities in contextualised and ubiquitous learning focus on mobile scenarios, in order to identify the relation between educational paradigms and new classes of mobile applications and devices. However, the meaning of context aware learner support is not limited to mobile learning scenarios by default. The educational paradigms of situated learning and communities of practice highlight these needs for informal learning and for workplace learning. In this paper we analyse learner participation as a contextual dimension of adapting graphical indicators for engaging and motivating learners in participating and contributing to an open community of practice. For this purpose we analyse six interviews with selected participants of that community. We compared the reactions of the learners who were provided different indicators during their interactions with an online system. The results of these interviews illustrate the impact of small variations in the aggregation and visualisation of interaction footprints on the engagement of learners at different contribution levels.
    Original languageEnglish
    Title of host publication1st Workshop on Technology Support for Self-Organized Learners (TSSOL08)
    Subtitle of host publicationin conjunction with 4th Edumedia Conference 2008 Self-organised learning in the interactive Web - Changing learning culture?
    EditorsMarco Kalz, Rob Koper, Veronika Hornung-Prahauser, Michaela Luckmann
    Chapter2
    Pages29-43
    Number of pages15
    Publication statusPublished - 2008
    EventThe 4th EduMedia Conference: Self-organized learning in the interactive Web - Salzburg, Austria
    Duration: 2 Jun 20083 Jun 2008

    Conference

    ConferenceThe 4th EduMedia Conference
    CountryAustria
    CitySalzburg
    Period2/06/083/06/08

    Fingerprint

    internet community
    visualization
    interaction
    interview
    learning
    paradigm
    scenario
    community
    informal learning
    aggregation
    workplace
    participation

    Keywords

    • awareness support
    • context-aware systems
    • evaluation
    • informal learning
    • learner support

    Cite this

    Glahn, C., Specht, M., & Koper, R. (2008). Visualisation of interaction footprints for engagement and motivation in online communities: results of first interviews. In M. Kalz, R. Koper, V. Hornung-Prahauser, & M. Luckmann (Eds.), 1st Workshop on Technology Support for Self-Organized Learners (TSSOL08) : in conjunction with 4th Edumedia Conference 2008 Self-organised learning in the interactive Web - Changing learning culture? (pp. 29-43)
    Glahn, Christian ; Specht, Marcus ; Koper, Rob. / Visualisation of interaction footprints for engagement and motivation in online communities : results of first interviews. 1st Workshop on Technology Support for Self-Organized Learners (TSSOL08) : in conjunction with 4th Edumedia Conference 2008 Self-organised learning in the interactive Web - Changing learning culture? . editor / Marco Kalz ; Rob Koper ; Veronika Hornung-Prahauser ; Michaela Luckmann. 2008. pp. 29-43
    @inproceedings{f6992807bee04bdfa48a2d06c2860ad4,
    title = "Visualisation of interaction footprints for engagement and motivation in online communities: results of first interviews",
    abstract = "Contextualised and ubiquitous learning are relatively new research areas that combine the latest developments in ubiquitous and context aware computing with educational approaches in order to provide structure to more situated and context aware learning. The majority of activities in contextualised and ubiquitous learning focus on mobile scenarios, in order to identify the relation between educational paradigms and new classes of mobile applications and devices. However, the meaning of context aware learner support is not limited to mobile learning scenarios by default. The educational paradigms of situated learning and communities of practice highlight these needs for informal learning and for workplace learning. In this paper we analyse learner participation as a contextual dimension of adapting graphical indicators for engaging and motivating learners in participating and contributing to an open community of practice. For this purpose we analyse six interviews with selected participants of that community. We compared the reactions of the learners who were provided different indicators during their interactions with an online system. The results of these interviews illustrate the impact of small variations in the aggregation and visualisation of interaction footprints on the engagement of learners at different contribution levels.",
    keywords = "awareness support, context-aware systems, evaluation, informal learning, learner support",
    author = "Christian Glahn and Marcus Specht and Rob Koper",
    note = "DS_Description: Glahn, C., Specht, M., & Koper, R. (2008). Visualisation of interaction footprints for engagement and motivation in online communities – results of first interviews. In M. Kalz, R. Koper, V. Hornung-Pr{\"a}hauser & M. Luckmann (Eds.), Proceedings of the 1st Workshop on Technology Support for Self-Organized Learners (TSSOL08) (pp. 29-43). June, 2-3, 2008, Salzburg, Austria. Available at http://sunsite.informatik.rwth-aachen.de/Publications/CEUR-WS/Vol-349/glahn.pdf",
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    Glahn, C, Specht, M & Koper, R 2008, Visualisation of interaction footprints for engagement and motivation in online communities: results of first interviews. in M Kalz, R Koper, V Hornung-Prahauser & M Luckmann (eds), 1st Workshop on Technology Support for Self-Organized Learners (TSSOL08) : in conjunction with 4th Edumedia Conference 2008 Self-organised learning in the interactive Web - Changing learning culture? . pp. 29-43, The 4th EduMedia Conference, Salzburg, Austria, 2/06/08.

    Visualisation of interaction footprints for engagement and motivation in online communities : results of first interviews. / Glahn, Christian; Specht, Marcus; Koper, Rob.

    1st Workshop on Technology Support for Self-Organized Learners (TSSOL08) : in conjunction with 4th Edumedia Conference 2008 Self-organised learning in the interactive Web - Changing learning culture? . ed. / Marco Kalz; Rob Koper; Veronika Hornung-Prahauser; Michaela Luckmann. 2008. p. 29-43.

    Research output: Chapter in Book/Report/Conference proceedingConference article in proceedingAcademicpeer-review

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    T2 - results of first interviews

    AU - Glahn, Christian

    AU - Specht, Marcus

    AU - Koper, Rob

    N1 - DS_Description: Glahn, C., Specht, M., & Koper, R. (2008). Visualisation of interaction footprints for engagement and motivation in online communities – results of first interviews. In M. Kalz, R. Koper, V. Hornung-Prähauser & M. Luckmann (Eds.), Proceedings of the 1st Workshop on Technology Support for Self-Organized Learners (TSSOL08) (pp. 29-43). June, 2-3, 2008, Salzburg, Austria. Available at http://sunsite.informatik.rwth-aachen.de/Publications/CEUR-WS/Vol-349/glahn.pdf

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    N2 - Contextualised and ubiquitous learning are relatively new research areas that combine the latest developments in ubiquitous and context aware computing with educational approaches in order to provide structure to more situated and context aware learning. The majority of activities in contextualised and ubiquitous learning focus on mobile scenarios, in order to identify the relation between educational paradigms and new classes of mobile applications and devices. However, the meaning of context aware learner support is not limited to mobile learning scenarios by default. The educational paradigms of situated learning and communities of practice highlight these needs for informal learning and for workplace learning. In this paper we analyse learner participation as a contextual dimension of adapting graphical indicators for engaging and motivating learners in participating and contributing to an open community of practice. For this purpose we analyse six interviews with selected participants of that community. We compared the reactions of the learners who were provided different indicators during their interactions with an online system. The results of these interviews illustrate the impact of small variations in the aggregation and visualisation of interaction footprints on the engagement of learners at different contribution levels.

    AB - Contextualised and ubiquitous learning are relatively new research areas that combine the latest developments in ubiquitous and context aware computing with educational approaches in order to provide structure to more situated and context aware learning. The majority of activities in contextualised and ubiquitous learning focus on mobile scenarios, in order to identify the relation between educational paradigms and new classes of mobile applications and devices. However, the meaning of context aware learner support is not limited to mobile learning scenarios by default. The educational paradigms of situated learning and communities of practice highlight these needs for informal learning and for workplace learning. In this paper we analyse learner participation as a contextual dimension of adapting graphical indicators for engaging and motivating learners in participating and contributing to an open community of practice. For this purpose we analyse six interviews with selected participants of that community. We compared the reactions of the learners who were provided different indicators during their interactions with an online system. The results of these interviews illustrate the impact of small variations in the aggregation and visualisation of interaction footprints on the engagement of learners at different contribution levels.

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    KW - informal learning

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    SP - 29

    EP - 43

    BT - 1st Workshop on Technology Support for Self-Organized Learners (TSSOL08)

    A2 - Kalz, Marco

    A2 - Koper, Rob

    A2 - Hornung-Prahauser, Veronika

    A2 - Luckmann, Michaela

    ER -

    Glahn C, Specht M, Koper R. Visualisation of interaction footprints for engagement and motivation in online communities: results of first interviews. In Kalz M, Koper R, Hornung-Prahauser V, Luckmann M, editors, 1st Workshop on Technology Support for Self-Organized Learners (TSSOL08) : in conjunction with 4th Edumedia Conference 2008 Self-organised learning in the interactive Web - Changing learning culture? . 2008. p. 29-43