Kai Pata

A Semantic Web-enabled Tool for Self-Regulated Learning in the Workplace

Self-regulated learning processes have a potential to enhance the motivation of knowledge workers to take part in learning and knowledge building activities, and thus contribute to the resolution of an important research challenge in workplace learning. An equally important research challenge for successful completion of each step of a self-regulatory process is to enable learners to be aware of characteristics of their organizationally embedded learning context. In this paper, we describe how a combination of pedagogy and Semantic Web-based technologies can be utilized to address the above two challenges. Specifically, we demonstrate the proposed solution through the Learning Pal tool which leverages ontologies to support self-regulation in organizational learning.

Scaling Informal Learning at the Workplace: A Model and Four Designs from a Large-Scale Design-Based Research Effort.

Workplace learning happens in the process and context of work, is multi-episodic, often informal, problem based and takes place on a just-in-time basis. While this is a very effective means of delivery, it also does not scale very well beyond the immediate context. We review three types of technologies that have been suggested to scale learning and three connected theoretical discourses around learning and its support. Based on these three strands and an in-depth contextual inquiry into two workplace learning domains, health care and building and construction, four design-based research projects were conducted that have given rise to designs for scaling informal learning with technology. The insights gained from the design and contextual inquiry contributed to a model that provides an integrative view on three informal learning processes at work and how they can be supported with technology: (1) task performance, reflection and sensemaking; (2) help seeking, guidance and support; and (3) emergence and maturing of collective knowledge. The model fosters our understanding of how informal learning can be scaled and how an orchestrated set of technologies can support this process.

Supporting Cross-Institutional Knowledge-Building with Web 2.0 Enhanced Digital Portfolios

This paper discusses how to facilitate cross institutional knowledge building in the context of university-workplace partnerships. The elements of new type of university-workplace relationship, and the role of technological support are described and illustrated with a case study on Web 2.0 enhanced digital portfolio implementation in Tallinn University.

Implementing a Technology-Supported Model for Cross-Organisational Learning and Knowledge Building for Teachers

This study proposed using the elaborated learning and knowledge building model (LKB model) derived from Nonaka and Takeuchi’s knowledge management model for supporting cross-organisational teacher development in the temporarily extended organisations composed of universities and schools. It investigated the main LKB model components in the context of teachers’ professional development; the kind of technological barriers to be overcome in order to implement such a model; and what the application scenarios of an LKB model are. Four groups of stakeholders, altogether 10 persons, were interviewed for the study. Data were analysed using a qualitative framework analysis method. The main findings of the study exposed the following difficulties in applying an LKB model for extended organisations for teacher development: teachers’ sense of identity, technical issues and organisational barriers. Several scenarios were proposed for the use of technology to facilitate the LKB model in the teacher development context using the e-portfolio and social learning resources repository.

Enhancing Learning Analytics in Distributed Personal Learning Environments

This paper describes LePress, a WordPress plug-in that enhances blog-based personal learning environment (PLE) with features and semantics that facilitate planning, implementation, and analysis of learning flows. The paper introduces learning flows in LePress, and then explains learning semantics the LePress supports. In order to demonstrate the advantages of LePress for learning analytics, we describe how it can facilitate explicit data collection and analysis of learning activities in blog-based PLEs. In order to demonstrate the advantages of LePress for learning analytics, we describe how it can facilitate explicit data collection and analysis of learning activities in blog-based PLEs.

A Participatory Design Approach for the Support of Collaborative Learning and Knowledge Building in Networked Organizations

Engagement in collaborative learning and knowledge building activities is still a big challenge for many workplace-learning designers. Especially in highly competitive environments people might be reluctant to give away too much of their tacit knowledge. A feeling of ownership and an involvement of the individual in the planning of the learning activities can be important motivational factors. In an international research project called IntelLEO - Intelligent Learning Extended Organization we intend to follow a participatory design approach involving individual workers from the very beginning of the development process. The planned user participation will range from the first conceptual design phase through the different development stages until the final validation of the system. Our hypothesis is that this involvement will increase the motivation of the individuals for collaborative learning and knowledge building activities. (http://online-journals.org/i-jac/article/view/999)

Factors determining digital divide in Ghana's basic schools

This paper explores the concept of digital divide (DD) in Ghanas basic schools in Sekondi-Takoradi Metropolis in Western Region. We tested the ICT culture variables as well as school location factor in respect to schools digital divide. A survey sample contained 17 regional city schools from three different locations - central city in the region, towns away from the central city, and village schools. The survey instrument was developed with ten ICT culture variables. The variables in the instrument met the Cronbachs Alpha threshold value of α = 0.70. Data was analysed with Descriptive statistics, Hierarchical Cluster analysis, Independent t-test, and Canonical discriminant analysis. We found that school location did not determine the schools DD, nonetheless the schools were digitally divided, -2 clusters were found among schools. This DD was determined by certain ICT culture variables: Teachers ICT competences and the usage of ICT in Teachers professional practice were paramount.

Scaling Informal Learning: An Integrative Systems View on Scaffolding at the Workplace

While several technological advances have been suggested to scale learning at the workplace, none has been successful to scale informal learning. We review three theoretical discourses and suggest an integrated systems model of scaffolding informal workplace learning that has been created to tackle this challenge. We derive research questions that emerge from this model and illustrate these with an in-depth analysis of two workplace learning domains.

Self-regulated learners and collaboration: how innovative tools can address the motivation to learn at the workplace?

This paper describes an innovative motivational approach combined with new tools to support self-regulated learners, stressing the importance of social embeddedness and collaboration for learners at work. We suggest that the social context plays an important role when it comes to defining learning goals, adapting ones strategies to social norms, and collaboratively creating knowledge with colleagues and peers. A first assessment of this motivational approach and early prototypes was conducted within the IntelLEO project by the end-users of three heterogeneous business cases. The results of this evaluation in the biggest business case are presented in this paper.

Supporting Learning Analytics for Informal Workplace Learning with a Social Semantic Infrastructure

This paper presents the potential of a social semantic infrastructure that implements an Actor Artifact Network (AAN) with the final goal of supporting learning analytics at the workplace. Two applications were built on top of such infrastructure and make use of the emerging relations of such a AAN. A preliminary evaluation shows that an AAN can be created out of the usage of both applications, thus opening the possibility to implement learning analytics at the workplace.