Nils Malzahn

Combining social network analysis with semantic relations to support the evolution of a scientific community

This paper presents an analytical approach to support organisational learning in terms of the evolution of a scientific community based on a combination of social network analysis and semantic relations. The primary and direct target of the method is to infer hidden or desirable links between subgroups in a networked community. The data source for these inferences comprises memberships in teams and thematic subgroups. The approach has been applied in a case study to a large scientific network on technology enhanced learning.

Bridging the Gap - Towards a Graphical Modeling Language for Learning Designs and Collaboration Scripts of Various Granularities

Learning Processes in technology enhanced learning are utilized at very different granularity. This is especially striking in the field of Collaboration Scripts, where we find both the description of whole scenarios as well as very specific procedures for acquiring knowledge of a skill under the same term: a CSCL script (Computer Supported Collaborative Learning). This poses the problem that CSCL scripts are perceived very differently in the literature and that they are consequently represented very heterogeneously. The conceptual and computational integration of these different levels of granularity has been elaborated on only marginally up to now. In this contribution we present our conclusions on the properties a representational system should have to overcomes the gap between the different levels of learning processes. After a discussion and comparison of different notations for process modelling, both educational and technical approaches, we establish a uniform representation technique for the description of various levels of granularity. This will result in less effort for the designers of learning activities and provides the opportunity to combine scripts of the different levels opening up a large potential of supporting students in their learning processes much more flexibly. This is demonstrated in a practical example of combining CSCL scripts of macro and micro level.

The remote control approach – how to apply scaffolds to existing collaborative learning environments

In this paper we present an architecture for the integration of tutoring and process scaffolds into existing collaborative applications. The architecture allows to combine existing research results concerning collaborative processes and their formalization, and existing and tested collaborative learning environments. The architecture allows to control the learning environments either by a human or a pedagogic agent. Both types of tutors are using the same set of primitives – either via an intuitive user interface or a slim Java interface. To prove the soundness of the architecture an example is given using IMS LD collaboration scripts with Coppercore as a workflow engine controlling the Cool Modes environment. A description of the possible applications of the architecture in intelligent tutoring systems gives an insight into the opportunities opened by such a flexible approach. The paper closes with an outlook concerning the use of the architecture with more and different learning systems and process control engines.

Ontology facilitated community navigation – who is interesting for what i am interested in?

Networks have been a common way to show pathways for supporting communities. Usually the local focus of the actors in these networks does not allow them to perceive the broader context of their current interest. In this paper the authors propose an ontology-based approach to link people who have no explicit relation in the network despite potential common interests. With respect to the results we extend the concept of integrating ontologies into social networks to shared information spaces.

Supporting reflection in an immersive 3D learning environment based on role-play

This paper presents a framework for creating and conducting serious games. It focuses on role-playing game based learning scenarios in 3D environments. The feasibility of the presented approach is demonstrated by a training scenario for apprenticeship job interviews. Based on the assumption that reflection phases as an important part of successful learning processes are to be adequately supported, we show how phases of immersion during the role-play are connected to separate phases of reflection.

Conceptual and computational issues in the formalization of collaboration scripts

Collaboration scripts aim at facilitating social and cognitive processes of collaborative learning by shaping the way learners interact with each other. Computer-supported collaboration scripts generally suffer from the problem of being restrained to a specific learning platform and learning context. Researchers are therefore aiming for a formalization of collaboration scripts on both a conceptual and a computational level. A recently developed framework allows to describe collaboration scripts using a small number of components (participants, activities, roles, resources and groups) and mechanisms (task distribution, group formation and sequencing). Based on these, a formal, graphical modelling tool has been developed and tested with several example scripts.

Dynamic and flexible learning in distributed and collaborative scenarios using grid technologies

This paper presents an architecture for the support of dynamic learning activities and its implementation in the GLIDE prototype. the learning courses are dynamically determined at runtime based on the available tools, devices, and situational context of a learner by using abstract descriptions of learning scenarios and the conceptual mapping of abstract activities to concrete learning support tools This is facilitated by the usage of grid service technology, e-Learning standards, and mechanisms to guarantee semantic interoperability of learning outcomes across various tools and learning activities.

Motivating Students or Teachers

In this paper we present our findings from the FoodWeb2.0 project about success indicators and restraints while implementing Web2.0 based learning processes. We conducted two courses with the same content with two different target groups from the German food industry: one with regular employees and one with teachers of dedicated education facilities. Comparing the performance of the two courses by triangulating methods from Social Network Analysis and quantitative and qualitative surveys, we identified indicators for the successful implementation and differences in the motivation of learners and teachers. These findings illustrate the need for strategies involving and motivating teachers when introducing modern learning methods and tools within the food industry and other related branches.

The fourth man: supporting self-organizing group formation in learning communities

In this paper we propose an approach based on social network analysis facilitated by ontologies for the support of learning group formation in computer supported collaborative and blended learning scenarios. This approach allows us to generate new ties between learners who are interested in similar topics. The identification of similar topics is elaborated dynamically by using a shared workspace environment which supports visual editing and modeling of topic relationships.

Enriching (Learning) Community Platforms with Learning Analytics Components

In this paper we present a generic and extensible analytics workbench and show how it can be integrated with learning environments in order to analyze the learners’ activities. As the analytics workbench already supports a wide range of analysis types including network analysis, statistical analysis, and analysis of activity logs, the main effort needed for embedding learning analytics features into a learning platform lies in data exchange for input and output of analysis processes between the learning platform and the workbench. However the analytics workbench is also designed for extensibility so that more specific analysis capabilities can be added to it easily if desired. We report three case studies of such integrations and show the benefits for different target groups.