Scaling Informal Learning and Meaning Making at the Workplace
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http://Learning-Layers-euhttp://Learning-Layers-eu
Learning Layers
Scaling up Technologies for Informal Learning in SME Clusters
Scaling Informal Learning at the
Workplace Tobias Ley, Institute of Informatics,Tallinn University Keynote give at the International Conference on Web-based Learning (ICWL 2014)
16 August 2014, Tallinn, Estonia
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http://Learning-Layers-eu
Scaling Learning?
2
Villemard, 1910: À l' École, Bibliotèque national de France http://expositions.bnf.fr/utopie/grand/3_95b1.htm
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http://Learning-Layers-eu
The Dilemma of Informal
Learning at the Workplace
How do people learn at the workplace? • Ask colleagues, search for help, try
things out, learn from experience • Learning is informal, connected to
work practices, multi-episodic, just-in time [Hart 2011, Kooken 2009]
How do learning technologies look like? • follow traditional training models • based on direct classroom instruction
and courses transfered to the screen [Kraiger 2008]
highly effective
individualized
contextualized
motivating
does not scale
not persistent
few benefit
expensive
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Mechanisms for Scaling Informal
Learning • Looking at Learning in Work
Practices – [Eraut and Hirsch 2007, Maier
2009, Attwell 2003, Kooken et al. 2009, Collin 2006]
• Unlock Peer Production – [Schmidt et al. 2009, Maier &
Schmidt 2007]
• Scaffolding for Meaningful Learning – [Ley et al. 2010, Lindstaedt et al.
2010, Siadaty et al. 2010, Pata, 2006]
• Scale through Regional Clusters – [Deitmer and Attwell 2000]
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SCENARIOS AND DESIGN-
BASED RESEARCH
Learning in Work Practices
5
Ley, T., Cook, J., Dennerlein, S., Kravcik, M., Kunzmann, C., Pata, K., Purma, J., Sandars, J., Santos, P., Schmidt, A., Al-Smadi, M., Trattner, C. (2014). Scaling informal learning at the workplace: a model and four designs from a large-scale design-based research effort. British Journal of Educational Technology, in press.
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http://www.flickr.com/photos/seattlemunicipalarchives/7165372144/
Seattle Municipal Archives
http://creativecommons.org/licenses/by/2.0/legalcode
Building & Construction
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Straw Building
How To
X3-PVQ X3-PJC
X3-POZ PLC Equipment
One possible
Construction Scenario
Explaining the use of a new construction technique and materials on site
Making video material available on site through QR tags Use of video recording and
annotation
Further questions on the use of the technique connected to site
Material, questions and best practices collected and
discussed
Collection transformed into instructional material to
enhance traditional training
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http://www.flickr.com/photos/seattlemunicipalarchives/5765842244/
Seattle Municipal Archives
http://creativecommons.org/licenses/by/2.0/legalcode
Healthcare
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One possible
Healthcare Scenario
Two practice staff visit a NHS training on a new guideline for dementia
Staff collect materials from training and further research for their revalidation
Other staff ask questions
about the guideline
Material and questions evolve into a local implementation
plan for the practice
Other regional practices and the CSU join the effort to learn about implementation problems and practices
Implementation Plan
Guideline
X3-PVQ X3-PJC
X3-POZ Dementia
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http://Learning-Layers-eu
http://www.flickr.com/photos/seattlemunicipalarchives/8978702527/
Seattle Municipal Archives
http://creativecommons.org/licenses/by/2.0/legalcode
How We Do Research
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Contextual Inquiry &
Design-based Research
11
http://learning-layers.eu/learning-layers-visits-doctors-and-construction-workers/
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Contextual Inquiry &
Design-based Research
12
http://learning-layers.eu/focus-groups-context/
context cards
Personas
user stories
stories of contextual factors
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http://Learning-Layers-eu
Deployment & Sustainability Scaling in Regional Clusters
Architecture & Integration Layer Integration through Common Infrastructure
Workplace Learning Layer Integration through Workplace Learning Practices
Scaling Informal Learning:
Project Architecture
13
Interaction Layers: An Ecosystem of Tools
Social Semantic Layer Integration through Shared Meaning
Interacting with Physical Objects
Interacting with People
Interacting with Digital Materials
Straw Building How To
X3-PVQ X3-PJC
X3-POZ PLC Equipment
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http://Learning-Layers-eu
Deployment & Sustainability Scaling in Regional Clusters
Architecture & Integration Layer Integration through Common Infrastructure
Workplace Learning Layer Integration through Workplace Learning Practices
Scaling Informal Learning:
Project Architecture
14
Interaction Layers: An Ecosystem of Tools
Social Semantic Layer Integration through Shared Meaning
Interacting with Physical Objects
Interacting with People
Interacting with Digital Materials
Straw Building How To
X3-PVQ X3-PJC
X3-POZ PLC Equipment
![Page 15: Scaling Informal Learning and Meaning Making at the Workplace](https://reader031.fdocuments.us/reader031/viewer/2022020110/546deb44af79595d298b55a8/html5/thumbnails/15.jpg)
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AN ECOSYSTEM OF TOOLS TO
SUPPORT INFORMAL LEARNING
Scaling Informal Learning Interactions
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Ley, T., Cook, J., Dennerlein, S., Kravcik, M., Kunzmann, C., Pata, K., Purma, J., Sandars, J., Santos, P., Schmidt, A., Al-Smadi, M., Trattner, C. (2014). Scaling informal learning at the workplace: a model and four designs from a large-scale design-based research effort. British Journal of Educational Technology, in press. Tomberg, V., Smadi, M., Treasure-Jones, T., & Ley, T. (2013). A Sensemaking Interface for Supporting Doctor’s Learning at the Workplace – A Paper Prototype Study. In M. Divitini, T. Ley, S. Lindstaedt, V. Pammer, & M. Prilla (Eds.), Proceedings of ECTEL meets ECSCW 2013, the Workshop on Collaborative Technologies for Working and Learning, Sept. 21, 2013, Cyprus (pp. 54–58). Aachen: CEUR Workahop Proceedings. Retrieved from http://ceur-ws.org/Vol-1047/paper12.pdf
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Two Examples
16
E-portfolio Bits and Pieces
Boundary objects AchSo!
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AchSo! Mobile Learning on the
Construction Site
17
Video: http://vimeo.com/84383004
Software: http://developer.learning-layers.eu/tools/ach-so/
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Bits and Pieces - Sensemaking
about Learning Experiences
18
Software: http://developer.learning-layers.eu/tools/bits-and-pieces/ Running Demo
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http://Learning-Layers-eu
Deployment & Sustainability Scaling in Regional Clusters
Architecture & Integration Layer Integration through Common Infrastructure
Workplace Learning Layer Integration through Workplace Learning Practices
Scaling Informal Learning:
Project Architecture
19
Interaction Layers: An Ecosystem of Tools
Social Semantic Layer Integration through Shared Meaning
Interacting with Physical Objects
Interacting with People
Interacting with Digital Materials
Straw Building How To
X3-PVQ X3-PJC
X3-POZ PLC Equipment
![Page 20: Scaling Informal Learning and Meaning Making at the Workplace](https://reader031.fdocuments.us/reader031/viewer/2022020110/546deb44af79595d298b55a8/html5/thumbnails/20.jpg)
http://Learning-Layers-eu
SHARED MEANING IN ARTEFACT-
MEDIATED COLLABORATION
Scaling Meaning Making
20
Seitlinger, P., & Ley, T. (2014). Verbatim and semantic imitation in indexing resources on the Web: A fuzzy-trace account of social tagging. Applied Cognitive Psychology, in press. Seitlinger, P., & Ley, T. (2012). Implicit Imitation in Social Tagging: Familiarity and Semantic Reconstruction. In Proceedings of ACM SIGCHI Conference on Human Factors in Computing Systems (CHI 2012) (pp. 1631–1640). New York: ACM Press. Seitlinger, P., Kowald, D., Trattner, C., & Ley, T. (2013). Recommending Tags with a Model of Human Categorization. In Conference on Information and Knowledge Management, CIKM’13, Oct. 27–Nov. 1, 2013, San Francisco, CA, USA. (pp. 2381–2386). New York: ACM Press. doi:10.1145/2505515.2505625 Kump, B., Moskaliuk, J., Dennerlein, S., & Ley, T. (2013). Tracing knowledge co-evolution in a realistic course setting: A wiki-based field experiment. Computers & Education, 69, 60–70.
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How shared meaning emerges in
Artefact-Mediated collaboration
• Networks of Meaning crystalize around a concrete thing (Verbeek, 2005)
resulting in a Cognitive Ecosystem (Hutchins, 2010)
• Shared Meaning is a result of social practices and negotiation (Wenger, 1998)
• Semantic Stabilization happens over time as people describe things (Wagner et al., 2014)
21
Toilet How To
Lightning Solution X3-PJC
X3-POZ
PLC Equipment
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A Study using a collaborative
bookmarking system
• Students made use of a bookmarking system to – Collect and share
bookmarks – Categorize and tag the
bookmarks – Create a shared
taxonomy of tags • Dynamic coupling leads to…
– Alignment of interpretations
– Alignment of tags (Fu et al., 2008, 2010, 2012)
22
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Research Questions
1. Can we observe semantic stabilization in a small-scale collaborative setting?
2. Can we influence semantic stabilization?
3. Does semantic stabilization influence student learning?
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SOBOLEO Environment
24
Tag taxonomy
Tag/concept description
Chat
Tagging widget
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Design:
Independent Variables
25
Topic Duration Tag Specificity “basic level shift”
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Design:
Dependent Variables
• Semantic stabilization: Entropy of tag distribution at each new tag assignment t
• Tag usage frequency – general, medium and specific tags
• Strength of memory representations of tags – Free association test using tags as open probes
26
Ht = H * (1 - e-bt)
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Topic duration influences
semantic stabilization ...
... but in an unexpected way!
Ht is lower under the sd than ld condition (W = 8340.5, p < .001)
Groups studying a shorter duration benfited from starting over from scratch after the topic switch
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Semantic stabilization leads to
the use of more specific tags
Long duration Short duration
Basic Level Shift: Increased use of medium and specific tags in both groups (X2(18) = 18.15, p < .05) Basic level shift is more pronounced under the sd than ld condition (X2(14) = 40.46, p < .001)
basic level shift
basic level shift
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Semantic stabilization leads to
stronger learning of specific tags
Basic Level Shift in Both groups (F(2,21) = 28.4, p < .001)
Basic level shift is more pronounced under the sd than ld condition
(F(2,21) = 3.6, p < .05)
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Discussion
• Internal memory (association test) and external representations (use of tags) co-vary
• Semantic Stabilization can be observed in small group settings
• The quality of the shared representation (tag taxonomy) is more important than mere topic exposure
• Social processes on the group level (semantic stabilization mediated by artefacts) have an influence on individual categorization and learning
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http://Learning-Layers-eu
Deployment & Sustainability Scaling in Regional Clusters
Architecture & Integration Layer Integration through Common Infrastructure
Workplace Learning Layer Integration through Workplace Learning Practices
Scaling Informal Learning:
Project Architecture
31
Interaction Layers: An Ecosystem of Tools
Social Semantic Layer Integration through Shared Meaning
Interacting with Physical Objects
Interacting with People
Interacting with Digital Materials
Straw Building How To
X3-PVQ X3-PJC
X3-POZ PLC Equipment
![Page 32: Scaling Informal Learning and Meaning Making at the Workplace](https://reader031.fdocuments.us/reader031/viewer/2022020110/546deb44af79595d298b55a8/html5/thumbnails/32.jpg)
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Who When Where What ... ... ... ... ... ...
An Artefact Actor Network
User Profile
Resource Profile
Topic Modeling
Recommended Resource
Each interaction increases the network ...
... and is tracked in the history
Trust and Social Network
Traces of the Network History
Knowledge is built by people interacting with other people and artefacts
New Information displayed to Support User Interactions
Intelligent Services derive new information
1
2
3
4
5
Who When Where What ... ... ... ... ... ...
Who When Where What ... ... ... ... ... ...
Who When Where What ... ... ... ... ... ...
Whom to ask? What to read and watch? Who are the experts? What do people talk about? What’s the quality?
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A recommender that mimics
human thinking
• How do you describe this resource?
• A mechanisms that guesses the words that you will use
• Two step process: – First generate meaning
– Then produce words
33
Dementia Guideline
NHS
Seitlinger, P., Kowald, D., Trattner, C., & Ley, T. (2013). Recommending Tags with a Model of Human Categorization. In Conference on Information and Knowledge Management, CIKM’13, Oct. 27–Nov. 1, 2013, San Francisco, CA, USA. (pp. 2381–2386). New York: ACM Press. doi:10.1145/2505515.2505625
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Designing Technology to enhance the
Cognitive Ecosystem
• Designing technology that blends into work practices and supports informal learning is a major challenge
• Emergence of meaning is heavily dependent on shared artefacts and practices
• An ecosystem of tools can be integrated by technologies that learn about meaning in a social context
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Project
Consortium
Basiskarte: digitale-europakarte.de
Project Coordination
Learning Technology Research
Regional Application Clusters
Scaling Partners
Technology Partners
Health Care – Leeds
Construction & Building – Bremen
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Learning Layers
36
Tobias Ley Tallinn University
Institute of Informatics [email protected]
skype tobias_ley
http://tobiasley.wordpress.com
Learning Layers Project ICT EU-FP7, 12mEUR, 2012-2016
Web: http://learning-layers.eu
Software: http://github.com/learning-layers
MERITS Project Austrian Science Fund, 2013-2014
http://meritsblog.wordpress.com