Workshop on Collaborative Technologies for Working and Learning

Date: 21 September 2013

Location: Paphos (Cyprus) collocated with EC-TEL 2013 and ECSCW 2013
Proceedings: http://ceur-ws.org/Vol-1047

This workshop explores the potential of collaborative technologies that are embedded in workplaces and practices, and which contribute to and help to scale learning on the individual, group or organisational levels. This includes particularly learning in informal, dynamic and naturalistic settings where learning often is a by-product of work.

With this workshop, we intend to bring together the European communities of technology-enhanced learning, which meets at EC-TEL 2013 – The European Conference on Technology Enhanced Learning, and of computer-supported cooperative work, which meets at ECSCW 2013 – The European Conference on Computer-supported Cooperative Work.

While the EC-TEL community has traditionally focused on technology support for learning, be it in formal learning environments like schools, universities, etc. or in informal learning environments like workplaces, the ECSCW community has traditionally investigated how computers can and do mediate and influence collaborative work, in settings as diverse as the typical “gainful employment” situations, project work within university courses, volunteer settings in NGOs etc. Clearly, the communities overlap in knowledge work settings, where informal learning is an integral part of (successful) work, and collaboration the typical modus operandi.

Despite overlapping areas of concerns, the two communities exploit different theories, methodological approaches and technologies. For example, the ECSCW community has traditionally followed multilevel research paradigms that capture complexities of work situations in more holistic ways such as activity theory or distributed cognition (Halverson, 2002), and qualitative and ethnographic methodologies (Randall 2007, Schmidt 1999) have been of paramount importance. EC-TEL has been traditionally drawing on approaches from more formal educational settings. Hence, pedagogical theorizing such as self-regulated learning or collaborative learning has heavily influenced design and application of technologies. Methodologically, paradigms rooting in experimental research have been employed that could exploit the more formal setup of the learning context. Technologies were highly influenced by the adaptive learning systems and user modeling research paradigms. Only recently has there been a shift towards more qualitative and observational paradigms that take the realities of workplaces into account (e.g. Lindstaedt et al. 2010; Kaschig et al. 2012).

Common perspectives in the two communities can be observed with more design oriented research strategies, as well as in a focus on data-driven approaches (such as Crowdsourcing or Learning Analytics) that exploit the traces of collaborative activity (e.g. through Social Network Analysis).

The explicit goal of this workshop is to bring together two communities and to act as a seed for further exchange of ideas and cross-community fertilization. Registration to this Workshop will be possible for both EC-TEL and ECSCW participants. If you would like to register for this workshop, you will also need to register either to EC-TEL or ECSCW.

Call for Papers

We invite researchers in the area of computer-supported cooperative work and technology-enhanced learning to submit their work for presentation and discussion in a one-day workshop. Submissions should be in the form of 4-page long position papers. Authors of accepted papers will have the opportunity to present their work at the workshop, and a facilitated discussion will then seek to draw out general research themes and methodologies  of the field.

We are currently exploring possibilities of a publication of extended versions of accepted submissions with the Journal of CSCW, or another high quality journal.

Supporting projects

References

Halverson, Christine. Activity Theory and Distributed Cognition: Or What Does CSCW Need to DO with Theories? Computer Supported Cooperative Work 11(1-2):243-267 (2002)

Kelloway, E. K., & Barling, J. (2000). Knowledge work as organizational behavior. International Journal of Management Reviews2(3), 287–304.

Kaschig, A., Maier, R., Sandow, A., Brown, A., Ley, T., Magenheim, J., Mazarakis, A., et al. (2012). Technological and Organizational Arrangements Sparking Effects on Individual, Community and Organizational Learning. In A. Ravenscroft, S. Lindstaedt, C. Delgado Kloos, & D. Hernández-Leo (Eds.), Proceedings of the 7th European Conference on Technology-enhanced Learning (pp. 180–193). Heidelberg: Springer.

Lindstaedt, S., Kump, B., Beham, G., Pammer, V., Ley, T., Dotan, A., & De Hoog, R. (2010). Providing Varying Degrees of Guidance for Work-Integrated Learning. Proceedings of the 5th European Conference on Technology Enhanced Learning, ECTEL 2010 (Vol. LNCS, pp. 213–228). Heidelberg: Springer.

Randall, D., Harper, R. and Rouncefield, M. Fieldwork for Design, 2007, London, Springer Verlag

Schmidt, Kjeld: ‘The critical role of workplace studies in CSCW’, in Christian Heath, Jon Hindmarsh, and Paul Luff (eds.): Workplace Studies: Recovering Work Practice and Informing Design, Cambridge University Press, Cambridge 1999

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