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Kopeinik Simone, Lex Elisabeth, Seitlinger Paul, Ley Tobias, Albert Dietrich

Supporting collaborative learning with tag recommendations: a real-world study in an inquiry-based classroom project

Proceedings of the 7th International Conference on Learning Analytics and Knowledge (LAK 2017), ACM, Vancouver, 2017

In online social learning environments, tagging has demonstratedits potential to facilitate search, to improve recommendationsand to foster reflection and learning.Studieshave shown that shared understanding needs to be establishedin the group as a prerequisite for learning. We hypothesisethat this can be fostered through tag recommendationstrategies that contribute to semantic stabilization.In this study, we investigate the application of two tag recommendersthat are inspired by models of human memory:(i) the base-level learning equation BLL and (ii) Minerva.BLL models the frequency and recency of tag use while Minervais based on frequency of tag use and semantic context.We test the impact of both tag recommenders on semanticstabilization in an online study with 56 students completinga group-based inquiry learning project in school. Wefind that displaying tags from other group members contributessignificantly to semantic stabilization in the group,as compared to a strategy where tags from the students’individual vocabularies are used. Testing for the accuracyof the different recommenders revealed that algorithms usingfrequency counts such as BLL performed better whenindividual tags were recommended. When group tags wererecommended, the Minerva algorithm performed better. Weconclude that tag recommenders, exposing learners to eachother’s tag choices by simulating search processes on learners’semantic memory structures, show potential to supportsemantic stabilization and thus, inquiry-based learning ingroups.

Ley Tobias, Ulbrich Armin, Lindstaedt Stefanie , Scheir Peter, Kump Barbara, Albert Dietrich

Modeling competencies for supporting work-integrated learning in knowledge work

Journal of knowledge management, Emerald Group Publishing Limited, 2008

Purpose – The purpose of this paper is to suggest a way to support work-integrated learning forknowledge work, which poses a great challenge for current research and practice.Design/methodology/approach – The authors first suggest a workplace learning context model, whichhas been derived by analyzing knowledge work and the knowledge sources used by knowledgeworkers. The authors then focus on the part of the context that specifies competencies by applying thecompetence performance approach, a formal framework developed in cognitive psychology. From theformal framework, a methodology is then derived of how to model competence and performance in theworkplace. The methodology is tested in a case study for the learning domain of requirementsengineering.Findings – The Workplace Learning Context Model specifies an integrative view on knowledge workers’work environment by connecting learning, work and knowledge spaces. The competence performanceapproach suggests that human competencies be formalized with a strong connection to workplaceperformance (i.e. the tasks performed by the knowledge worker). As a result, competency diagnosisand competency gap analysis can be embedded into the normal working tasks and learninginterventions can be offered accordingly. The results of the case study indicate that experts weregenerally in moderate to high agreement when assigning competencies to tasks.Research limitations/implications – The model needs to be evaluated with regard to the learningoutcomes in order to test whether the learning interventions offered benefit the user. Also, the validityand efficiency of competency diagnosis need to be compared to other standard practices incompetency management.Practical implications – Use of competence performance structures within organizational settings hasthe potential to more closely relate the diagnosis of competency needs to actual work tasks, and toembed it into work processes.Originality/value – The paper connects the latest research in cognitive psychology and in thebehavioural sciences with a formal approach that makes it appropriate for integration intotechnology-enhanced learning environments.Keywords Competences, Learning, Workplace learning, Knowledge managementPaper type Research paper
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