Visualisation of interaction footprints for engagement and motivation in online communitiesresults of first interviews
Zu finden in: Technology Support for Self-Organized Learners, 2008
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Zusammenfassungen
In this paper we analyse learner participation as a contextual dimension of adapting graphical indicators for engaging and motivating learners in participating and contributing to an open community of practice. The purpose of the research underlying this paper is to identify variables and conditions for selecting and adapting visualisations of “interaction footprints" (Wexelblat & Maes, 1999) in order to facilitate context sensitive learner support in unstructured learning environments. An unstructured learning environment is best described as an environment in which learners interact at different expertise and activity levels where participants have changing or implicit roles, and interact without guidance of an expert or a pre-defined curricular structure.
Von Rob Koper, Christian Glahn, Marcus Specht im Konferenz-Band Technology Support for Self-Organized Learners (2008) im Text Visualisation of interaction footprints for engagement and motivation in online communities Contextualised and ubiquitous learning are relatively new research
areas that combine the latest developments in ubiquitous and context aware
computing with educational approaches in order to provide structure to more
situated and context aware learning. The majority of activities in contextualised
and ubiquitous learning focus on mobile scenarios, in order to identify the
relation between educational paradigms and new classes of mobile applications
and devices. However, the meaning of context aware learner support is not
limited to mobile learning scenarios by default. The educational paradigms of
situated learning and communities of practice highlight these needs for
informal learning and for workplace learning. In this paper we analyse learner
participation as a contextual dimension of adapting graphical indicators for
engaging and motivating learners in participating and contributing to an open
community of practice. For this purpose we analyse six interviews with
selected participants of that community. We compared the reactions of the
learners who were provided different indicators during their interactions with
an online system. The results of these interviews illustrate the impact of small
variations in the aggregation and visualisation of interaction footprints on the
engagement of learners at different contribution levels.
Von Rob Koper, Christian Glahn, Marcus Specht im Konferenz-Band Technology Support for Self-Organized Learners (2008) im Text Visualisation of interaction footprints for engagement and motivation in online communities Dieses Konferenz-Paper erwähnt ...
Personen KB IB clear | Karel Kreijns , Jean Lave , Etienne Wenger | ||||||||||||||||||||||||||||||||||||
Begriffe KB IB clear | AwarenessAwareness , CommunityCommunity , informal learninginformal learning , Lernenlearning , Motivationmotivation , Support , Visualisierungvisualization | ||||||||||||||||||||||||||||||||||||
Bücher |
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Dieses Konferenz-Paper erwähnt vermutlich nicht ...
Nicht erwähnte Begriffe | formal learning |
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Beat und dieses Konferenz-Paper
Beat hat Dieses Konferenz-Paper während seiner Zeit am Institut für Medien und Schule (IMS) ins Biblionetz aufgenommen. Beat besitzt kein physisches, aber ein digitales Exemplar. Eine digitale Version ist auf dem Internet verfügbar (s.o.). Es gibt bisher nur wenige Objekte im Biblionetz, die dieses Werk zitieren.