2nd International Workshop on Learner-Oriented Knowledge Management & KM-Oriented E-Learning
01. 10. 2006(LOKMOL 2006)
Workshop affiliated to the 1st European Conference on Technology Enhanced Learning (EC-TEL 2006) October - 4 October 2006, Crete, Greece.
MOTIVATION AND BACKGROUND
In spite of the close relationship between learning and knowledge, there is still a lack of cooperation between the fields of e-Learning and
Knowledge Management (KM). Accordingly, LOKMOL 2005 brought together researchers and developers to discuss about the perceived connections
between KM and e-Learning that are not yet sufficiently operationalized, i.e., the integration-ideas are rarely implemented in practice. The discussions showed that KM addresses learning mostly as part of knowledge sharing processes and focuses on specific forms of informal learning (e.g., learning in a community of practice) or on providing access to learning resources or experts.
Current KM technologies focus on knowledge acquisition, storage, retrieval, and maintenance. However, regarding the deployment process,
learning is considered to be a fundamental part of KM because employees must internalize (learn) shared knowledge before they can use it to
perform specific tasks.
On the other hand, e-Learning systems might also benefit from KM technologies. Especially the ones focusing on the support of technical and organizational components can play an important role concerning the development of professional e-Learning systems.
During the last years, so-called Web2.0 technologies, such as Wikis and Blogs, received more and more attention and they are currently used in many different domains. So far, these technologies seem to have a positive impact in terms of community building, knowledge sharing, and content creation - even if their success has not been empirically proven. First questions arise, to what degree these systems (e.g., Weblogs, Wikis, XML/RSS based content syndication and aggregation) support certain learning processes.
Thus, this workshop is based on the insight that KM technologies need to take into account findings from social sciences such as pedagogy or psychology, to be effective in terms of learning and that learning can profit from KM technologies. In fact, there is a gap between well organized, but monolithic and inert e-Learning material such as courseware on the one hand and dynamic and flexible knowledge bases that are often not able to activate learning processes on the other hand. An integration of KM and e-Learning, especially by using Web2.0 technologies, could dramatically change today's understanding of further education towards lifelong learning fed by dynamically changing public and organizational knowledge repositories.
The workshop will build upon the results of the successful LOKMOL 2005 workshop where barriers of the integration have been identified and solutions as well as future issues have been worked out during the workshop.
GOALS AND WORKSHOP QUESTIONS
Last year, the workshop was organized around three main types of questions, which have shown up as a good motivation and structure for discussion.
- Methods: Which pedagogical approaches are suitable to facilitate learning from knowledge repositories? How can KM systems be enhanced to
- suit the learners' needs as well as pedagogical principles such as informal and self-directed learning? What kind of pedagogical theories,
- principles, and methods can be applied to compose learning material (semi-) automatically from knowledge chunks? Can Web2.0 technologies
- support current learning methods?
- Standards and technologies: Up to what extend do current KM and e-Learning technologies and standards support an integration of learning
- and KM? What are the requirements of KM technologies to support the learners' needs and individual learning processes? What kind of
- technologies exist that combine stored knowledge to learning material based on, e.g., instructional design models or didactic concepts? Which
- KM technologies, especially the ones focusing on the support of technical and organizational components, are useful to develop professional e-Learning systems? How did the newly emerging Web2.0 technologies influence e-Learning so far? Do Web2.0 technologies support the integration of KM and e-Learning?
- Empirical results and studies: Which empirical findings demonstrate the efficiency and effectiveness of learning material created in
- accordance with these methods and technologies? Are there any studies that describe the success or failures of the application of Web2.0
- technologies in e-Learning?
POSSIBLE TOPIC AREAS
* adaptivity and personalization:
adaptive information retrieval, content presentation and presentation generation; context, user modeling, user modeling frameworks, learning goals
- learner-oriented knowledge structuring:
- knowledge objects as learning objects; metadata concepts; standardization vs. application needs; issues of domain (in)dependence and generic approaches/systems
- learning with KM:
- integration of instructional design models in KM systems; philosophy of learning with KM systems; stimulating learning processes with KM systems
- collaborative work and collaborative learning:
- use of KM systems in communities of practice and for informal or self-directed learning
- users as content consumers and producers:
- collaborative knowledge building and sharing; tools and architectures for authoring, annotating, storing and retrieving of user generated
- content; aspects of quality assurance; use of Wikis, Blogs, social bookmarking tools and folksonomys
The workshop brings together researchers and practitioners that are interested in combining findings from two different fields: knowledge
management and e-Learning. Thus, it especially addresses people with a background in pedagogy or psychology who want to share their knowledge
with people from the more technology-oriented community as well as people from the technical application side who want to present the
latest developments of technology enhanced learning (e.g., Web2.0) and would like to share their experiences.
The workshop language will be English.
Each submission must explicitly address at least one of the questions above (the fulfilment of this requirement will be part of the review
process). During the workshop all presenters will have the opportunity to state their individual contribution to these questions. In summary
sessions these contributions will be collected and evaluated by the audience.
Contributions submitted should not exceed 4 pages for short papers and 8 pages for long papers:
* short papers: short descriptions of ongoing or beginning work, topics for discussion, position papers, thesis descriptions. Length: up to 4
pages (including references)
* full papers: full papers are detailed descriptions of scientific work.
Length: up to 8 pages (including references)
The submitted papers should be written in English and be formatted according to the Springer LNCS guidelines (have a look at
Please email a PDF or POSTSCRIPT version (zipped) of your contribution to [email protected] or contact:
German Research Center for Artificial Intelligence DFKI GmbH
Workshop papers will be bound separately from the main conference proceedings. The following prerequisites have to be met to get the paper
- All workshop participants have to register for the EC-TEL2006 conference.
- At least one author of an accepted paper must register for the
- EC-TEL2006 conference before the deadline for camera-ready-copies of the papers (August 25, 2006). Otherwise the paper will not be published.
July 21, 2006 Submission of contributions
August 11, 2006 Notification of authors regarding acceptance/rejection
August 25, 2006 Camera-ready copy of the papers due
October 2, 2006 Workshop at EC-TEL2006 in Crete, Greece
October 1-4, 2006 EC-TEL2006
- Submission of contributions July 21, 2006
- Notification of authors regarding acceptance/rejection August 11, 2006
- Camera-ready copy of the papers due August 25, 2006
- Workshop at EC-TEL2006 in Crete, Greece October 2, 2006
Martin Memmel, German Research Center for Artificial
Intelligence DFKI GmbH, Kaiserslautern, Germany
Eric Ras, Fraunhofer Institute for Experimental Software
Engineering, Kaiserslautern, Germany
Stephan Weibelzahl, National College of Ireland, Dublin, Ireland
Don't hesitate to contact us if there are any problems or questions.
Gabriela Avram, University of Limerick, Ireland
Andrea Back, University of St. Gallen, Switzerland
Stephan Baumann, DFKI GmbH, Kaiserslautern, Germany
Ines Grützner, Fraunhofer IESE, Kaiserslautern, Germany
Rob Koper, Open University of The Netherlands
Stephanie Lindstaedt, Know-Center, Graz, Austria
Andreas Schmidt, Forschungszentrum Informatik, Karlsruhe, Germany
Sandra Zilles, DFKI GmbH, Kaiserslautern, Germany
source of information: email Martin Memmel on the 16 June 2006
Deadline Call for Papers:
21. 07. 2006
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