Formal Concept Analysis for Modelling Students in a Technology-enhanced Learning Setting

Abstract. We suggest the Formal Concept Analysis (FCA) as theoretical backbone in technology-enhanced learning settings to support a students´ learning process in two ways: i) by engaging with concept lattices, the structure of the knowledge domain and the interrelations of its concepts become explicit, and ii) by providing visual feedback in form of open learner modelling, the student´s reflection on the own strengths and weaknesses is facilitated. For teachers, the FCA provides intuitive visualizations for a set of pedagogically relevant questions, concerning the performance of students on the individual-as well as on the class-level

Towards a Service-Oriented Architecture Framework for Educational Serious Games

Producing educational serious games can be costly and time-consuming. The Service-Oriented Architecture (SOA) approach of software development can offer a solution to reduce costs and foment serious games development. In this work, we apply a model called Activity Theory-based Model of Serious Games (ATMSG) for identifying existing relevant components that can be reused for different educational serious games. We apply the derived structure to classify the elements of an existing game and to identify how it can be refactored and expanded following the SOA paradigm

Proceedings of the 5th Workshop on Awareness and Reflection in Technology Enhanced Learning

Awareness and reflection are viewed differently across the disciplines informing Technology Enhanced Learning (CSCW, psychology, educational sciences, computer science and others). The ARTEL workshop series brings together researchers and professionals from different backgrounds to provide a forum for discussing the multi-faceted area of awareness and reflection. Through the last ARTEL workshops at EC-TEL the addressed topics are converging towards the usage of awareness and reflection in practice, its implementation in modern organisations, its impact on learners and questions of feasibility and sustainability for awareness and reflection in education and work. To reflect the growing maturity of research in ARTEL over the years the workshop particularly invited contributions that dealt with the application of awareness and reflection in practice. This is encapsulated in the workshop motto: 'Awareness and Reflection in Practice: How can awareness and reflection technology become common in work practice and how does it change work practices?