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LOKMOL 2007

What Workshop
When Sep 18, 2007
from 09:00 am to 12:30 pm
Where Crete, GR
Contact Name Martin Memmel
Contact Email martin.memmel
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The objective of the 3rd Workshop on Learner-Oriented Knowledge Management & KM-Oriented E-Learning is to provide an interdisciplinary forum in which scientists and practitioners can exchange new ideas and applications on Learner-oriented Knowledge Management and the use of Knowledge Management technologies in e-Learning. The workshop will build upon the results of its predecessors LOKMOL’05 which was held at the International Conference on Professional Knowledge Management (WM’05) and LOKMOL’06 which was held at the European Conference for Technology Enhanced Learning (EC-TEL’06).

3rd Workshop on
Learner-Oriented Knowledge Management & KM-Oriented E-Learning
(LOKMOL 2007)

Using Context and Web2.0 Approaches to Bridge the Gap
In conjunction with EC-TEL 2007, September 17-20, 2007, Crete, Greece

Draft proceedings


The objective of this workshop is to provide an interdisciplinary forum in which scientists and practitioners can exchange new ideas and applications on Learner-oriented Knowledge Management and the use of Knowledge Management technologies in e-Learning. The workshop will build upon the results of its predecessors LOKMOL’05 which was held at the International Conference on Professional Knowledge Management (WM’05) and LOKMOL’06 which was held at the European Conference for Technology Enhanced Learning (EC-TEL’06). This year the workshop will emphasize the (re-)use and repurposing of arbitrary types of existing resources created not necessarily for learning purposes. Among others, this requires methods and techniques to describe and locate resources, and to describe, track, match, and represent the context in which resources were created and/or used. The goal of the workshop is three-fold: To gather knowledge and expertise related to the topic of supporting formal as well as informal learning processes by incorporating potentially any type of available resources from both fields of e-Learning and Knowledge Management, to investigate how context and Web2.0 approaches could support the integration of both fields, and finally to capture the state-of-the-art. Contributions on practical applications are just as welcome as contributions on current research and research results.


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 operationalised, 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. Last year, the focus lied on the use of techniques and applications arising in the Web2.0 context: e.g., social software that enables individuals to tag content and act both as producers and consumers of content. So far, these technologies seem to have a positive impact in terms of community building, knowledge sharing, and content creation - even if their success hasn’t been empirically proven. First questions arose during the workshop, to what degree these systems (e.g., Weblogs, Wikis, XML/RSS based content syndication and aggregation) support certain learning processes.

Technology-enhanced learning approaches develop more and more towards responsive environments that are embedded into the working process of individuals and existing organizational structures. Research has shown so far, that we have to cope with the challenge of gathering, describing, and using resources as well as context (information) about their creation and (re)use in order to drive the integration of KM and e-Learning technologies. Research has already been tackling the domain of context, for example related to context description, context matching, or context-based information delivery, but still needs a better integration into KM and e-Learning.
The aim of this year’s workshop is to bring together experts who are willing to share their experience about their work about the (re-)use and repurposing of arbitrary types of existing resources and who provide insights about how context could help to develop forthcoming technology-enhanced approaches that integrate KM and e-Learning solutions for strategic as well as individual and (in-)formal competence development.

The 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 organised, 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 context-based technologies, could dramatically change today's understanding of further education towards lifelong learning fed by dynamically changing public and organizational knowledge repositories.
This workshop will continue the series of LOKMOL workshops and will build upon the results of the previous ones.


Goals and Workshop Questions

The LOKMOL workshops is organised around three main types of questions, which have shown up as a good motivation and structure for discussion in the previous workshops.

  • Methods: Which pedagogical approaches are suitable to facilitate learning from (heterogeneous) 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? In which way can context and Web2.0 approaches support current learning methods?
  • Standards and technologies: Up to what extend do current KM and e-Learning technologies and standards (e.g., IMS Learning Design, SCORM reference model, LOM, Semantic Web standards) support an integration of learning and KM? What are the requirements of KM technologies in order to support personalisation by addressing the learners' needs and individual learning processes? What kind of technologies exist that combine stored knowledge (e.g., resources existing in the World Wide Web) 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 support professional e-Learning? How did context-based technologies influence e-Learning so far? How do Web2.0 technologies such as lightweight APIs enabling Mashups of existing services 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 context and Web2.0 approaches in e-Learning?


Possible Topic Areas

  • incorporating arbitrary types of resources for KM and e-Learning:
    metadata concepts to represent resources and different views; (re-)using resources from heterogeneous repositories; frameworks and techniques to repurpose resources;
  • context of creation, (re-)use and repurposing of resources:
    representing and visualizing content; tracking context; contextual attention metadata; matching contexts; exploiting context information (e.g., for adaptation and personalisation);
  • connecting content and components:
    using (lightweight) semantic descriptions such as micro-formats to enable data exchange and interoperability; services and service-oriented architectures; mashups;
  • 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 folksonomies; encouraging user participation; establishing self-sustained communities;


Target Groups

The workshop intends to bring together researchers and practitioners from relevant communities (technology enhanced learning, knowledge management, knowledge representation, information systems, personalisation, user modeling, psychology and pedagogy, etc.) to share their knowledge, results and expertise about their research on cross-disciplinary research approaches for e-Learning. In more detail, the workshop aims to discuss how suitable technologies (e.g., Web2.0, context-based methods) and designs can be used to integrate e-Learning with KM more efficiently and effectively.

The workshop language will be English.


Submissions

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 http://www.springer.de/comp/lncs/authors.html).

Please email a PDF or POSTSCRIPT version (zipped) of your contribution to lokmol[at]dfki.uni-kl.de or contact:

Martin Memmel
DFKI GmbH
Fon: +49-631-20575-121
Fax: +49-631-20575-103


Publication

Workshop papers will be published as EC-TEL workshop proceedings will be published on-line as part of the CEUR Workshop proceedings series. CEUR-WS.org is a recognized ISSN publication series, ISSN 1613-0073.
This does not prevent you to have papers presented elsewhere as you retain the copyright.

The following prerequisites have to be met to get the paper published:

  • All workshop participants have to register for the EC-TEL 2007 conference.
  • At least one author of an accepted paper must register for the EC-TEL 2007 conference before the deadline for camera-ready-copies of the papers (August 15, 2007). Otherwise the paper will not be published.


Important Dates

July 7, 2007 Submission of contributions
July 21, 2007 Notification of authors regarding acceptance/rejection
August 15, 2007 Camera-ready copy of the papers due
September 16, 2007 (pending) Workshop at EC-TEL 2007 in Crete, Greece
September 17-20, 2007 EC-TEL 2007


Workshop Organisers

  • Martin Memmel, German Research Center for Artificial Intelligence GmbH (DFKI),
    Trippstader Straße 122, 67663 Kaiserslautern, Germany
    martin.memmel[at]dfki.uni-kl.de
  • Eric Ras, Fraunhofer Institute for Experimental Software Engineering,
    Fraunhofer-Platz 1, 67663 Kaiserslautern, Germany
    eric.ras[at]iese.fraunhofer.de
  • Martin Wolpers, Katholieke Universiteit Leuven,
    Celestijnenlaan 200A, 3001 Leuven, Belgium
    martin.wolpers[at]cs.kuleuven.be

Don't hesitate to contact us if there are any problems or questions.


Program Committee (tentative)

  • Andrea Back, University of St. Gallen, Switzerland
  • Nicola Henze, L3S, Hannover, Germany
  • Ralf Klamma, RWTH Aaachen, Germany
  • Katrina Leyking, IWI, Saarbrücken, Germany
  • Stefanie Lindstaedt, Know-Center, Graz, Austria
  • Wolfgang Nejdl, L3S, Hannover, Germany
  • Gabi Reinmann, Universität Augsburg, Germany
  • Andreas Schmidt, Forschungszentrum Informatik, Karlsruhe, Germany
  • Klaus Tochtermann, Know-Center Graz, Austria
  • Stephan Weibelzahl, National College of Ireland, Ireland
  • David Wiley, Utah State University, USA
  • Volker Zimmermann, IMC AG, Germany

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