IWL-LOKMOL 08

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IWL-LOKMOL 08
Intelligent Assistance for Self-Directed and Organizational Learning (IWL-LOKMOL '08)
Subevent of I-KNOW 2008
Start September 3 2008 (iCal)
End September 3 2008
Homepage: Homepage
Location
City: Graz
Country: Austria
Important dates
Papers due: April 14, 2008
Submissions due: April 14, 2008
Event in series IWL-LOKMOL

Contents

[edit] Introduction

The I-KNOW ‘08 Special Track on “Intelligent Assistance for Self-Directed and Organizational Learning” (IWL-LOKMOL 2008) addresses the vibrant field of technological support for workplace learning. The goal is to support,enable and exploit learning opportunities embedded within the daily work processes of the individual and in turn repurpose the experiences, work results and other resources within the organization as learning resources. We will put special focus on novel technological approaches to support workplace learning, such as the application of semantic technologies and social software principles and related technologies.

Original papers are solicited and will be reviewed by a board of international experts.

This special track continues the series of IWL Special Tracks and LOKMOL workshops and builds upon their results.

[edit] Topics include but are not limited to:

  • embedding learning and collaboration processes into work processes:
    • frameworks and techniques for realizing workplace embedded or integrated learning,
    • contextual collaboration processes and support,
    • intelligent support for communities of experts and learners;
  • users as content consumers and producers for self-directed and organisational learning:
    • 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;
  • novel educational or cognitive theories for technology enhanced self-directed and organisational learning:
    • learning theories for work-integrated and life-long learning;
    • constraints of the application environment;
    • experiences on applicability for different knowledge work types
  • semantic, cognitive, or educational models for self-directed and organisational learning:
    • context models and modelling approaches;
    • cognitive, educational or semantic modelling for workplace learning;
    • model evaluation and evolution;
  • incorporating arbitrary types of resources for self-directed and organisational 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 for self-directed and organisational learning:
    • representing and visualizing content;
    • tracking context;
    • contextual attention metadata;
    • matching contexts;
    • exploiting context information (e.g., for adaptation and personalisation);
  • connecting content and components for self-directed and organisational learning:
    • using (lightweight) semantic descriptions such as micro-formats to enable data exchange and interoperability;
    • services and service-oriented architectures;
    • mash-ups.

[edit] Background

In spite of the close relationship between learning and knowledge, there is still a lack of cooperation between the fields of Technology-enhanced Learning (TeL) and Knowledge Management (KM). Paradigms of work-integrated learning and collective intelligence have been suggested to bridge this gap. Technology-enhanced learning approaches develop more and more towards responsive environments that are embedded into the working process of individuals and existing organizational structures. Knowledge management approaches utilize more and more the collective intelligence of communities and seek to foster organizational learning as a result of networked knowledge. However, these new developments have generated new research challenges which are far from being solved.

One set of challenges is concerned with a tighter integration of working, learning and collaboration processes at the workplace and their technological support. How can these be intelligently and flexibly supported without imposing too rigid a structure? Several types of models have been suggested to cope with these requirements. Semantic web approaches have entered the learning domain, but they have yet to find their way into knowledge work practice. Cognitive and educational models, on the other hand, have been mainly applied in educational settings and need to find their way into workplace settings.

A related strand of research has shown 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.

This special track is based on the insight that KM technologies need to take into account findings from social and educational sciences, 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 public or organizational 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 and semantic technologies, or social media technologies could dramatically change today's understanding of workplace learning towards lifelong learning fed by dynamically changing public and organizational knowledge repositories.

[edit] Type of Submissions

  • Tools and technology descriptions
  • Empirical results
  • Case studies
  • Software design methods
  • Descriptions of technology enhanced learning methods
  • Proposals for and applications of standards

[edit] Target Group

The special track intends to bring together researchers and practitioners from relevant communities (knowledge management, technology enhanced learning, knowledge representation, information systems, personalisation, user modelling, psychology, and educational sciences, etc.) to share their knowledge, results and expertise about their research on cross-disciplinary research approaches for organizational and individual 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 individual, community and organizational learning more efficiently and effectively.

The workshop language will be English.

[edit] Important Dates

  • 14 April 2008: Submission of the full papers (8 pages)
  • 31 May 2008: Notification of acceptance
  • 30 June 2008: Camera ready version (8 pages)
  • 3-5 Sept. 2008: TRIPLE-I Conference

[edit] Submission Procedure

In case of problems or questions concerning the submission of papers, please contact the track chairs at iwl@know-center.at.

[edit] Organizers

[edit] Program Committee

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