Date: September 16, 2014
Submission of Papers: July 11, 2014
Review Notification: August 15, 2014
Final Manuscript Due: August 31, 2014
- position statements (2-4 pages)
- scientific results (4-10 pages)
- Demos and discussion topics: a 2-4 pages summary of the tool and the motivational and/or affective aspects to be discussed. If evaluation results with respect to those aspects are already available, authors are encouraged to be submit an extended paper (4-8 pages).
All contributions will be published in workshop proceedings as open access.
Motivational and affective aspects are frequently neglected in Technology Enhanced Learning although they are one of the most important factors when it comes to acceptance and success of TEL solutions. This becomes even more important as we move towards more open, independent, and informal learning settings. However, our understanding of these aspects and the implication this understanding would have on concrete solutions for learning is very fragmented: Pedagogical models emphasize the importance of holistic perspectives on learning, but still (implicitly) consider these aspects as peripheral. Psychology has investigated this topic area in depth from a theoretical and experimental point of view, but often there is a gap between generic theories of motivation and emotions, and concrete implications for didactical settings, tool design, and organizational guidance. We also know little, e.g., about reflection on emotions and one’s own motivation.
On the technology side, it is often unclear where and how to consider these aspects in the tool design as it requires a much wider perspective. Here, the affective computing strand has concentrated on tackling emotions, but so far has had little relation-ship to learning. CSCW research (particularly as part of the Web 2.0 hype) had a closer look at the influences on collaboration. The (serious) games approach to learn-ing is mainly a response to the motivational success of gaming, but struggles with how to combine this effect with a didactical approach. In workplace settings, particularly in knowledge management, motivation has been recognized as key success factor to ensure that introduced instruments and tools are getting used. However, many approaches have concentrated only on incentives, both in terms of monetary rewards and other extrinsic motivation schemes which are designed mainly as top-down instruments – with mixed success. We are convinced that we can meet these challenges only in an interdisciplinary way. Therefore we want to bring together in this workshop the different perspectives on the topic in order to foster the formation of a community between psychology, sociology, pedagogy, human resources, CSCW and computer science. The MATEL workshop has a successful history with its first edition at ECTEL 2010 and continued to provide an engaged forum for the subject area, which helped to form a community around the topic, set up a mailing list with more than 130 inter-ested individuals and a website under http://matel.professional-learning.eu.
9.00 Introduction to the workshop
- Introduction of participants
- Collection of motivational topics, solution approaches, and experiences of participants
- Introduction to the idea of motivational design patterns
10.00 - 10.30 Coffee break
- Reflections on the acceptance and success of RadioActive 101: Motivation through problematisation, improved well-being, emancipation and extreme learning (Ingo Dahn, Andrew Ravenscroft, Colin Rainey, Maria Brites, Silvio Correia Santos and James Dellow)
- The Trouble with Systemic Solution-oriented Self E-Coaching - Emotions as a key factor in changing patterns (Carmen Wolf)
- Comparing Objective and Subjective Methods to Support Reflection: an Experiment on the Influence on Affective Aspects (Véronica Rivera-Pelayo and Marc Kohaupt)
12.00 First hands-on experiences with motivational & affective design patterns
- Presentation of a proposed pattern structure
- Collaborative development of a first pattern
12.30 - 13.30 Lunch
13.30 Collaborative development of patterns
- based on experiences from participants and prior research
15.30 - 16.00 Coffee break
16.00 Reflections and wrap-up
- Reflection on structure of patterns and overall approach
- Next steps
- Creation of a workshop summary poster
This year's edition of the MATEL workshop has focussed on pushing the ideas of motivational patterns further. Since its beginnings, the MATEL workshop series' mission has been to promote systematic inclusion of motivational aspects into socio-technical design processes. As part of MATEL 2013, "from art to engineering" has been identified as the general theme to push the topic further. In other disciplines, ranging from architecture to software engineering or education, pattern-based approaches have been used to capture experiential knowledge about successful and unsuccessful introduction processes, design ideas, organizational measures, among others.
Around 20 participants were sharing their experiences with respect to TEL tools and motivational problem encountered. The contexts ranged from schools, university teaching to workplace learning.
In the morning, we had three research presentations:
- Ingo Dahn from University of Koblenz-Landau presented results from the RadioActive project, and especially experiences with applying OpenBadges for young people.
- Carmen Wolf from Karlsruhe Institute of Technology presented on the role of affective aspects in self e-coaching
- Verónica Rivera-Pelayo from FZI Research Center for Information Technology presented results of an experiment on affective aspects to compare objective and subjective capturing methods
An initial proposed pattern structure included the following sections:
- Name (name of the pattern; is easy to remember and meaningful)
- Abstract (outlining key elements)
- Problem (description of observable problem, close to the actual situation encountered, but reduced to characteristic elements)
- Context (description of the type of context the solution is applicable to, makes assumptions explicit under which the analysis and solution operate)
- Analysis (why is solution needed, interpretation of the problem, particularly in the light of motivation and – possibly – relate it to useful theories or other conceptualizations)
- Known Solution(s) (possibility to have more than one solution or is that different pattern?)
- Diagrammatic representation of solution (graphic illustration)
- Related patterns(for similar patterns, e.g., with variations of problem or context)
- References (evidence, references to theory)
- Authors, Date, Acknowledgements
In the afternoon, the workshop participants developed an first pattern and gained experience with the proposed pattern structure.
In general, the participants have gained confidence in the usefulness of a pattern-based approach. Several key aspects relate to create a sustainable process. This includes:
- In general, patterns should be articulated towards asking questions and towards action.
- The section describing contextual assumptions needs further elaboration and appears to be one of the most critical
- Ordering of sections depends on whether you are creating or using a pattern.
- Patterns is not just about structure; it is also about learning (i.e. usage) and creation processes. The creation process involves collecting examples, extracting common relevant factors, contextual conditions, and common problem and solution descriptions. This is a discussion process. Then the pattern description needs an argument to connect the problem with the relevant contextual factors
- The development of patterns is a knowledge maturing process, and it will be important for the community to be aware of the maturity of the descriptions.
- With the pattern base growing, a shared vocabulary will be needed to allow users to search for the patterns efficiently.
The workshop participants intend to continue the conversation as part of online meetings towards develop an initial core of a pattern catalogue.
Further material includes a dissertation of Christopher Francis Lewis
After identifying topics and research challenges to structure the field in 2010 and 2011, the main theme “from art to engineering” in 2012 and publishing the results of the first three editions at EC-TEL 2013, we want to develop the format further to-wards creating an structured experience base. The foundations for this experience base are participants’ concrete examples, including both, prototypes and systems as well as experience reports from the introduction and usage of approaches, services and tools that address motivational and affective aspects in technology enhanced learning. Together with participants we want to take these contributions as starting point for further discussions and sharing of good and bad practice from different contexts. Similar to other engineering disciplines, we want to explore how patterns as aggregation and systematic descriptions of good practices can help to sustain and systematize these experiences for reuse. These socio-technical patterns will comprise practices to inform both tool design as well as strategies for adoption.
Within a one day workshop, we plan to complement one session on full research papers, position statements and experience reports, with a second session on tool demonstrations where participants analyse and discuss the motivational and affec-tive aspects of those tools. More or less in-depth evaluation results by the presenters are welcome, but not a prerequisite. The participants should be given the opportunity for an intense moderated discussion, leading to first motivational socio-technical pat-terns as one of the outcomes from the collaborative sharing of experiences within the group. Where possible, we encourage presenters of tools to provide access to the tools prior to the workshop to allow workshop participants to prepare themselves. As a concluding session of the workshop, we want to synthesize the discussion results and further develop research priorities from last year’s edition of the workshop.
Topics for Position Statements and Scientific Contributions
- Experience reports and lessons learnt from introduction/usage of tools relat-ed to learning or knowledge development/engineering (success and failures), e.g.,
- Knowledge management and workplace learning
- Semantic technologies
- CSCL, CSCW and Web 2.0
- Enterprise 2.0
- Serious games
- MOOCs in educational and workplace learning contexts
- E-Coaching and other areas of technology-enhanced consultation
- Pattern-based capturing of design knowledge of soft factors, particularly re-lated to motivation and affective factors, but also in adjacent areas
- Design methodologies for incorporating motivational and affective factors
- Experiences with participatory design
- Engineering socio-technical systems
- Experiences with concrete research instruments
- Indicators for evaluation
- Approaches, services, or tools to address motivational and affective aspects
- Feedback mechanisms
- Organizational incentives
- Detecting affective states via sensors
- Exploiting curiosity
- Life logging and Quantified Self inspired approaches
- Learning about emotions (e.g., coping strategies) through reflection and resource activation
- Gamification and playful design
- Organizational aspects
- Role of context (social, cultural) on motivation to learn or share knowledge
- Role of affective aspects for daily work routines
- Models for understanding motivational and affective aspects/emotions from disciplines like pedagogy, psychology, human resources management and economics, sociology, usability engineering (e.g., joy of use driven approach-es), or computer science (e.g., context ontologies for affective and motiva-tional factors)
Topics for Tool Demos and Discussions
We invite developers and researchers of tools and systems in the area of Technology Enhanced Learning to present them under the perspective of motivational and affec-tive aspects, such as:
- Tools for supporting individual or team reflection and coaching
- Quantified Self approaches and use of sensors
- Mobile learning support apps, e.g., for e-coaching, e-learning
- Personal Learning Environments
- Tools for informal learning and knowledge management in organizations
- Innovative enterprise social media approaches
- Serious games
The organization committee consists of individuals from various disciplines (pedagogy, psychology, CSCW, sociology, human resources management, and computer science) to ensure and promote the interdisciplinary perspective on the topic.
- Teresa Holocher-Ertl (ZSI Center for Social Innovation, Vienna, Austria)
- Christine Kunzmann (Pontydysgu, UK)
- Verónica Rivera-Pelayo (FZI Research Center for Information Technology, Germany)
- Andreas P. Schmidt (Karlsruhe University of Applied Sciences, Germany)
- Carmen Wolf (Karlsruhe Institute of Technology, Germany)
- Graham Attwell, Pontydysgu, UK
- Alan Brown, University of Warwick, UK
- Sandra Burri Gram Hansen, Aaalborg University, Denmark
- Derick Leony, University Carlos III de Madrid, Spain
- Simone-Nadine Löffler, Karlsruhe Institute of Technology, Germany
- Steffen Lohmann, University of Stuttgart, Germany
- Abelardo Pardo, University of Sydney
- René Peinl, Hof University of Applied Sciences, Germany
- Michael Prilla, Ruhr University of Bochum, Germany
- Andrew Ravenscroft, University of East London, UK
- Alexander Richter, University BW, Munich, Germany
- Cüneyt Sandal, Karlsruhe Institute of Technology, Germany
- Jose Luis Santos Odriozola, KU Leuven, Belgium
- Alexander Stocker, Joanneum Research, Austria
- Gudrun Wesiak, Graz University of Technology, Austria