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Title: Perspective and Contrast; Design Principles for Supporting Self-directed and Incidental Learning
Authors: Glahn, Christian
Specht, Marcus
Koper, Rob
Keywords: learner support
information visualisation
Issue Date: 7-Sep-2009
Series/Report no.: J.UCS Conference Proceedings Series
Abstract: This paper reports on a meta-analysis of two qualitative studies that use visualisations of user interactions in Web2.0 systems in order to support self-directed and incidental learning. This analysis focuses on the identification of design principles for supporting learning beyond the well structured conditions of educational institutions. The studies applied a reference architecture for context-aware systems together with a contextual framework that is based on the theory of situated learning. Although combining these concepts lead to satisfactory results, it appeared that the design of visualisations for supporting self-directed learning requires further constraints. The given meta analysis identified the two design principles “perspective” and “contrast”. This paper discusses how these principles were present in both prior studies.
Description: Glahn, C., Specht, M., & Koper, R. (2009). Perspective and contrast; design principles for supporting self-directed and incidental learning. In K. Tochtermann & H. Maurer (Eds.), 9th International Conference on Knowledge Management and Knowledge Technologies (I-KNOW'09) and 5th International Conference on Semantic Systems (pp. 299-308). September, 2-4, 2009, Graz, Austria: Verlag der Technischen Universität Graz.
ISSN: 0948-695x
Appears in Collections:1. TENC: Publications and Preprints

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