Context-Steered Learning

Current learning solutions typically offer to the learner two alternatives: either the learning processes are guided by the predefined course structure (course-steered learning), or they search themselves for appropriate learning material as soon as they discover a knowledge need (self-steered learning). While course-steered learning on the one side does not allow for integrating working and learning processes, self-steered learning on the other side often is cognitively too challenging. The idea of context-steered learning is to support the learner by being aware of the situation (or technically the context) of the learner and by recommending relevant learning resources in an unobtrusive way. The first foundation for this is the capturing of the situation of the employee, which has both organizational (e.g. role, process, activity, or task) and individual (e.g. learning style, media preference, learning time capacity etc.) dimensions. The second foundation is competence catalog (or ontology), which is used for describing employee competencies, objectives and prerequisites of learning resources, and competency requirements for the different aspects of the situation.

Context-Steered Learning with Learning Objects

Context-Steered Learning through Informal Teaching

2009

Situationsbewusste Informationsdienste für das arbeitsbegleitende Lernen Andreas Schmidt
Situationsbewusste Informationsdienste für das arbeitsbegleitende Lernen
Karlsruhe Institute of Technology / Universität Karlsruhe (TH), Karlsruhe, Germany, 2009

Zunehmend werden Lernen und Arbeiten als miteinander verwobene Aktivitäten verstanden, was von existierenden Ansätzen nur unzureichend unterstützt wird, da sie kaum die Arbeitssituation berücksichtigen, in der sie benutzt werden. In dieser Arbeit geht es darum, eine Methodik für die Lernunterstützung zu erarbeiten und auf technischer Ebene situationsbewusste Informationsdienste mittels Kompetenzontologien und Kontextmanagement zu konzipieren und in realen Unternehmensumgebungen zu evaluieren.

2008

Andreas Schmidt
Enabling Learning on Demand in Semantic Work Environments: The Learning in Process Approach
In: Rech, Jörg and Decker, Björn and Ras, Eric (eds.): Emerging Technologies for Semantic Work Environments: Techniques, Methods, and Applications, IGI Publishing, 2008

2006

Andreas Schmidt, Simone Braun
Context-Aware Workplace Learning Support: Concept, Experiences, and Remaining Challenges
In: Nejdl, Wolfgang and Tochtermann, Klaus (eds.): Innovative Approaches for Learning and Knowledge Sharing. First European Conference on Technology-Enhanced Learning (EC-TEL 2006), Creete, Greece. Proceedings., Lecture Notes in Computer Science vol. 4227, Springer, 2006, pp. 518-524

Abstract Workplace learning offers the unique possibility of the immediacy of purpose and real-world context. In order to leverage on this, we have developed a context-aware method to support workplace learning. In this paper, we want to describe the concept of context-steered learning, both from a content-driven and communication-driven perspective, and present corresponding system functionality primitives.

Simone Braun, Andreas Schmidt
Don’t Annoy the Informal Teacher: Context-Aware Mediation of Communication for Workplace Learning
In: Tochtermann, Klaus and Maurer, Hermann (eds.): Proceedings of I-KNOW 2006, Special Track on Integrating Working and Learning, Springer-Verlag, 2006, pp. 429-436

Abstract The verbal inter-human exchange forms an important part of informal learning, especially in workplace learning. Where informal learning is taking place within communication, there informal teaching also takes place; but the side of the informal teachers, who are also integrated into work and learning processes, and from which they are distracted from, has been neglected so far. As a method we present in this paper the context-aware mediation of communication between the learner and the informal teacher.

Simone Braun, Andreas Schmidt
Kontextbewusste Lernunterstützung für das Lernen bei Bedarf
In: Heinecke, A. M. and Paul, H. (eds.): Mensch & Computer - 6. Fachuebergreifende Konferenz - M&C 2006, Oldenbourg Verlag, 2006, pp. 283-292

Abstract Die Flexibilisierung der Arbeitswelt führt zu einer Individualisierung der Bildungspfade, für die zunehmend das praktizierte Lernen auf Vorrat nicht mehr gerecht wird. Ein Wandel hin zu einem Lernen bei Bedarf erfordert allerdings auch einen Wandel der Rolle von lernunterstützenden Systemen. Als Methode hierfür präsentieren wir das kontextgesteuerte Lernen und zeigen, wie sich Lernen sowohl durch klassische Lernobjekte als auch durch zwischenmenschliche Kommunikation mittels Berücksichtigung des Kontextes initiieren und verbessern lässt.

2005

Andreas Schmidt
Bridging the Gap between Knowledge Management and E-Learning with Context-Aware Corporate Learning Solutions
In: Althoff, Klaus-Dieter and Dengel, Andreas and Bergmann, Ralph and Nick, Markus and Roth-Berghofer, Thomas (eds.): Professional Knowledge Management. Third Biennial Conference, WM 2005, Kaiserlautern, Germany, April 2005. Revised Selected Papers, Lecture Notes in Artificial Intelligence vol. 3782, Springer, 2005, pp. 203-213

Abstract Knowledge management and e-learning both address the same fundamental problem: facilitating learning in organizations. But they approach the problem with two different paradigms, resulting in two different types of system. This paper proposes context awareness with respect to the learner’s or employee’s context as a solution to bridge the gap. The project Learning in Process is illustrating a step into that direction.

Andreas Schmidt
Bridging the Gap between Knowledge Management and E-Learning with Context-Aware Corporate Learning.
In: WM 2005: Professional Knowledge Management - Experiences and Visions, Contributions to the 3rd Conference Professional Knowledge Management - Experiences and Visions, April 10-13, 2005, Kaiserslautern, Germany, DFKI, 2005, pp. 170-175

Abstract Knowledge management and e-learning both address the same fundamental problem: facilitating learning in organizations. But they approach the problem with two different paradigms, resulting in two different types of system. This paper proposes context awareness with respect to the learner’s or employee’s context as a solution to bridge the gap. The project Learning in Process is illustrating a step into that direction.

2004

Andreas Schmidt, Claudia Winterhalter
User Context Aware Delivery of E-Learning Material: Approach and Architecture.
J. UCS, vol. 10, no. 1, 2004, pp. 28-36

Andreas Schmidt
Context-Steered Learning: The {Learning in Process} approach
In: IEEE International Conference on Advanced Learning Technologies (ICALT '04), IEEE Computer Society, 2004, pp. 684-686

Abstract Context-steered learning in enterprises promises both from a learner point of view and from an organizational point of view higher learning efficiency and improved quality control. We present the Learning in Process approach for contextualizing learning processes in a corporate setting. Its nucleus is a matching component compiling personalized learning programs on demand from modular learning objects.