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CfP: 2nd Workshop on Motivational and Affective Aspects of Technology Enhanced Learning (MATEL)

http://matel11.mature-ip.eu

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 such solutions. However, our understanding of these aspects and the implication this understanding would have on concrete solutions is very fragmented:

Pedagogical models emphasize the importance of holistic perspectives on learning, but still (implicitly) consider these aspects as peripheral. 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 those 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 relationship 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 learning 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, this 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 extrinsically motivation schemes which are designed mainly as top-down instruments – with mixed success. Psychology has investigated this topic area in depth from a theoretical and experimental point of view, but there is often a gap between generic theories of motivation and concrete implications for didactical settings, tool design, and organizational guidance.

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, CSCW and computer science.

History of the workshop

The MATEL workshop had its successful first edition at ECTEL 2010 with eight contributions and around 20 participants. One outcome of the workshop was a landscape of the topics and issues related to motivational and affective aspects in technology-enhanced learning. Since then, the organizers have further promoted the formation of a community around the topic, set up a mailing list with more than 100 interested individuals and a website underhttp://matel.professional-learning.eu.

The workshop is co-organized by the European projects IntelLEO, MATURE, and MIRROR.

Use hashtag #matel11 on twitter.

Format of the workshop

Within the workshop at ECTEL 2011, we want to further strengthen the links between the adjoining disciplines and come up with a more detailed landscape of the topic that allows for discovering links between the participants, spotting gaps, and getting a more holistic picture of the subject.

Towards this end, we want to conceive this workshop as an interactive forum which is facilitated by position statement and short scientific contributions. Therefore, we plan for a one day workshop with presentations by the participants in the morning and open space discussions in the afternoon where participants can suggest their own topics.

As a concluding session of the workshop, we want to further develop the topic landscape that has been developed at the last edition of the workshop, particularly with respect to links between the topics. This landscape will be also used to spot who can contribute to which questions and how the research projects the participants are involved in relate to the topics in the field.

Submissions

We invite contributions in the form of

  • motivation papers (2-4 pages), explaining how the authors' research area and experiences relate to the subject (e.g., success and failures), or
  • position papers (2-4 pages) on a specific topic, intending to spark discussion among the participants
  • research papers (4-8 pages) on more elaborate research results

The recommended format for the contributions is Springer LNCS. Please submit a PDF file to This email address is being protected from spambots. You need JavaScript enabled to view it.

The jointly developed results of the workshop will be published in a relevant journal.

Dates

  • Submission of papers: July 4, 2011
  • Notification of acceptance: August 1, 2011
  • Revised version: September 1, 2011

Topics

Topics encompass the following:

  • Models for understanding motivational and affective aspects/emotions from disciplines like
    • Psychology
    • Human Resources Management and economics
    • Sociology
    • Usability Engineering (e.g., joy of use driven approaches)
    • Computer Science (e.g., context ontologies for affective and motivational factors)
  • Design methodologies for incorporating motivational and affective factors
    • Experiences with participatory design
    • Engineering socio-technical systems
    • Experiences with concrete research instruments (like ethnographic studies, experiments)
    • Indicators for evaluation
  • Approaches, services, or tools to address motivational and affective aspects, e.g.,
    • 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
  • Organizational aspects
    • Role of context (social, cultural) on motivation to learn or share knowledge
    • Role of affective aspects for daily work routines
    • Experience reports and lessons learnt from introduction of technology-enhanced learning support as enablers (success and failures), e.g., from
    • Knowledge management and workplace learning
    • CSCW and Web 2.0
    • Enterprise 2.0
    • Serious Games

Organization Commitee

Simone Braun (FZI Research Center for Information Technologies, Germany)
Ulrike Cress (IWM-KMRC, Tübingen, Germany)
Teresa Holocher-Ertl (Center for Social Innovation, Austria)
Christine Kunzmann (FZI Research Center for Information Technologies, Germany)
Athanasios Mazarakis  (FZI Research Center for Information Technologies, Germany)
Lars Müller (FZI Research Center for Information Technologies, Germany)  
Verónica Rivera-Pelayo  (FZI Research Center for Information Technologies, Germany)
Andreas Schmidt (FZI Research Center for Information Technologies, Germany)

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