ACM SIGCHI General Interest Announcements (Mailing List)


Options: Use Forum View

Use Monospaced Font
Show Text Part by Default
Condense Mail Headers

Message: [<< First] [< Prev] [Next >] [Last >>]
Topic: [<< First] [< Prev] [Next >] [Last >>]
Author: [<< First] [< Prev] [Next >] [Last >>]

Print Reply
"ACM SIGCHI General Interest Announcements (Mailing List)" <[log in to unmask]>
Mon, 16 Mar 2009 11:25:22 +0000
text/plain; charset=windows-1252; format=flowed
"George D. Magoulas" <[log in to unmask]>
text/plain (234 lines)

“Enabling creative learning design: how HCI, User Modelling and Human 
Factors help”

A Workshop held in conjunction with the 14th International Conference on 
Artificial Intelligence in Education
July 6th - 10th 2009, Thistle Hotel, Brighton, UK

Background and Motivation
Although the term “Learning Design” (LD) has been in use only in recent 
years, the earliest work in the field can be traced back to 
“instructivist” approaches, which provided a clear instructional 
sequence for teachers to follow. The recognition of the need to make 
theoretical findings readily available to practitioners led to extensive 
work on Instructional Design Theory, which attempted to make learning 
theories more operational. However, the later focus on “constructivist” 
theories of learning presented more of a challenge to an operational 
approach. The development of interest in “Learning Design” as a focus of 
research began with the realisation that the constructivist pedagogical 
theories did not easily transfer to the practice of teaching. The 
emphasis on what learners were doing, and how to support their 
activities, was much less constrained by constructivism. This dependence 
on the context in which learning takes place required an approach to 
teaching based on design principles rather than pre-defined 
instructional sequences.

There have been attempts to offer “toolkits” or software to enable ease 
of entry into pedagogic design and support non-specialists in engaging 
with learning theories. Despite the effort, existing e-learning systems 
and authoring tools have several limitations in respect of support 
provided and usability, and cannot accommodate the needs of teachers who 
increasingly look for more intelligent services and support when 
designing instruction in order to avoid disorientation and develop a 
holistic understanding of how all the information fits together. 
Providing support by incorporating personalisation technologies into 
teachers’ designs could be potentially helpful in formulating teaching 
goals and lesson plans and in better accommodating learners’ needs. In 
fact, at present, systems do not provide tools for identifying patterns 
in effective learning design practice and offer no opportunities for 
teachers to personalise the learning experience and collaborate with 
peers in developing more effective designs. It also appears to be a 
large communication gap between authoring tools and learning systems, 
and teachers/learning designers. For example, teachers want to work with 
the terminology they are familiar with for describing their teaching and 
learning, which of course can create a problem for the exchange of 
learning designs using existing systems. Thus, the challenge for the 
next generation of Learning Design tools is thus to put the designer 
requirements and experiences at the centre of tool development. To this 
end, the Workshop will draw to the vast experience of HCI and user 
modeling and human factors research.

Learning design is a creative process and tools are prescriptive and 
constraining and are often seen more as a hindrance. Thus, it is widely 
acknowledged that we need to do more to bridge the education/computer 
science divide and create a genuinely interdisciplinary basis for 
representing learning design, if we are to succeed in persuading 
teachers to work with this approach as the technical complexities 
involved are often not perceived by teachers as relevant to their needs. 
Moreover, it is important to offer teachers intelligent services, such 
as personalisation and content adaptation, matching learners' 
characteristics with specific learning designs, and exploiting 
teachers-directed feedback about the usefulness and appropriateness of 
learning objects or designs for certain learning scenarios. In this 
vein, the Workshop considers personalisation in the context of learning 
design as an important feature of the next generation of LD tools. This 
could be achieved by capturing the needs of each individual teacher or 
group of teachers and providing support for reaching a goal that 
efficiently and knowledgeably addresses individual or group needs. 
However, personalisation would not be achieved by prescribed sequences 
of actions and information but by creating a dynamic structure, e.g. 
based on ontologies, and more generally using user and community data so 
that the Learning Design tools can adapt to the users’ knowledge, 
profiles and needs, and that users can consciously adapt the system to 
suit their articulated preferences. The Workshop will attempt to address 
the challenges discussed above. Furthermore, it aims to explore what 
teacher/learning designers-related information should be captured and 
how, and what kind of adaptations are needed to support teachers’ 
individual needs, goals and interests. It will also look at how users' 
interactions with designs and annotations of designs and the use of 
concepts from controlled vocabularies, taxonomies and ontologies can be 
captured in a user-friendly way and used to support the Learning Design 

The Workshop Content and Themes
Technology enhanced learning, to be fully effective, requires a 
synthesis of insights from the learning sciences and Computer Science, 
in particular AI. Broadly speaking, the learning sciences provide deep 
insights into the learning design domain, while computing and 
particularly AI-based approaches provide formal representations, 
reasoning mechanisms and data structures that enable those insights to 
be captured in a precise and computationally executable form. There is a 
double challenge here, which is at the heart of a successful synthesis.

This half-day Workshop aims to bring together education, HCI and AI 
experts to discuss and share ideas about the 21st century view on 
learning design, curriculum and AI-based technology to support the 
content design, creation, sharing, re-use, modification and learning 
that may occur when teaching. Contributions will include theoretical and 
applied research, and preliminary results on the following themes:

• Creative Interfaces for creative Learning Design: Needs of the user 
and communities, barriers of use, usability and support through 
intelligent interfaces. How can research in HCI and intelligent user 
interfaces be used to facilitate the process of Learning Design? How can 
interaction analysis be used to improve Learning Design?
• Human factor drivers for personalising the Learning Design experience: 
Personalisation, re-use, sharing designs from theory to practice to 
community. What are the human factors that influence the process of 
Learning Design? What community concepts can be exploited to enable 
creative Learning Design? What can AI do to capture and represent human 
factor considerations, patterns of behaviour and community knowledge for 
Learning Design? What AI-based knowledge representation and inference 
mechanisms are needed in personalised Learning Design tools? Can these 
AI-based mechanisms help to overcome the cognitive demands when using 
these tools?

Workshop Topics
Full and short papers that address one or more of the following topics 
are welcome

• User experiences when designing a course using existing tools and 
identification of their limitations;
• Context-aware design to support Learning Design;
• Context-awareness as a design approach to aid building e-learning 
design tools; Can next generation AI reduce cognitive overload to 
enhance the usability?
• User-centred design models for Learning Designs (user models, 
preferences, usage models, personalisation);
• Human factors experience from the “Learner Designer perspective”, e.g. 
users approach to design, users tool preferences, priorities, re-use of 
• HCI design to overcome barriers of use;
• Recommendation systems and personalisation for Learning Design: 
designing rule of thumb or heuristics, inference on ontological models, 
inference theory and architecture, nearest neighbour for “concept” 
recommendation; Can they help with tool usage? How can pedagogical 
approaches be used in Learning Design to personalise the learning 
• Drawing from research and experience from other applications to see 
how Education tools might benefit from AI.
• Community-based and collaborative approaches. Does a community or 
collaborative approach ease the learning design task?
• Intelligent interfaces to aid the creative process of Learning Design;
• User modelling to assist Learning Design tools to enhance 
personalisation features.

Submission Format and Procedure
Full papers should not exceed 10 pages and short papers should be up to 
5 pages. Authors should follow the same template that is used for the 
main conference. All papers should be formatted according to IOS Press 
guidelines (formatting instructions are available on the IOS Press 
Authors Corner webpages at: Workshop papers will be 
published in full length in the workshop proceedings and presented 
orally at the Workshop. The papers will be printed locally for 
dissemination at the AIED Workshops and kept as a PDF file resource on 
the website. Please, submit your paper by e-mail to both Patricia 
Charlton ([log in to unmask]) and Kyparisia Papanikolaou 
([log in to unmask]) by April 16, 2009. Portable Document Format (*.pdf) is 

Important Dates
April 16, 2009: submission of papers
May 20, 2009: notification of results
End of May 2009: delivery of camera-ready paper

Workshop Programme Committee
Liliana Ardissono, University of Torino, Italy
Stefano Cerri, University of Montpellier II, France
Patricia Charlton, Birkbeck College, University of London, UK
Brock Craft, Institute of Education, UK
Ines Di Loreto, Dept of Informatics and Communication, University of 
Milan, Italy
Maria Grigoriadou, University of Athens, Greece
Jelena Jovanovic, University of Belgrade, Serbia
Diana Laurillard, Institute of Education, UK
George Magoulas, Birkbeck College, University of London, UK
Alvaro Ortigosa, Universidad Autónonoma de Madrid. Spain
Kyparisia Papanikolaou, School of Pedagogical and Technological 
Education, Athens, Greece
Barbara Schmidt-Belz, Fraunhofer Institute for Applied Information 
Technology, Germany
Martin Wolpers, Fraunhofer-Institut für Angewandte Informationstechnik 

Workshop Organisation
Patricia Charlton, Birkbeck College, University of London, UK
Maria Grigoriadou, University of Athens, Greece
Diana Laurillard, Institute of Education, UK
George Magoulas, Birkbeck College, University of London, UK
Kyparisia Papanikolaou, School of Pedagogical and Technological 
Education, Athens, Greece

Contact Person
For any questions regarding the Workshop, please email George Magoulas 
([log in to unmask])

Dr George D. Magoulas
Reader in Computer Science
Programme Director- MSc AIS, MSc IIS, MSc WIM
School of Computer Science and Information Systems
Birkbeck College, University of London
Malet Street, London WC1E 7HX, UK
Office: B34E (Senate House, North Block)
Phone: +44 20 7631 6717
Fax: +44 20 7631 6727
E-mail: [log in to unmask]
“Birkbeck - Changing lives since 1823”

                To unsubscribe, send an empty email to
     mailto:[log in to unmask]
    For further details of CHI lists see