BPM Seminar understandability of process models

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BPM Seminarunderstandability of process models

• A users perspective on learning

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Topics

• Context of the research
• Theoretical Background
• Theoretical Design Conceptualisation
• Measurement
• Questions?

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1. Context of the research

• Goal
• Defining understanding as a result of learning,
  how do differences in user characteristics
  contribute to differences in understanding
  process models?

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An example
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Kick-off

• Curtis et al. (1992)
• Goal
• facilitate human understanding and
  communication
• Sub-goal
• represent processes in forms understandable by
  humans

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Gap-analysis

• Independent variables
• The effect of
• task complexity
• technology/process model characteristics
• on performance

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Visualisation
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Gap-analysis II

• Understandability defined as an intrinsic
  property of a process model
• Complexity, learnability, usability, etc.
• Pragmatic quality

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Why is this important?

• Practically
• ) helps representing processes in forms
  understandable by humans
• ) additional insights allow for more effective
  training
• Academically
• ) effects of users often averaged out by
  assuming homogeneity (or x vs. y)
• ) Maturity of the discipline will benefit from
  an interdisciplinary approach

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2. Theoretical background

• To learn is to be human
• (Goward)

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Theory of Cognitive Load

• Define information integration as a learning
  process
• Control factors of
• Content
• Content Presentation

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An example
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Learning Conceptualised
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Revisions

• Controlled Learning Context
• Limited Mutuality

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Controlling the Learning Context

• HOW?

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3. Theoretical Design Conceptualisation
a Cognitive Perspective onLearning
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Structure

• Gap Analysis
• Introduction of a framework
• Integration into learning theory

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Prior to Learning
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User CharacteristicsGap analysis
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Input User Characteristics

• Identification of a framework which
  conceptualises user characteristics in an
  integrative manner
• Problem-solving is inherent to human nature
• Usage of goal-setting behavioural theory

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Goal-setting Behavioural Theory
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Eight Variables
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During Learning
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Knowledge ConstructionGap analysis

• Static Approach hence limited availability
• Cardoso et al. (2006)
• short- and long-term memory
• chunking and tracing
• Hungerford et al. (2004)
• Task Planning
• Others, e.g. Central vs. Peripheral, Queues

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Throughput Knowledge Construction

• Identification of a framework that describes
  Knowledge Creation
• Mandviwalla Hovav (1995)
• Motivational process

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Motivational Hub (Locke, 1991)
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Three Variables
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After Learning
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Learning OutcomeGap analysis
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Output Learning Outcome

• Identification of a framework which
  distinguishes between different types of
  understanding

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Motivational Hub (Locke, 1991)
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Three Variables
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Time Out
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Variables Explained

• Eight Presage
• Three Process
• Three Product

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User Characteristics
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Knowledge Construction
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Learning Outcome
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4. Measurement
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Configuration

• What to measure?
• How to measure?
• Who to sample?

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What to measure?

• Due to model complexity,
• test a part of the model
• a) Personal data prior to learning
• b) Information of their learning approach
  during learning
• c) Questions on understanding post learning

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a) Personal Data

• What to collect?
• Distal Variables Personality?
• Demographics?
• Culture?
• Skills Reading skills?
• Studying skills?
• Modelling skills?

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Examples of Frameworks

• Frederiks Weide (2006) Analysis Skills
• incl. Handle implicit knowledge, grammatical
  analysis, abstract sentence structure, think on
  an abstract level
• Bandara et al. (2007) Content for IS Subjects
• From focus group analytical skills, understand
  the problem, ability to communicate with client
• Lindland et al. (1994) Quality
• Syntactic, Semantic Pragmatic Quality
• Vanderfeesten et al. (2007) Complexity metrics
• incl. Coupling, Cohesion, Modularity

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Skills

• Syntactic Skills a) Word comprehension
• b) Vocabulary syntax
• II) Identify obstacles
• Semantic Skills c) Spatial ability
• c) BMP modelling discourse
• d) experience/past behavioural skills
• I) studying habits
• II) identify obstacles
• Pragmatic Skills e) Working memory
• e) Integration capacity
• f) Real time self-evaluation
• I) Develop effective strategies
• II) Problem-solving
• IV) Emotional stability

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b) Learning Approach

• Methods available
• Yet, is this useful?

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c) Understanding

• Methods available
• Only cognitive measurement?
• Indicators Recall Transfer
• Question answered correctly
• Problem solving
• Time?
• Incorporation of affective constructs

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How to measure?

• Qualitative vs. Quantitative

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Fixed vs. Loose

• Should respondents be provided with a goal?
• Should meaningful learning be the outcome to aim
  for?

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Tests, tests, tests

• some examples
• Spatial ability test
• Working memory
• integration test
• Reading ability
• Understanding of story
• Problem solving
• Cloze Recall test
• Cognitive Coupling

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Who to sample?

• Controlling the Learning Context
• vs.
• homogeneity of population
• Assume group differences (e.g. expert/novice)
• vs.
• differences by measurement

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Encore un fois
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5. Questions?

• ?