KLeOS: Knowledge and Learning Organisation System

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KLeOS Knowledge and Learning
Organisation System

• Giasemi N. Vavoula
• Mike Sharples
• http//web.bham.ac.uk/g.vavoula
• g.vavoula_at_bham.ac.uk

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Overview

• Design a system that supports a persons everyday
  learning over a lifetime
• Study peoples learning practice (diary
  diary-interview method)
• Infer requirements for learning support
• KLeOS a Knowledge and Learning Organisation
  System

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The Study

• Example Diary Entry
• Day - Time - Place 2, noon, at travel shop
• People involved Member of staff in travel shop
• Objects/resources used Timetables. Map of
  Birmingham.
• Background/objectives To find out where IKEA was
  and how to get there.
• What happened Whilst buying my bus pass I asked
  the man how to get to IKEA. He described to me
  where it was and explained how to get there on
  the bus. It would take 3 buses and take a long
  time.
• Problems encountered He had to repeat the
  numbers for the different buses several times as
  I couldn't keep that many different numbers in my
  head at once.
• Comments/notes I was amazed that he knew all the
  different bus numbers and routes.

• Diary Diary-Interview
• 12 adults, 4 days, 118 learning experiences
• Interview focusing on diary entries and exploring
  further issues
• Grounded Theory

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Study Results Thematic Variance
Types of learning experiences
60
52
50
40
of all experiences
Provide a smooth transition between learning
topic areas
30
19
18
20
12
10
0
Work-related
Self-improvement
Leisure
Everyday life
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Study ResultsSpatial Mobility
Location of learning experiences by type of
learning
60
50
4
40
13
Easily transferable between places
Experiences
30
20
33
4
4
3
10
3
11
8
7
3
3
0
Work-related
Self-improvement
Leisure
Everyday life
At work
At home
Place of leisure
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Study ResultsTemporal Dispersion of Locations
Location of learning by time period on week days
(left) and at weekends (right)
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Study ResultsTemporal Dispersion of Types
Types of learning by time period on week days
(left) and at weekends (right)
Available and functional anytime, during any day
of the week
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Organisation of Learning
Read macro code
Read information on internet
Write essay
Activities
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Organisation of Learning
Learn about management theories
Find out about new team manager
Learn how macros work in MS-Word
Episodes
Read macro code
Read information on internet
Write essay
Activities
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Organisation of Learning
Assist the organisation of events into projects
Assist the organisation of activities into events
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Learning Objects

• Containers
• Conduits
• Resources
• Stimulators
• Tools
• Pointers

Assist the organisation of learning resources
based on context of use or thematic associations
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Constructing Knowledge

• Do activities
• Experience episodes
• Manage projects

Construct Knowledge
Support the user to construct meaningful,
integrated knowledge
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Introduction to KLeOS
Project
Knowledge
Temporal organisation within project
Contain knowledge
Episode
Objects
Temporal organisation within episode
Used in activities
Activities
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Introduction to KLeOS
Project
Knowledge
Episode
Objects
Activities
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Introduction to KLeOS
SEMANTIC MEMORY
EPISODIC MEMORY
Project
Knowledge
Episode
Objects
Activities
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Introduction to KLeOS
SEMANTIC MEMORY
EPISODIC MEMORY
Project
Knowledge
Episode
Objects
Activities
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Introduction to KLeOS

• Assumption
• Episodic representation of learning events
  combined with semantic representation of the
  learned knowledge, will result on more efficient
  retrieval of past knowledge

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KLeOS

• Knowledge and Learning
• Organisation System
• DEMO

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Interface evaluation

• Generally accepted, with suggestions for
  improving readability and clarity
• Confusion caused by the terms activity,
  episode and project episode not as
  meaningful(Suggestions?)
• It was thought to be a useful tool

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Future Work

• Study effectiveness of combining episodic and
  semantic learning memories for the retrieval of
  knowledge (controlled learning task experiment)
• Re-design for mobile platforms
• Concept map on iPAQ (Tony Chan)
• Learning organiser on iPAQ (Oliver Holmes)

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Thank you for your attention,

• Giasemi Vavoula
• EdTech Research Group
• University of Birmingham
• UK