Abstract
Experience-based Information Systems (EbIS) enable organizations to capture, store and reuse knowledge and experiences for continuous competence development. However, there are several shortcomings that seem to limit the usage of the stored knowledge. Focusing on technical issues, the stored experiences consist mainly of contextual knowledge provided by domain experts, while declarative and procedural knowledge is required in addition to facilitate learning for novices. Moreover, these systems do not support learning in an optimal way because they do not activate learning processes. We present an approach that enriches retrieved experiences with additional learning elements in so-called micro-didactical learning arrangements, created by a pedagogical agent based on cognitive learning goals and an instructional design model. The advantages of this approach are twofold: first, the applicability of experience packages increases by adding learning elements to the package; second, the application of the experience and the newly gained knowledge in practice deepens the learning effect.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsPreview
Unable to display preview. Download preview PDF.
References
Abran, A., Bourque, P., Dupuis, R., MooreDonald, J.W.: Guide to the Software Engineering Body of Knowledge (SWEBOK). IEEE Press, Piscataway, http://www.swebok.org/ , Retrieved on 2004/02/28
ADL: Sharable Content Object Reference Model (SCORM) Version 2004 (2004), http://www.adlnet.org , Retrieved 2004/02/20,
Anderson, J. R.: Kognitive Psychologie. Spektrum der Wissenschaft, Heidelberg, (1988)
Anderson, J. R.; Rules of the mind. Hillsdale, Erlbaum, New York (1993)
Basili, V.R., Caldiera, G., Rombach, D.: Experience Factory. In: Marciniak, J.J. (ed.) Encyclopedia of Software Engineering, vol. 1, pp. 469–476. John Wiley & Sons, Chichester (1994)
Bergmann, R.: Experience Management: Foundations, Development Methodology, and Internet-Based Applications. Springer, Heidelberg (2002)
Bloom, B.S., Engelhart, M.D., Furst, E.J., Hill, W.H., Krathwohl, D.R.: Taxonomy of educational objectives: The classification of educational goals: Handbook 1 cognitive domain, Longmans. Green and Company, New York (1956)
Efimova, L., Swaak, J.: Converging Knowledge Management, Training and e-learning: Scenarios to make it work. Journal of Universal Computer Science 9(6), 571–578 (2003)
Efimova, L., Swaak, J.: KM and (e)-learning: towards an integral approach? In: Proc. KMSS02, EKMF, Sophia Antipolis, pp. 63–69 (2002)
Enns, C.Z.: Integrating Separate and Connected Knowing: The Experiential Learning Model. Teaching of Psychology 20(1), 7–13 (1993)
Ericsson, K.A., Krampe, R.T., Tesch-Römer, C.: The role of deliberate practice in the acquisition of expert performance. Psychological review 100, 363–406 (1993)
Fitts, P.M., Posner, M.I.: Human performance. Brooks Cole, Belmont (1967)
Gagne, R.M., Briggs, L.J., Wager, W.W.: Principles of instructional design (3rd ed.). Holt, Rinehart and Winston, Incorporated, New York (1988)
IEEE Learning Technology Standards Committee: Learning Object Metadata Standard, http://ltsc.ieee.org/wg12/ (retrieved on 2004/02/26)
Jedlitschka, A., Nick, M.: Software Engineering Knowledge Repositories. In: Empirical Methods and Studies in Software Engineering:Experiences from ESERNET, pp. 55-80 (2003)
Krathwohl, D.R., Bloom, B.S., Masia, B.B.: Taxonomy of educational objectives: The classification of educational goals. Handbook ii, Affective domain, David McKay Company, Incorporated, New York (1964)
Lawton, G.: Knowledge Management: Ready for Prime Time? Computer 34(2), 12–14 (2001)
Mädche, A.: -VISION- A roadmap Toward Next Generation Knowledge Management. Presentation, Prague, VISION EU Project, IST-2002-38513 (2002)s, http://km.aifb.uni-karlsruhe.de/fzi/presentations/docs/1035178906.ppt (retrieved on 2004/02/20)
Mann, W.C., Thomson, S.A.: Rhetorical Structure Theory: A Theory of Text Organization. Technical Report RS-87-190, Information Science Institute, USC ISI, USA (1987)
Meder, N.: Didaktische Ontologien, http://www.l-3.de/de/literatur/download/did.pdf (retrieved on 2004/02/21)
Merriënboer van, J.J.G., Clark, R.E., de Croock, M.B.: Blueprints for complex learning: The 4C/ID* model. Educational Technology, Research and Development, 50(2) (2002)
Rus, I., Lindvall, M.: Knowledge Management in Software Engineering. IEEE Software, pp. 26-38 (May/June 2002)
Secchi, P., Ciaschi, R., Spence, D.: A Concept for an ESA lessons learned system. In: Secchi, P. (ed.) Proceedings of Alerts and LL: An Effective way to prevent failures andproblems, Tech. Rep. WPP-167, pp. 57–61. ESTEC, Noordwijk (1999)
Steinacker, A., Seeberg, C., Fischer, S., Steinmetz, R.: MultiBook: Meta-data for Webbased Learning Systems. In: Proceedings of the 2nd International Conference on New Learning Technologies (1999)
Tautz, C.: Customizing Software Engineering Experience Management Systems to Organizational Needs. PhD thesis, University of Kaiserslautern, Germany, 2000. Fraunhofer IRB Verlag (2001)
Tennyson, R.D., Rasch, M.: Linking Cognitive learning theory to instructional prescriptions. Instructional Science 17, 369–385 (1988)
Weber, R., Aha, D.W., Becerra-Fernandez, I.: Intelligent lessons learned systems. International Journal of Expert Systems Research & Applications 20(1), 17–34 (2001)
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2004 Springer-Verlag Berlin Heidelberg
About this paper
Cite this paper
Ras, E., Weibelzahl, S. (2004). Embedding Experiences in Micro-didactical Arrangements. In: Melnik, G., Holz, H. (eds) Advances in Learning Software Organizations. LSO 2004. Lecture Notes in Computer Science, vol 3096. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-540-25983-1_6
Download citation
DOI: https://doi.org/10.1007/978-3-540-25983-1_6
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-540-22192-0
Online ISBN: 978-3-540-25983-1
eBook Packages: Springer Book Archive