Contextualized Attention Metadata in Learning Environments

Abstract

This paper presents the notion of contextualized attention metadata (CAM) in learning environments. CAM describes observations about the handling of digital information in relation to the context in which the respective activities took place. The usage of CAM is exemplified in three scenarios: (1) using CAM to support the learning process of employees in agile business process execution, (2) enriching learning resource description with CAM and (3) identifying usage patterns of architectural learning resources with CAM. CAM helps to individualize the learning experience by providing detailed information about the learner's way of dealing with digital information which can, for example, be used to target the information provision to the learners needs by helping her to focus on the learning activities rather than information management.