Katja Niemann

Learn More
This paper presents an approach of collecting contextualized attention metadata combined from inside as well as outside a LMS and analyzing them to create feedback about the student activities for the teaching staff. Two types of analyses were run on the collected data: first, key actions were extracted to identify usage patterns and tendencies throughout(More)
We present new ways of detecting semantic relations between learning resources, e. g. for recommendations, by only taking their usage but not their content into account. We take concepts used in linguistic lexicology and transfer them from their original field of application, i. e. sequences of words, to the analysis of sequences of resources extracted from(More)
Successful self-regulated learning in a personalized learning environment (PLE) requires self-monitoring of the learner and reflection of learning behaviour. We introduce a tool called CAMera for monitoring and reporting on learning behaviour and thus for supporting learning reflection. The tool collects usage metadata from diverse application programs,(More)
In order to satisfy and positively surprise the users, a recommender system needs to recommend items the users will like and most probably would not have found on their own. This requires the recommender system to recommend a broader range of items including niche items as well. Such an approach also support online-stores that often offer more items than(More)
Recently, a number of usage data representations have emerged that enable the representation of user activities across system and application boundaries. Based on these user activity data, systems can adapt to the users and provide personalized information. A lot of usage data representation formats are already successfully used in real world applications.(More)
This paper presents an approach for supporting awareness and reflection of learners about their cognitive and meta-cognitive learning activities. In addition to capture and visualise observable data about the learning behaviour, this approach intends to make the leaner aware of their non-observable learning activities. A technical approach and partial(More)