http://hdl.handle.net/1820/497 2013-05-22T05:50:08Z 2013-05-22T05:50:08Z Griffiths, David Koper, Rob http://hdl.handle.net/1820/3191 2011-02-10T09:06:56Z 2011-02-09T11:33:24Z

Title: Rethinking Learning and Employment at a Time of Economic Uncertainty, Proceedings of the 6th TENCompetence Open Workshop Authors: Griffiths, David; Koper, Rob Abstract: These proceedings consist of the peer reviewed papers presented at the Sixth TENCompetence Open Workshop. This was the final event of TENCompetence, which was an Integrated Project funded by the EU 6th Framework Programme with the goal of developing a European, open-source infrastructure to support the lifelong development of competences. The workshop took place at the Edwardian Hotel, Manchester, UK, on the 19th and 20th November 2009. The theme chosen was “Rethinking Learning and Employment at a Time of Economic Uncertainty”, reflecting the environment in which results of the project were to be deployed. The eight papers are grouped into three thematic sections: (1) strategic issues related to the provision competence development activities; (2) aspects of the technical infrastructure required to provide flexible support for competence development; (3) the results of pilots which make use of TENCompetence tools to provide competence development opportunities in four contrasting contexts of lifelong learning, outside the traditional context of formal education. Description: Griffiths, D., & Koper, R. (2010). Rethinking Learning and Employment at a Time of Economic Uncertainty. Proceedings of the 6th TENCompetence Open Workshop. Bolton, UK: Institute for Educational Cybernetics, The University of Bolton.

2011-02-09T11:33:24Z Janssen, José http://hdl.handle.net/1820/2750 2010-09-24T00:05:33Z 2010-01-01T00:00:00Z

Title: Paving the Way for Lifelong Learning. Facilitating competence development through a learning path specification Authors: Janssen, José Abstract: Efficient and effective lifelong learning requires that learners can make well informed decisions regarding the selection of a learning path, i.e. a set of learning actions that help attain particular learning goals. In recent decades a strong emphasis on lifelong learning has led educational provision to expand and to become more varied and flexible. Besides, the role of informal learning has become increasingly acknowledged. In light of these developments this thesis addresses the question: How to support learners in finding their way through all available options and selecting a learning path that best fit their needs? The thesis describes two different approaches regarding the provision of way finding support, which can be considered complementary. The first, inductive approach proposes to provide recommendations based on indirect social interaction: analysing the paths followed by other learners and feeding this information back as advice to learners facing navigational decisions. The second, prescriptive approach proposes to use a learning path specification to describe both the contents and the structure of any learning path in a formal and uniform way. This facilitates comparison and selection of learning paths across institutions and systems, but also enables automated provision of way finding support for a chosen learning path. Moreover, it facilitates automated personalisation of a learning path, i.e. adapting the learning path to the needs of a particular learner. Following the first approach a recommender system was developed and tested in an experimental setting. Results showed use of the system significantly enhanced effectiveness of learning. In line with the second approach a learning path specification was developed and validated in three successive evaluations. Firstly, an investigation of lifelong learners’ information needs. Secondly, an evaluation of the specification through a reference (sample) implementation: a tool to describe learning paths according to the specification. Finally, an evaluation of the use and purpose of this tool involving prospective end-users: study advisors and learning designers. Following the various evaluations the Learning Path Specification underwent some changes over time. Results described in this thesis show that the proposed approach of the Learning Path Specification and the reference implementation were well received by end-users. Description: Janssen, J. (2010). Paving the Way for Lifelong Learning. Facilitating competence development through a learning path specification. September, 17, 2010, Heerlen, The Netherlands: Open University of the Netherlands, CELSTEC. SIKS Dissertation Series No. 2010-36. ISBN 978-90-79447-43-5

2010-01-01T00:00:00Z Janssen, José Berlanga, Adriana Heyenrath, Stef Martens, Harrie Vogten, Hubert Finders, Anton Herder, Eelco Hermans, Henry Melero, Javier Schaeps, Leon Koper, Rob http://hdl.handle.net/1820/1934 2012-10-15T12:01:20Z 2010-09-23T08:03:33Z

Title: Assessing the Learning Path Specification: a Pragmatic Quality Approach Authors: Janssen, José; Berlanga, Adriana; Heyenrath, Stef; Martens, Harrie; Vogten, Hubert; Finders, Anton; Herder, Eelco; Hermans, Henry; Melero, Javier; Schaeps, Leon; Koper, Rob Abstract: Finding suitable ways to achieve particular learning goals is not an easy task, both in initial education and lifelong learning. To facilitate selection, personalisation and navigation of learning paths we propose to describe learning paths in a formal and uniform way by means of a learning path specification. This paper explains the rationale behind the Learning Path Specification. Based on a framework developed for the evaluation of the specification the paper describes a study that was carried out to establish pragmatic quality, i.e. whether stakeholders can understand and use the specification. The paper explores the relationship between the concepts pragmatic quality, usability, and desirability, and distinguishes first-order and second-order pragmatic quality, relating it to different stakeholders: software developers and end-users. First-order pragmatic quality of the Learning Path Specification was evaluated during the process of developing a tool that describes learning paths according to the specification: the Learning Path Editor. Second-order pragmatic quality was evaluated through workshop sessions with end-users involving some hands-on experiences with this tool. The paper describes adaptations made to the specification in the process of developing the Editor. End-user evaluations were quite positive, leading to one more adaptation. Description: Janssen, J., Berlanga, A. J., Heyenrath, S., Martens, H., Vogten, H., Finders, A., Herder, E., Hermans, H., Melero Gallardo, J., Schaeps, L., & Koper, R. (2010). Assessing the Learning Path Specification: a Pragmatic Quality Approach. Journal of Universal Computer Science, 16(21), 3191-3209.

2010-09-23T08:03:33Z Janssen, José Berlanga, Adriana Koper, Rob http://hdl.handle.net/1820/2348 2011-09-20T09:29:43Z 2010-03-04T10:12:21Z

Title: Evaluation of the Learning Path Specification Authors: Janssen, José; Berlanga, Adriana; Koper, Rob Abstract: Flexible lifelong learning requires that learners can compare and select learning paths that best meet individual needs, not just in terms of learning goals, but also in terms of planning, costs etc. To this end a learning path specification was developed, which enables to describe both the contents and the structure of any learning path, be it formal, non-formal, informal, or indeed a combination of these. This paper briefly explains the learning path specification and its purpose to then present a framework for the evaluation of the specification based on theories of model quality. A study of learner choice processes (n=15) was carried out to investigate the specification’s semantic and pragmatic quality (clarity, completeness and parsimony) with respect to the selection of a learning path. Results indicate that the specification does not contain any redundant information. Instead, the study has led to improvement of the specification’s (feasible) completeness by further refinement of scheduling information. Description: Janssen, J., Berlanga, A. J., & Koper, R. (2011). Evaluation of the Learning Path Specification. International Journal of Educational Technology and Society, 14(3), 218–230.

2010-03-04T10:12:21Z Kluijfhout, Eric Koper, Rob http://hdl.handle.net/1820/2332 2011-05-31T11:28:06Z 2010-02-05T09:01:56Z

Title: Building the technical and organisational infrastructure for lifelong competence development Authors: Kluijfhout, Eric; Koper, Rob Abstract: Brochure of the TENCompetence project. The document reports on the project’s outcomes. Its most evident outcomes are: a) The Personal Competence Manager (PCM), tested and validated in pilots and business demonstrators, b) Scientific publications and specifications that have advanced the state of the art, c) Dissemination and training events The TENCompetence Foundation to carry on the PCM (r)evolution Description: Kluijfhout, E., & Koper, R. (2010). Building the technical and organisational infrastructure for lifelong competence development. TENCompetence Brochure.

2010-02-05T09:01:56Z Koper, Rob Stefanov, Krassen Dicheva, Darina http://hdl.handle.net/1820/2307 2010-02-11T14:45:25Z 2010-01-21T15:36:01Z

Title: Special Issue on Stimulating Personal Development and Knowledge Sharing Authors: Koper, Rob; Stefanov, Krassen; Dicheva, Darina Abstract: This special issue contains articles based on selected papers presented at the First TENCompetence Workshop “Stimulating Personal Development and Knowledge Sharing”, which took place in Sofia, Bulgaria on 30-31 October 2008. TENCompetence is a large integrated RTD project funded by the European Commission under the IST/TEL027087, program. The TENCompetence project The EU 6th Framework Integrated Project TENCompetence (www.tencompetence.org) aims at developing European open-source infrastructure that will support individuals, teams and organisations in lifelong development of competences. The infrastructure will enable: 1.Creating formal and informal Learning Networks in different professions and domains of knowledge. 2.Assessing and managing the competences that are acquired at any stage in life by the participants of a Learning Network, taking into account that people have learned from many different formal and informal learning sources. 3.Stimulating the reflection on the current competences to support the formulation of new learning goals. 4.Searching for adequate formal and informal learning resources to build new competences or to update existing competences in a profession or domain of knowledge. 5.Providing the actual learning environment that is needed to perform learning activities. 6.Providing effective and efficient support to learners. 7.Support for sharing learning resources. Description: Koper, R., Stefanov, K., & Dicheva, D. (2009). Stimulating Personal Development and Knowledge Sharing [Special issue]. International Journal of Continuing Engineering Education and Life-Long Learning (IJCEELL), 19(4/5/6), 271-395.

2010-01-21T15:36:01Z Koper, Rob Stefanov, Krassen Dicheva, Darina http://hdl.handle.net/1820/2306 2010-01-22T01:00:55Z 2010-01-21T15:26:20Z

Title: Stimulating Personal Development and Knowledge Sharing (editorial special issue) Authors: Koper, Rob; Stefanov, Krassen; Dicheva, Darina Abstract: Editorial of the special issue of the International Journal of Continuing Engineering Education and Life-Long Learning (IJCEELL), Volume 19 - Issue 4/5/6 - 2009. Description: Koper, R., Stefanov, K., & Dicheva, D. (2009). Stimulating Personal Development and Knowledge Sharing (editorial) [Special issue]. International Journal of Continuing Engineering Education and Life-Long Learning (IJCEELL), 19(Nos. 4/5/6), 271-275.

2010-01-21T15:26:20Z Kalz, Marco Koper, Rob Hornung-Prähauser, Veronika http://hdl.handle.net/1820/2305 2010-02-11T14:40:00Z 2010-01-21T10:03:08Z

Title: Technology Support for Self-Organized Learners (special issue ET&S) Authors: Kalz, Marco; Koper, Rob; Hornung-Prähauser, Veronika Abstract: This special issue has been the result of a TENCompetence workshop in Salzburg that took place 2nd & 3rd of June 2008 in the context of the conference "Self-organised learning in the interactive Web" -A change in learning culture?" Description: Kalz, M., Koper, R., & Hornung-Prähauser, V. (2009). Technology Support for Self-Organized Learners [Special issue]. Journal of Educational Technology & Society, 12(3).

2010-01-21T10:03:08Z Glahn, Christian Specht, Marcus Koper, Rob http://hdl.handle.net/1820/2304 2012-10-05T00:03:25Z 2010-01-19T12:37:58Z

Title: Visualisation of interaction footprints for enagement in online communities Authors: Glahn, Christian; Specht, Marcus; Koper, Rob Abstract: Contextualised and ubiquitous learning are relatively new research areas that combine the latest developments in ubiquitous and context aware computing with educational approaches in order to provide structure to more situated and context aware learning. The majority of recent activities in contextualised and ubiquitous learning focus on mobile scenarios, with location as the primary contextual dimension. However, the meaning of context aware learner support is not limited to location based solutions, as it is highlighted by the educational paradigms of situated learning and communities of practice. This paper analyses learner participation as a contextual dimension of adapting graphical indicators of interaction data for engaging and motivating learners in participating and contributing to an open community. The analysis is based on interaction data and interviews with participants in a nine week lasting design study, during which we compared the effect of two indicators on the engagement of the participants in the group activities. The trend of study results supports the presumption that the learners' perception of their activity visualisations is context dependent. We found that more engaging visualisation polarised the participants in this group: while contributing participants were attracted to contribute more to the community, non-contributing participants were distracted by the same visualisation. Description: Glahn, C., Specht, M., & Koper, R. (2009). Visualisation of interaction footprints for engagement in online communities [Special issue]. In M. Kalz, R. Koper & V. Hornung-Prähauser (Eds.), Journal of Educational Technology & Society, 12(3), 44-57.

2010-01-19T12:37:58Z Kalz, Marco Koper, Rob Hornung-Prähauser, Veronika http://hdl.handle.net/1820/2303 2012-10-05T00:03:26Z 2010-01-19T11:03:52Z

Title: Technology Support for Self-Organized Learners (Guest Editorial) Authors: Kalz, Marco; Koper, Rob; Hornung-Prähauser, Veronika Abstract: Technology Support for Self-Organized Learners (Guest Editorial) Description: Kalz, M., Koper, R., & Hornung-Prähauser, V. (2009). Technology Support for Self-Organized Learners (Guest Editorial) [Special issue]. In M. Kalz, R. Koper & V. Hornung-Prähauser (Eds.), Journal of Educational Technology & Society, 12(3), 1-3.

2010-01-19T11:03:52Z