http://hdl.handle.net/1820/496 Building the European Network for Lifelong Competence Development 2013-05-23T05:41:43Z http://hdl.handle.net/1820/3191 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 http://hdl.handle.net/1820/2750 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 http://hdl.handle.net/1820/1934 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 http://hdl.handle.net/1820/2432 Title: D1.5 TENCompetence project completion report Authors: Kluijfhout, Eric Abstract: The Project Completion Report comprises of the following documents: • Periodic Activity Report Year 4, including science & society, gender action, and socio-economic reporting questionnaires • Publishable Final Activity Report • Final Plan for using and disseminating the knowledge • TENCompetence software delivery, licensing and ownership agreement • Periodic Management Report – not included here as this is not a public document Description: Kluijfhout, E. (2010). D1.5 TENCompetence project completion report. TENCompetence project. 2010-01-01T00:00:00Z http://hdl.handle.net/1820/2403 Title: De weg bereiden tot leren. Demo van de leerpad specificatie en editor Authors: Janssen, José Abstract: De demo "De weg bereiden tot leren" legt uit waarom we een leerpad specificatie hebben ontwikkeld en wat de belangrijkste kenmerken zijn van die specificatie. Tevens wordt gedemonstreerd hoe in de Leerpad Editor leerpaden volgens de specificatie kunnen worden beschreven. De demo is ontwikkeld voor de workshop sessies die georganiseerd zijn met het doel de specificatie te evalueren. Description: Janssen, J. (2010, February). De weg bereiden tot leren. Demo van de leerpad specificatie en editor. 2010-04-08T08:55:18Z http://hdl.handle.net/1820/2348 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 http://hdl.handle.net/1820/2332 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 http://hdl.handle.net/1820/2315 Title: Learning Path Editor Authors: Melero, Javier; Van Stratum, Bas; Janssen, José; Heyenrath, Stef; Van der Heijden, Sander; Finders, Anton; Schaeps, Leon; Herder, Eelco; Vogten, Hubert; Martens, Harrie; Koper, Rob Abstract: The Learning Path Editor is a tool which enables to describe learning paths in line with the learning path specification which was developed in the TENCompetence Integrated Project (WP7). The Editor is part of release 6.0 of the TENCompetence integrated software. Description: This software is open source and is distributed under the three clause BSD licence, Copyright TENCompetence Foundation. 2010-01-29T12:58:56Z http://hdl.handle.net/1820/2307 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 http://hdl.handle.net/1820/2306 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