DSpace Community:

Visualisation of interaction footprints for engagement and motivation in online communities – results of first interviews

2008-06-05T07:37:17Z

Title: Visualisation of interaction footprints for engagement and motivation in online communities – results of first interviews 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 activities in contextualised and ubiquitous learning focus on mobile scenarios, in order to identify the relation between educational paradigms and new classes of mobile applications and devices. However, the meaning of context aware learner support is not limited to mobile learning scenarios by default. The educational paradigms of situated learning and communities of practice highlight these needs for informal learning and for workplace learning. In this paper we analyse learner participation as a contextual dimension of adapting graphical indicators for engaging and motivating learners in participating and contributing to an open community of practice. For this purpose we analyse six interviews with selected participants of that community. We compared the reactions of the learners who were provided different indicators during their interactions with an online system. The results of these interviews illustrate the impact of small variations in the aggregation and visualisation of interaction footprints on the engagement of learners at different contribution levels. Description: Glahn, C., Specht, M., & Koper, R. (2008). Visualisation of interaction footprints for engagement and motivation in online communities – results of first interviews. In M. Kalz, R. Koper, V. Hornung-Prähauser & M. Luckmann (Eds.), Proceedings of the 1st Workshop on Technology Support for Self-Organized Learners (TSSOL08) (pp. 29-43). June, 2-3, 2008, Salzburg, Austria. Available at http://sunsite.informatik.rwth-aachen.de/Publications/CEUR-WS/Vol-349/glahn.pdf

Proceedings of the 1st Workshop on Technology Support for Self-Organized Learners

2008-05-28T00:00:00Z

Title: Proceedings of the 1st Workshop on Technology Support for Self-Organized Learners Authors: Kalz, Marco; Koper, Rob; Hornung-Prähauser, Veronika; Luckmann, Michaela Description: Kalz, M., Koper, R., Hornung-Prähauser, V., & Luckmann, M. (Eds.) (2008). Proceedings of the 1st Workshop on Technology Support for Self-Organized Learners. June, 2-3, 2008, Salzburg, Austria: CEUR Workshop Proceedings, ISSN 1613-0073. Available at http://ceur-ws.org/Vol-349.

Reference models for forming organisational or collaborative pedagogical best practices

2008-05-20T11:31:38Z

Title: Reference models for forming organisational or collaborative pedagogical best practices Authors: Lee, Chien-Sing; Koper, Rob; Kommers, Piet; Hedberg, John Abstract: This special issue of the International Journal of Continuing Engeneering Education and Life-Long Learning is concerned with learning design as the primary foundation for service-oriented and content oriented-paradigms for learning and teaching. The papers are categorised in three themes: a) framework, management, people-oriented or policy issues, b) technological issues and c) assessment issues. The special issue contains 8 papers. Description: Lee, Chien-Sing, Koper, R., Kommers, P., & Hedberg, John (Eds.) (2008). Reference models for forming organisational or collaborative pedagogical best practices [special issue]. International Journal of Continuing Engineering Education and Life-Long Learning, 18(1).

Learning Networks for Lifelong Competence Development (special issue of ILE)

2008-05-20T11:22:26Z

Title: Learning Networks for Lifelong Competence Development (special issue of ILE) Authors: Krassen, Stefanov; Koper, Rob Abstract: This special issue of the journal Interactive Learning Environments has been the result of the First TENCompetence Workshop that took place in Sofia, Bulgaria, 30-31 March 2006. The objective of the special issue is to identify and analyse current research and technologies that provide the building blocks for lifelong competence development. The special issue contains 9 papers. Description: Stefanov, K., & Koper, R., (2007). Learning Networks for Lifelong Competence Development [special issue]. Interactive Learning Environments, 15(2).

A reference model and technical framework for mobile social software for learning

2008-05-14T08:52:56Z

Title: A reference model and technical framework for mobile social software for learning Authors: De Jong, Tim; Specht, Marcus; Koper, Rob Abstract: In this paper we will present a reference model for mobile learning and provide some examples of its application to current literature in mobile social software for learning. The reference model together will form the basis for a technical framework for contextual media for learning that will be also described in this paper. Moreover, we will describe an example of the practical application of the technical framework in the development of the ContextBlogger application. The paper concludes with a summary of the experience we had so far and an outlook on research we plan to do in the future. Description: De Jong,T., Specht, M., & Koper, R. (2008). A reference model and technical framework for mobile social software for learning. In I. A. Sánchez & P. Isaías (Eds.), Proceedings of the IADIS Mobile Learning Conference 2008 (pp. 206-210). April, 11-13, 2008, Carvoeiro, Portugal.

Simulating light-weight Personalised Recommender Systems in Learning Networks: A case for Pedagogy-Oriented and Rating-based Hybrid Recommendation Strategies

2008-04-03T11:05:56Z

Title: Simulating light-weight Personalised Recommender Systems in Learning Networks: A case for Pedagogy-Oriented and Rating-based Hybrid Recommendation Strategies Authors: Nadolski, Rob; Van den Berg, Bert; Berlanga, Adriana; Drachsler, Hendrik; Hummel, Hans; Koper, Rob; Sloep, Peter Abstract: Recommender systems for e-learning demand specific pedagogy-oriented and hybrid recommendation strategies. Current systems are often based on time-consuming, top down information provisioning combined with intensive data-mining collaborative filtering approaches. However, such systems do not seem appropriate for Learning Networks where distributed information can often not be identified beforehand. Sound way-finding for lifelong learners in Learning Networks requires dedicated personalised recommender systems (PRS) which should also be practically feasible with minimized effort. Currently, such light-weight PRS systems are scarcely available. This study shows that simulations can support defining PRS requirements prior to starting the costly process of development, implementation, testing, revision, and before conducting field experiments with real learners. This study confirms that providing recommendations leads towards more effective, more satisfied, and faster goal achievement. Furthermore, this simulation study reveals that a rating-based light-weight hybrid PRS-system is a good alternative for ontology-based recommendations, in particular for low-level goal achievement. Finally, it is found that rating-based light-weight hybrid PRS-systems enable more effective, more satisfied, and faster goal attainment than peer-based light-weight hybrid PRS-systems (incorporating collaborative techniques without rating). Description: Nadolski, R. J., Van den Berg, B., Berlanga, A. J., Drachsler, H., Hummel, H. G. K., Koper, R., & Sloep, P. B. (2009). Simulating Light-Weight Personalised Recommender Systems in Learning Networks: A Case for Pedagogy-Oriented and Rating-Based Hybrid Recommendation Strategies. Journal of Artificial Societies and Social Simulation 12(1)4 .

Personal Recommender Simulation

2008-03-22T16:34:32Z

Title: Personal Recommender Simulation Authors: Van den Berg, Bert; Nadolski, Rob; Drachsler, Hendrik; Berlanga, Adriana; Hummel, Hans; Koper, Rob; Sloep, Peter Abstract: The main goal of our project is to research and develop technologies that support users in Learning Networks. One of the questions in this research is how to tackle the problem of the difficulty for learners to navigate through the network: what is the most effective way to reach the learning target or which course can be studied best after finishing a particular one? The aim of this program is to simulate recommendations (strategies) of learning actions (LA's) for learners in a learning network with different (sub) domains, targets, preferences and competences. It is used to explore and to research the effectiveness of different recommendation strategies in various settings. Description: The simulation and its background is described in detail in: Simulating [in the search] for lightweight Personalised Recommendation Systems in Learning Networks: A case for Pedagogy-Oriented Rating-based Hybrid Recommendation Strategies Rob J. Nadolski, Bert van den Berg, Adriana J. Berlanga, Hendrik Drachsler, Hans G.K. Hummel, Rob Koper and Peter B. Sloep. Open University of the Netherlands. Available under the three clause BSD licence, Copyright TENCompetence Foundation.

Bridging the Gap between Instructional Design and Double Loop Learning

2008-01-01T00:00:00Z

Title: Bridging the Gap between Instructional Design and Double Loop Learning Authors: Spoelstra, Howard; Rusman, Ellen; Van Bruggen, Jan; Koper, Rob; Matera, Maristella Abstract: The implementation of double loop learning based educational scenarios in instructional designs in workflow-like e-learning systems appears to be showing a gap; whereas the former assumes that processes can be reflected upon and can be modified or amended by the learners, the latter only predefines a limited set of rigid instructional processes.. However, an important advantage of instructional designs implemented in workflow-like e-learning systems using modelling standards is the ease with which they can be exchanged with other (educational) institutions. The workflow environment described here aims to make learner reflection and change to instructional processes feasible while maintaining portability. We present a description of the implementation of the pedagogical scenario of the “Virtual Company” in our workflow environment that makes use of dynamic workflow processes. Learners are provided with process building blocks, called “atomic actions” which they can use to create and revise processes “on the fly”, thus supporting double-loop learning. Description: Spoelstra, H., Rusman, E., Van Bruggen, J., Koper, R., & Matera, M. (2008). Bridging the Gap Between Instructional Design and Double-Loop Learning. International Journal of Web-Based Learning and Teaching Technologies, 3(1), 79-89.

Modeling Units of Assessment for Sharing Assessment Process Information: towards an Assessment Process Specification

2008-03-05T07:07:48Z

Title: Modeling Units of Assessment for Sharing Assessment Process Information: towards an Assessment Process Specification Authors: Miao, Yongwu; Sloep, Peter; Koper, Rob Abstract: IMS Question and Test Interoperability (QTI) is an open technical e-learning standard supporting the interoperability and reusability of assessment items/tests. However, it is silent on who will be involved in the assessment and what are their roles, on how an assessment will be conducted and how it will be aligned with learning and teaching activities, etc. Moreover, it has insufficient expressiveness to specify the new forms of assessment (e.g., peer assessment and portfolio assessment) that are required in competence-based learning. In order to capture current educational practices in online assessment from the perspectives of assessment process management, we extend QTI and IMS Learning Design (LD) with an additional layer that describes assessment processes in an interoperable, abstract, and efficient way. The aim is an assessment process specification that can be used to model both classic and innovative forms of assessment, and to align assessment with learning and teaching activities. In this paper, the development of the assessment process specification and its benefits and requirements are described. A conceptual model, the core of the assessment process specification is presented. The proposed conceptual model has been subject to a first validation, which is also described. Description: Miao, Y., Sloep, P. B., & Koper, R. (2008). Modeling Units of Assessment for Sharing Assessment Process Information: towards an Assessment Process Specification. In F. W. B. Li, J. Zhao, T. K. Shih, R. W. H. Lau, Q. Li & D. McLeod (Eds.), Advances in Web Based Learning - Proceedings of the 7th International Conference on Web-based Learning (ICWL 2008) (pp. 132-144). August, 20-22, 2008, Jinhua, China: Lecture Notes in Computer Science 5145 Springer 2008, ISBN 978-3-540-85032-8.

Bridging the Gap between Practitioners and E-learning Standards: A Domain-specific Modeling Approach

2008-03-05T07:07:14Z

Title: Bridging the Gap between Practitioners and E-learning Standards: A Domain-specific Modeling Approach Authors: Miao, Yongwu; Sodhi, Tim; Brouns, Francis; Sloep, Peter; Koper, Rob Abstract: Developing activity-centric e-pedagogies using IMS LD is difficult for average practitioners because pedagogical knowledge and technical knowledge is required. Through using peer assessment as an exemplary pedagogy, this paper presents a domain-specific modeling (DSM) approach to a new generation of LD authoring tool, for enabling practitioners to develop activity-centric e-pedagogies. Adopting a DSM approach, on the one hand, pedagogic experts develop a pedagogy-specific modeling language, in which notations are directly chosen from the concepts and rules used to describe pedagogic approaches. On the other hand, technical experts develop transformation algorithms, which will map the models represented in the pedagogy-specific modeling language into machine-interpretable code represented in an executable language like IMS LD. The feasibility of this approach has been demonstrated through developing a peer assessment authoring tool. Description: Miao, Y., Sodhi, T., Brouns, F., Sloep, P. B., & Koper, R. (2008). Bridging the Gap between Practitioners and E-learning Standards: A Domain-Specific Modeling Approach. In P. Dillenbourg & M. Specht (Eds.), Times of Convergence. Technologies Across Learning Contexts - Proceedings of the Third European Conference on Technology Enhanced Learning, EC-TEL 2008 (pp. 284-289). September, 16-19, 2008, Maastricht, The Netherlands: Lecture Notes in Computer Science 5192 Springer 2008, ISBN 978-3-540-87604-5.