http://hdl.handle.net/1820/11 Wed, 22 May 2013 03:02:06 GMT 2013-05-22T03:02:06Z http://dspace.ou.nl:80/retrieve/30434/CELSTEC_logo2.gif http://hdl.handle.net/1820/11 http://hdl.handle.net/1820/4940 Title: Socio-semantic Networks of Research Publications in the Learning Analytics Community Authors: Fazeli, Soude; Drachsler, Hendrik; Sloep, Peter Abstract: In this paper, we present network visualizations and an analysis of publications data from the LAK (Learning Analytics and Knowledge) in 2011 and 2012, and the special edition on Learning and Knowledge Analytics in Journal of Educational Technology and Society (JETS) in 2012. Description: Fazeli, S., Drachsler, H., & Sloep, P. B. (2013). Socio-semantic Networks of Research Publications in the Learning Analytics Community. In M. d'Aquin, S. Dietze, H. Drachsler, E. Herder, & D. Taibi (Eds.), Linked data challenge, Learning Analytic and Knowledge (LAK13) (pp. 6-10). Vol. 974, Leuven, Belgium. Mon, 29 Apr 2013 00:00:00 GMT http://hdl.handle.net/1820/4940 2013-04-29T00:00:00Z http://hdl.handle.net/1820/4861 Title: Learning paths and OER: trends and opportunities Authors: Janssen, José; Berlanga, Adriana; Koper, Rob Abstract: This article explains a set of tools developed in order to describe learning activities and learning paths transparently, so that it becomes easier to determine whether they are aligned with the desired learning objectives and are interchangeable (or have interchangeable components). A learning path is defined as a set of one or more learning activities aimed at achieving certain learning objectives. Our argument will make clear that the challenge we face extends beyond the integration of OER within existing curricula, and that we need to view OER as a single source for learning and personal development, alongside many other non-formal and informal sources for learning (CEC, 2000). Description: Janssen, J., Berlanga, A. J., & Koper, R. (2013). Learning paths and OER: trends and opportunities. In R. Jacobi, H. Jelgerhuis, & N. van der Woert (Eds.), Trendreport Open Educational Resources 2013 (pp. 76-80). Utrecht: SURF Foundation - Special Interest Group Open Educational Resources SURF. Final version available at http://www.surf.nl/en/publicaties/Documents/Trend%20Report%20OER%202013_EN_DEF%2007032013%20%28HR%29.pdf Mon, 08 Apr 2013 00:00:00 GMT http://hdl.handle.net/1820/4861 2013-04-08T00:00:00Z http://hdl.handle.net/1820/4860 Title: Leerpaden en OER: trends en kansen Authors: Janssen, José; Berlanga, Adriana; Koper, Rob Abstract: Dit hoofdstuk beschrijft een set van tools die ontwikkeld zijn om leeractiviteiten en leerpaden op een transparante manier te beschrijven, zodat het eenvoudiger wordt om vast te stellen of ze aansluiten bij de gewenste leerdoelen en (op onderdelen) uitwisselbaar zijn. Een leerpad wordt gedefinieerd als een set van één of meer leeractiviteiten gericht op het realiseren van bepaalde leerdoelen. Het betoog zal duidelijk maken dat de uitdaging waar we voor staan verder reikt dan de integratie van OER binnen bestaande curricula, en dat we OER moeten zien als één bron van leren en persoonlijke ontwikkeling, naast vele andere non-formele en informele bronnen van leren (CEC, 2000). Description: Janssen, J., Berlanga, A. J., & Koper, R. (2013). Leerpaden en OER: trends en kansen. In R. Jacobi, H. Jelgerhuis, & N. van der Woert (Eds.), Trendrapport Open Educational Resources 2013 (pp. 76-80). Utrecht: SURF Foundation - Special Interest Group Open Educational Resources SURF. Definitieve versie beschikbaar via http://www.surf.nl/en/publicaties/Documents/Trendrapport%20OER%202013_NL_%20DEF%2007032013%20%28HR%29.pdf Mon, 08 Apr 2013 00:00:00 GMT http://hdl.handle.net/1820/4860 2013-04-08T00:00:00Z http://hdl.handle.net/1820/4849 Title: Weblogs as learning tools for aspirant reflective practitioners Authors: Wopereis, Iwan; Sloep, Peter Abstract: Weblogs, a mainstream social software, allow for externalizing thinking processes and subsequent review, and thus offer rich opportunities for modelling, reflection and feedback. We studied the assumption that weblogs are suitable tools to support and stimulate reflection on action in teacher training in the Netherlands. At the Alpine Rendez-Vous we would like to discuss the findings of our study, which include moderate positive findings with regard to reflection learning and technology use. Both (instructional) design issues and concerns related to the implementation of weblogs will be presented (e.g., the relation with e-portfolio). In addition, we would like to consider the redefinition of teacher training expertise needed for using weblog technology and the role of the (incipient) expert in the context of Web 2.0-powered changes in knowledge creation. Description: Wopereis, I., & Sloep, P. B. (2013, January-February). Weblogs as learning tools for aspirant reflective practitioners. Position paper presented at the Workshop on Technology support for reflecting on experiences and sharing them across learning contexts at the Alpine Rendez-Vous 2013, Villard-de-Lans, France. Tue, 02 Apr 2013 00:00:00 GMT http://hdl.handle.net/1820/4849 2013-04-02T00:00:00Z http://hdl.handle.net/1820/4836 Title: The Human Factor in the Acceptance of OER. What determines readiness to share? Authors: Rubens, Wilfred; Didderen, Wim Abstract: What determines the readiness of instructors to share open educational resources (OER)? To put that question more defensively: what stops them actually incorporating OER into their teaching? We approach that question from the perspective of change. Based on various sources, we identify a number of reasons why people are resistant to change (see for example Nathans, 1994; Moss Kanter, 2012; Cuban, 2011; Grush, 2011). To what extent are these reasons relevant to the use of OER? And what can one do to counter them? Description: Rubens, W., & Didderen, W. (2013). The Human Factor in the Acceptance of OER. What determines readiness to share? In R. Jacobi, H. Jelgerhuis, & N. van der Woert (Eds.), Trendreport Open Educational Resources 2013 (pp. 84-88). Utrecht: SURF Foundation - Special Interest Group Open Educational Resources SURF. Thu, 14 Mar 2013 00:00:00 GMT http://hdl.handle.net/1820/4836 2013-03-14T00:00:00Z http://hdl.handle.net/1820/4835 Title: De menselijke factor bij de acceptatie van OER. Wat bepaalt de bereidheid om te delen? Authors: Rubens, Wilfred; Didderen, Wim Abstract: Wat bepaalt de bereidheid van docenten om open educational resources (OER) te delen? Of meer defensief geformuleerd: wat houdt docenten tegen om OER daadwerkelijk in hun onderwijs toe te laten? Deze vraag benaderen we vanuit het perspectief van veranderingen. Op basis van bronnen signaleren wij een aantal redenen waarom mensen zich verzetten tegen veranderingen (zie o.a. Nathans, 1994; Moss Kanter, 2012; Cuban, 2011; Grush, 2011). In welke mate zijn deze redenen relevant voor het gebruik van OER? En wat kun je ertegen doen? Description: Rubens, W., & Didderen, W. (2013). De menselijke factor bij de acceptatie van OER. Wat bepaalt de bereidheid om te delen? In R. Jacobi, H. Jelgerhuis, & N. van der Woert (Eds.), Trendrapport Open Educational Resources 2013 (pp. 82-86). Utrecht: SURF Foundation - Special Interest Group Open Educational Resources SURF. Thu, 14 Mar 2013 00:00:00 GMT http://hdl.handle.net/1820/4835 2013-03-14T00:00:00Z http://hdl.handle.net/1820/4801 Title: A Social Trust-aware recommender for teachers Authors: Fazeli, Soude; Drachsler, Hendrik; Brouns, Francis; Sloep, Peter Abstract: Online communities and networked learning provide teachers with social learning opportunities, allowing them to interact and collaborate with others in order to develop their personal and professional skills. However, with the large number of learning resources produced everyday, teachers need to find out what are the most suitable ones for them. In this paper, we introduce recommender systems as a potential solution to this . The setting is the Open Discovery Space (ODS) project. Unfortunately, due to the sparsity of the educational datasets most educational recommender systems cannot make accurate recommendations. To overcome this problem, we propose to enhance a trust-based recommender algorithm with social data obtained from monitoring the activities of teachers within the ODS platform. In this article, we outline the re-quirements of the ODS recommender system based on experiences reported in related TEL recommender system studies. In addition, we provide empirical ev-idence from a survey study with stakeholders of the ODS project to support the requirements identified from a literature study. Finally, we present an agenda for further research intended to find out which recommender system should ul-timately be deployed in the ODS platform. Description: Fazeli, S., Drachsler, H., Brouns, F., & Sloep, P. B. (accepted). A Social Trust-aware recommender for teachers. Special issue on Recommender Systems for Technology Enhanced Learning: Research Trends & Applications, Springer Berlin. Tue, 12 Feb 2013 00:00:00 GMT http://hdl.handle.net/1820/4801 2013-02-12T00:00:00Z http://hdl.handle.net/1820/4788 Title: weSPOT: A cloud-based approach for personal and social inquiry Authors: Mikroyannidis, Alexander; Okada, Alexandra; Scott, Peter; Rusman, Ellen; Specht, Marcus; Krassen, Stefanov; Protopsaltis, Aristos; Held, Paul; Hetzner, Sonia Abstract: Scientific inquiry is at the core of the curricula of schools and universities across Europe. weSPOT is a new European initiative proposing a cloud-based approach for personal and social inquiry. weSPOT aims at enabling students to create their mashups out of cloud-based tools in order to perform scientific investigations. Students will also be able to share their inquiry accomplishments in social networks and receive feedback from the learning environment and their peers. Description: Mikroyannidis, A., Okada, A., Scott, P., Rusman, E., Specht, M., Stefanov, K., Protopsaltis, A., Held, P., & Hetzner, S. (2012). weSPOT: a cloud-based approach for personal and social inquiry. In A. Mikroyannidis, R. Hernández Rizzardini, H.-Chr. Schmitz (Eds.), Proceedings of the 1st International Workshop on Cloud Education Environments (WCLOUD 2012) (pp. 7-11). November, 15-16, 2012, Antigua, Guatemala. Published by CEUR Workshop Proceedings, 2012, Vol. 945. Tue, 29 Jan 2013 00:00:00 GMT http://hdl.handle.net/1820/4788 2013-01-29T00:00:00Z http://hdl.handle.net/1820/4764 Title: Proceedings Computer Science Education Research Conference (CSERC '12) Authors: Van de Veer, Gerrit; Sloep, Peter; Van Eekelen, Marko; Sikorski, Marcin Abstract: Computer Science is a young discipline. Many of today's Computer Science teachers have their disciplinary roots still elsewhere. Consequently, curricula differ dramatically, certainly between countries, and there is little if any agreement on what the fundaments of this discipline ought to be. Even if international organisations such as IFIP, IEEE, and ACM are putting considerable effort in developing curriculum guidelines, these do not rise above the tentative, and their application as well as their validity in different parts of the world is a matter of trial and error. An additional problem is the lack of international standards for establishing a specific educational level: "university" or "academic" turn out to allow for widely different interpretations and, consequently, levels of expected achievement. Description: Van der Veer, G., Sloep, P. B., Van Eekelen, M., & Sikorski, M. (Eds.) (2012). Proceedings Computer Science Education Research Conference (CSERC’12) (pp. 1-73). September 10 and 11, 2012, Wroclaw, Poland. New York, NY, USA: ACM Press. Retrieved from http://dl.acm.org/citation.cfm?id=2421277&CFID=172511551&CFTOKEN=81318744 Tue, 22 Jan 2013 00:00:00 GMT http://hdl.handle.net/1820/4764 2013-01-22T00:00:00Z http://hdl.handle.net/1820/4747 Title: Social network analysis for technology-enhanced learning: review and future directions Authors: Sie, Rory; Ullmann, Thomas; Rajagopal, Kamakshi; Cela, Karina; Bitter-Rijpkema, Marlies; Sloep, Peter Abstract: By nature, learning is social. The interactions by which we learn from others inherently form a network of relationships among people, but also between people and resources. This paper gives an overview of the potential social network analysis (SNA) may have for social learning. It starts with an overview of the history of social learning and how SNA may be of value. The core of the paper outlines the state-of-art of SNA for technology-enhanced learning (TEL), by means of four possible types of SNA applications: visualisation, analysis, simulation, and interventions. In an outlook, future directions of SNA research for TEL are provided. Description: Sie, R. L. L., Ullmann, T. D., Rajagopal, K., Cela, K., Bitter-Rijpkema, M., & Sloep, P. B. (2012). Social network analysis for technology-enhanced learning: review and future directions. International Journal of Technology Enhanced Learning, 4(3/4), 172-190. Mon, 21 Jan 2013 00:00:00 GMT http://hdl.handle.net/1820/4747 2013-01-21T00:00:00Z