6.04.2005 E-content development and research after internet bubble1 A t i s K a p e n i e k s Riga...

6.04.2005 E-content development and research after internet bubble 1

E-content development and research after internet bubble E-content development and

research after internet bubble

A t i s K a p e n i e k s

Riga Technical University, LATVIA

E-mail: [email protected]

A t i s K a p e n i e k s

Riga Technical University, LATVIA

E-mail: [email protected]

IST4BALT 2005, Riga, April 6-7


• Internet bubble

• Call 4, and Call 5

• Network of Excellence Kaleidoscope

• some project cases in Latvia

Outline:


E-content development and research after internet bubble


e-Europe and following 20-30 years

Time

INSTALLATION PERIODINSTALLATION PERIODFirst 20-30 years

DEPLOYMENT PERIODDEPLOYMENT PERIOD

Second 20-30 years

Post bubblerecession

(sometimes depression)Instability

Post bubblerecession

(sometimes depression)Instability

TURNING TURNING POINTPOINT

2

DECLINE of the old economyDECLINE of the old economyEMERGENCE of the newEMERGENCE of the new

1

1971

2000

A TIME TO ACTA TIME TO ACT

INSTITUTIONAL RECOMPOSITIONRegulation and

expansive policies

INSTITUTIONAL RECOMPOSITIONRegulation and

expansive policies

GOLDEN AGEGOLDEN AGEOF GROWTHOF GROWTH

3

Victorian boom, Belle Époque,

Post War Golden Age

Flourishing ofthe whole economy

Canal mania,Canal mania,Railway mania,Railway mania,Roaring 20s, Roaring 20s, Internet maniaInternet mania

followed byfollowed byBIG FINANCIAL BUBBLEBIG FINANCIAL BUBBLE


eContent vawe is approaching

Source: Merrill Lynch


IST Call 4. 2.4.10 Technology-enhanced Learning. The objectives

• To explore interactions between the learning of the individual and that of the organisation in order to improve how current or emerging ICT can mutually enhance the learning processes for the individual and for the organisation;

• To contribute to new understandings of the learning processes by exploring links between human learning, cognition and technologies.



IST Call 4. 2.4.10 Technology-enhanced Learning. Research Focus

• Synergies between learning and knowledge management systems for complex learning contexts and resources;

• Links between learning and cognition, with the aim of increasing understanding of human cognitive and learning processes.



IST Call 5. 2.5.4 Advanced Grid Technologies. Objectives

• To advance the current generation of Grids towards the knowledge Grid and complete virtualisation of Grid resources. To foster uptake and use in business and society;

• To reduce the complexity of Grid-based systems, empowering individuals and organisations to create, provide access to and use a variety of services, anywhere, anytime, in a transparent and cost-effective way, realising the vision of a knowledge-based and ubiquitous utility.



IST Call 5. 2.5.11 eInclusion. Objectives

• To mainstream accessibility in consumer goods and services, including public services through applied research and development of advance technologies. This will help ensure equal access, independent living and participation for all in the Information Society.

• To develop next generation assistive systems that empower persons with (in particular cognitive) disabilities and aging citizens to play a full role in society, to increase their autonomy and to realize their potential.



IST Call 5. 2.5.11 eInclusion. Research Focus

• Experience and Application Research leading to large scale demonstrators to mainstream accessibility in particular in the areas of smart environment, next generation mobiles, Digital TV and future related services.

• Development of innovative solutions for persons with cognitive disabilities.



Network of Excellence in e-Learning Kaleidoscope

• Kaleidoscope aims to ensure European leadership in the area of multidisciplinary research and technology development in e-Learning which is the ‘engine of the Knowledge Economy[1]’.

• [1] Ruttenbur, B., et al, eLearning: The Engine of the Knowledge Economy, eLearning Industry Report, Morgan Keegan, 2000



Network of Excellence in e-Learning Kaleidoscope

• 70 partners• 23 countries• 800 researchers• 9 000 000 EURO• 4 years


Network of Excellence in e-Learning Kaleidoscope – Special Interest Groups

• SIG Context & Learning• SIG Computer Support for Collaborative Learning• SIG Learning GRID• SIG Narrative and Learning Environments• SIG Participatory Design• SIG Philosophy of Technology Enhanced Learning• SIG Learning and Technology at Work• SIG Artificial Intelligence and education• SIG Computer Supported Inquiry Learning in Science


Network of Excellence in e-Learning Kaleidoscope – European Research Teams

• ERT Production of educational formats• ERT Technology enhanced learning in mathematics


Network of Excellence in e-Learning Kaleidoscope – Joint European Research Projects

• JEIRP Interaction between learner's internal and external representations in multimedia environment

• JEIRP Personalised and Collaborative Trails of Digital and Non-Digital Learning Objects

• JEIRP Mobile Support for Integrated Learning• JEIRP Conditions for productive learning in network learning

environments• JEIRP Traversing learning space: an activity based approach• JEIRP Semantic Web and E-Learning• JEIRP Interaction & Collaboration Analysis' supporting Teachers

& Students' Self-regulation• JEIRP Building Visual Interactive Blocks for Tangible

Mathematics


• The Livani region was among the most economically developed in Latvia from 1980 to 1990 but during the period of transfer to a free market economy and a knowledge society, 90% of the old industry collapsed, causing unemployment to rise up to 25%.

E-learning for Regional Development


• The Livani leadership drew upon the new e-learning solutions that had emerged at the time and that had been captured and designed at Riga Technical University

• The Distance Education Study Centre at Riga Technical University had a team that had participated in many international e-learning development projects and had the expertise.

E-learning for Regional Development


E-course delivery approach

• The courses currently being offered include:– 3 to 4 face-to-face seminars (about 6-8 hours);– 20 to 40 hours of estimated individual work on-

line;– Final assessment work

• study aids include – an interactive multimedia CD– printed workbook.


Our most visible successes were

• e-courses with interactive multimedia CD-ROMs

• The e-game in the Innovation Management e-course


GDP in district with e-learning HR development projects (Preilu rajons) other districts

1996 1997 1998 1999 2000 2001 2002

Krāslavas rajons

Ludzas rajons

Preiļu rajons

Rēzeknes rajons


A t i s K a p e n i e k sRiga Technical University, LATVIAE-mail: [email protected]

A t i s K a p e n i e k sRiga Technical University, LATVIAE-mail: [email protected]

Chinese-European Networking Symposium 2005, Beijing, March 17-18

6.04.2005 E-content development and research after internet bubble1 A t i s K a p e n i e k s Riga...

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