JTEL Winter School 2010

JTEL Winter School 2010Pecha Kuchaor Present yourself in180 seconds

Victor Alvarez Garcia

Complement visual only e-learning with audio interaction

Voice Interactive Learning u-learning & m-learning

access to anything, by anyone, at anytime and anywhere

5 scenariosSound is the main source of information in a learning process

Learners with auditory learning style

MoMI (Brussels)

5 scenariosIn hands-busy and eyes-busy situations

The device has no screen or a very limited oneWhen a disability does not allow a person to make use of a visual displayE.g In a driving situation

Visualimparements

Voice Interactive Classroom Service Oriented Architecture

Voice Interactive Classroom Voice Modules

More Voice Interactive LearningExploring new exciting fields

UniDroid

Audio Augmented Reality at University

Victors reflections on the JTEL Winter School

Mayra Angeles Snchez

Mayra Angeles Snchez

Universidad de Las Amricas Puebla (UDLAP) Mxico

PhD Program Science and Technology Education

Previous work

Previous work (micro level)

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Analysis of actions in the representation

Process

Macro level

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Analysis of actions in the representation

Process

Actual project Telesecundarias in Mxico (Conacyt - UDLAP)

Thank you very much

Mayras reflections on the JTEL Winter School

Dirk Brner

Dirk BrnerOntwikkelaar Promovendus

European Projects

MACECompetence Metadata Toolset& Competence ServicesSTELLARThe Grand Research Challenge of TEL Contextualize Learning

DevelopmentCompetence Metadata

DevelopmentContextualize Information

Research ProjectUbiquitous Learning Support

Research ProjectAmbient Information Channels (AICHE)

Distributed mixed-reality information mash-ups to support ubiquitous learning[Specht, 2009]

Dimo Boyadzhiev

Dimo Boyadzhiev

the town of Sofia, Bulgaria

at the beginning of PhD Study in the sphere of web based learning at Sofia University St. Kliment Ohridski

Interested in educational models, technologies and learning environments that can be useful for university students

Web based learnings has not proven to be exactly useful amongst Bulgaria students;I believe it can be and I would like to work in that direction;

Until now 1. Master degree in Software technologies.2. Tainer in:- Computer Networks- Insurance software

Leisure time is not much spent mainly in the open air. I recommend the mountains and the Black Sea coast in Bulgaria.

Dimos reflections on the JTEL Winter School

Gang Chen

34E-Learning is a kind of serviceThree goals of e-learning

Valuable

Pervasive

Fresh

Quality

SourceTransmission

We think that e-learning is kind of service for our students.So there are three key points or three goals we are focusing on.The first is source. The second is transmission. The third is quality. Its the problem of what kind of contents or services we should provide to our customers.

35Source: Traditional classes, not coursewaresFamous teachers classes are always crowded. It is traditional classes that should be the source of e-learning, not coursewares.

The source should be traditional classes, not coursewares.As for education, we may see that some famous teachers classes are always crowded. Students are like to listen to them.Because it is the teachers not coursewares that make the classes interesting.

36Transmission:Mobile learning, not just PCs

Mobile learning may be the future of e-learning. People listen to famous tutors classes in real time.

So we will support Mobile learning, not just PCs.

37Quality:A great man, not just a man

Teacher centered

Remembering things only

Student centered

Thinking and analyzing problems only

Environment centered

Thinking and analyzing problems and human aspects togetherEvolution of educationA machineA manA great man

As for quality, we think that e-learning should be valuable to students. It means that students should learn how to analyze problems and how to collaborate with others.It makes clear that education shifts from from remembering things only, to thinking and analyzing problems only, now to thinking and analyzing problems and human aspects together.

38E-Learning Lab: Emerging technology

Continue Education College: Test BedConclusionShanghai Telecom: Network Provider

International Cooperation: Future Direction

Our solution

To summarizereal time classroom is the fresh source. pervasive transmissionvaluable qualitywe believe we can doing better.

39Our practice

This is a demo of answer machine.Students can ask questions by web or short message.

Gangs reflections on the JTEL Winter School

Joe Cornelli

CAN WE MAKE SOME TRULY GENERAL STATEMENTSABOUT WHAT WE'D LIKE IN A SYSTEM FOR ONLINE COLLABORATION? (ESP. IN A LEARNING CONTEXT...)

HOW CAN WE BEST INCORPORATE USER FEEDBACK INTO AN ONLINE RESOURCE?

WHAT CAN WE DO TO REPRESENT INTERTWINGLEDINFORMATION USEFULLY AND SANELY?

WHERE SHOULD THE GROUND SEMANTICS GO?

HOW CAN WE FOCUS IN A CONTENT COLLECTION THAT IS EXPLODING WITHOUT ANY EXPLICIT ORGANIZATION?

CAN WE EFFECTIVELY BLEND THE SYNCHRONOUSAND THE ASYNCHRONOUS?A study of asynchronous and synchronous e-learning methodsdiscovered that each supports different purposes -EDUCAUSE Quarterly, vol. 31, no. 4

j.a.corneli@open.ac.uk@holtzermann17http://gathatoulie.blogspot.com/

Joes reflections on the JTEL Winter School

Christina Costa

My PhD project in a cloud

and contexts

Networking Cultures in different DisciplinesImages:Books: http://tinyurl.com/y937o9c Man with Camera: http://tinyurl.com/ychyu7t

Working in a changing environment

Across Time & SpaceImages:Pen: http://tinyurl.com/ycnmfeaDial Telephone: http://tinyurl.com/ylajd2v

Focusingonpersonal narratives

Ethical Approval --Starting field work Cristina CostaUniversity of Salford, UK The Journey is documented at www.knowmansland.com/learningpath Stage I am at...Images:Cat: http://tinyurl.com/ylzk5fh

Christinas reflections on the JTEL Winter School

Skevi Demetriou

Children responding to uncertainty in an educational, computer-based game.

Interdisciplinary area of NeuroEducation

Graduate School of EducationUniversity of BristolSkevi Demetriou

(Under the supervision of Paul Howard-Jones)

Aim of the studyTo explore the role of reward uncertainty in learning as a factor of motivation and engagement.

The researchPhase 1: - In the lab - With adults - Competitive computer game

Phase 2: - In the class - With children - Non-competitive gaming

Multi-methods approach: Qualitative and QuantitativeEDA (Electro Dermal Activity) recordingsQuantitative data from the gameDialogues recordingsStudent drawingsSemi-structured interviews

Research Questions1. How does prediction error, in learning games employing chance-based uncertainty, influence memory in adults?Phase 1: Adult study in non-competitive gaming

2. How might prediction error, in learning games employing chance-based uncertainty, influence emotional engagement as measured by EDA?Phase 1: Adult data collected with above

3A. How does prediction error, in a computer-based learning game employing chance-based uncertainty and an artificial competitor, influence childrens memory?

3B. How is this learning influenced by whether the artificial opponent is matched in terms of gaming skill (in terms of risk taking decisions) or academic ability (in terms of its ability to remember the correct answer)?Phase 2: Cyprus child/classroom study using competitive gaming with 2 different artificial competitors looking at the effects of prediction error by player and by computer opponent.

4A. What types of discourse and constructions are associated with competitive learning games involving chance-based uncertainty and an artificial competitor in the classroom, and how might these be interrelated with our biological understanding?

4B. How are discourse and constructions influenced by whether the artificial opponent is matched in terms of gaming skill or academic ability? Phase 2: Pilot study using wipeout game.Cyprus study (see RQ3)Thank you

Henning Eriksson

10-01-28JTEL Winter SchoolHenning, from north of SwedenMarried, kid(s)Hunting, floorball

10-01-28JTEL Winter SchoolTeacher and system developerTeacher in secondary schoolLecturer and system developer at IML, UMULearning resources

10-01-28JTEL Winter SchoolRecently startedSteering documentsMetadataMarkupLocal steering documents national steering documents

10-01-28JTEL Winter SchoolDigital learning resources steering documentsMultiple actors providing metadataSeparate structural, descriptive and semantic mark-up

10-01-28JTEL Winter SchoolCEF Curriculum Exchange FormatFamiliar curriculumPreferred language

10-01-28JTEL Winter SchoolCreate new servicesSteering documents digital learning resourcesSteering documents PDP (Professional Development Plan)

Angela Fessel

http://www.know-center.at

Know-Center - gefrdert durch das Kompetenzzentrenprogramm

Reflection Support in Work-Integrated LearningAngela FesslKnow-Center, Graz, Austria

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Know-Center 2009http://www.know-center.at

Learning

Learning results:

Creation of new ideas

Support of the knowledge creation process

Solving new appearing problems

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Know-Center 2009http://www.know-center.at

ReflectionGeneral challenges of reflection

Provide the knowledge-worker with the steps she passed during their work

Support the own memorization

My theses: Search for new ways to provide reflection during the learners learning as well as the knowledge creation process.

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Know-Center 2009http://www.know-center.at

Related Theoretical and Practical WorkReflection in connection with time Significant data

Reflection model

Visualization techniques

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Know-Center 2009http://www.know-center.at

Reflection ProcessBILD

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Know-Center 2009http://www.know-center.at

Expectations to the JTEL Winter SchoolMeet interesting people

Get connected and stay in touch also after the winter school

Get new inputs for my theses

and last but not least

have FUN

Angelas reflections on the JTEL Winter School

Sibren Fetter

Sibren Fetter page Sibren FetterPhd StudentCelstecOpen University The Netherlands

Sibren Fetter page

My Work eTwinning NetworkThe eTwinning NetworkTeachers from all over Europe do projects togetherSome room for improvement

Sibren Fetter page Ad Hoc Transient Communities (AHTCs)

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Sibren Fetter page Expected effectsAd Hoc Transient Communities

More and better spread out relationships

Higher sense of belonging to the community

Increased mutual support

Sibren Fetter page DesignWorkshop in Sevilla at the eTwinning Conference 2010

User requirements analysis with the eTwinning teachers

I will ask some of you to look at the setup of the workshop and answer the questions

Sibren Fetter page

Sibrens reflections on the JTEL Winter School

Sebastian Kelle

Sebastian KelleCELSTECIn the NETHERLANDS

BUT: I live on the German side of the border to enjoy the tax paradise

Where do I come from?

Freiburg Im Breisgau. Grew up on a Farm in Black forest.I used to work at the WU Vienna before I got to work at CELSTEC.I used to be work in Cryptography and Security.

Where am I now?

At CELSTEC which is Europes largest TEL research institute (so we claim).In charge of the Mr. X game which hopefully works.Working on EU-ICOPER and GRAPPLE projects

Where am I going?

???

What am I doing to get there?

Thank youContact me by writing an email to sebastian.kelle@ou.nl or, just come talk to me, I can try and supress my biting habit.Look for me on facebook. No I dont like farmville.

Sebastians reflections on the JTEL Winter School

Michael Kohlegger

Michael Kohlegger

michael

kohlegger

university of innsbruckinformation systems

situational applicationssupporting knowledge intensive work

Michaels reflections on the JTEL Winter School

Panos Kolivanis

2/1/10Panos Kolivanis MSc BEnghttp://www.panoskolivanis.com

2/1/10Executive EducationLondon Business School

2/1/10Workplace learning

Assessment of organisation behaviour

Social networking

2/1/10De-Motivation

2/1/10Simplicity

ComplexityDigital de-motivation is a direct consequence of poorly designed educational information systems

2/1/10educational information systems

workplace learning

digital literacy

human computer interaction

technology acceptance models

Panos reflections on the JTEL Winter School

Mike Mimirinis

Is there life after a Ph.D.?Mike MimirinisMiddlesex UniversityJTEL Winter School- Innsbruck, 1.2.2010M.Mimirinis@mdx.ac.ukimg: http://phdcomics.com

students approaches to learning and studying in blended learning contexts

in tools we trust

img: http://dusanwriter.com/

ethics of research with digital technologies

img: http://artofthenonlecture.wordpress.com/

e-portfolios in higher education: i. institutional perspectives ii. students motivation

img: Phil Hilfike under CC

Cease not to learn until thou cease to live [ca. 1604]

Mikes reflections on the JTEL Winter School

Dade Nurjanah

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1171byDade Nurjanah

Supervisor: Prof. Hugh DavisCo-supervisor: Dr. Thanassis TiropanisCOLLABORATIVE AUTHORING OF ADAPTIVE EDUCATIONAL HYPERMEDIA (AEH) BY ENRICHING SEMANTIC MEDIAWIKIS OUTPUT

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Issues in Authoring AEHMore people are needed to collaboratively author AEHCollaborative authoring on adaptation is remaining a large issue Subject experts are important in collaborative authoring of AEH The enhancement of existing collaborative authoring tool will be useful

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The Potential of Social Semantic Web Technologies for Authoring AEH (1)OutlineAdaptive Educational Hypermedia (AEH)Semantic WebSocial WebSemantic enabled adaptation and personalizationSemantic tech support knowledge management in AEHDomain ontology for learningReasoning to establish relationships among educational resourcesSocial bookmarking / semantic taggingSocial ontology constructionReasoning to gain relationships between people and resourcesManaging evolving knowledgeManaging collaborative annotationAEH based social learningCollaborative annotation for improving personalizationCollaborative authoring of AEHCollaborative filtering to find suitable learning path in AEH

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The Potential of Social Semantic Web Technology for Authoring AEH (2)Outline

Social web and semantic web technologies are useful to develop systems based on large knowledge with many contributors

Most of the work in academics and business was completed by groups of peopleWikis have been used for developing and maintaining documents by large online communitiesSemantic Wikis improve Wikis in managing a knowledge layer underlying documents

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ArchitectureOutline

This PhD thesis will research the enhancement of Semantic Wikis to support collaborative authoring of Adaptive Educational Hypermedia (AEH).

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Knowledge ModelOutline

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Conclusions & Future WorkConclusionsSome research and study have proved that most of the work in academics and business was completed collaboratively.In addition, instructional designers discuss and brainstorm to make instructional decisions. Research on social semantic technology presented the use of wikis and semantic wikis to develop learning resources. A prototype is being developed. It proved that SMWs output format is sufficient for representing domain knowledge. Conclusions:Investigating the best way to organize learning materials in forms of wiki files.Analyzing the effect of evolving domain knowledge to authoring process of instructional design.

Dades reflections on the JTEL Winter School

Maria Perifanou

Introducing myself

Bachelor on Italian Philology & Literature from the Aristotle University of Thessaloniki, Faculty of Arts, Department of Italian Language and Literature (1994-1999) Master diploma in Teaching and Promoting the Italian Language and Culture at Foreigners with a specialization in Language Technology from the University CaFoscari of Venice (Department of Sciences of Linguistics, 2001-2003). Certificate of Specialization in Computer Assisted Language Learning (CALL) from the University of Macedonia (2003-2004). Studies

Italian Lecturer, elearning professional at European Institute of Vocational Training AKMI'' Italian Language teacher at National Institute of Continuing Education for Adults (IDEKE) - Greek Ministry of EducationItalian Language teacher Global Education Network in Languages and Informatics ''AXON'' Collaborator at European Research Institution ''Pontydysgu''- Bridge to Learning, Wales, UK Current work

Collaborative Blended Language Learning using Web 2.0 tools: Two case studies of learning/teaching Italian as a Foreign Language Department of Italian & Spanish Studies at the Faculty of Liberal Arts of the National Kapodistrian University of Athens (2004-2010).

1st short term study:(University of Athens-future italian language teachers)

blended language learning model warm up blog activities/ webquest projects f2f lessons/online in a wiki as a language learning platform & CMS

Blended Language Learning Model microblogging platform (back up communication channel)

wiki (resources, e-portfolios, collaborative projects)

blog (resources & language activities - 4 abilities)

Case study 2 Long Term (students- Language Institution)

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Thank youmariaperif@gmail.com

Marias reflections on the JTEL Winter School

Hans Pldoja

Hans Pldoja

Doctoral studentMedia Lab, Aalto University (FI)

Research associateInstitute of Informatics, Tallinn University (EE)

Collaborative authoring of open educational resources

LeMill

Current resultsActive use by teachers in Georgia and EstoniaLeMill as a hubLimited collaborative authoringLimited use of social tools

Beyond open educational resources...Open online coursesWikiversityEduFeedr

Thank you!hans.poldoja@tlu.eehttp://www.hanspoldoja.nethttp://lemill.net

Hans reflections on the JTEL Winter School

Stefan Prll

Stefan Prll

Origin: Linz, AustriaIn Innsbruck since 2001Interests

Media EducationPlansSpecial Task

Research Background

Research QuestionWhat are design critera for collaborative scripting for non-formal learning in mobile environments?

Mobile Collaborative Scripting for Non-Formal Lifelong Competence Development

Research MethodCreation of 3 utilization processes:

Selective scenarioCooperative scenarioCompetetive scenario

Stefans reflections on the JTEL Winter School

Elena Railean

02/01/2010JTEL Winter School on Advanced Learning Technologies 2010Psyhopedagogical bases of the elaboration the electronic textbooksScientific advice: Rudic Gh. profesorAuthor: Railean Elena

15102/01/2010JTEL Winter School on Advanced Learning Technologies 2010Structure of research: The key words: globalization, electronic textbooks, metasystemic approach, competence pedagogy, didactical model, dynamic and flexible educational strategy. Domain of the research is general pedagogy - theory and practice of textbook.

The aim of the research is to define the psyhopedagogical base in context of the globalization, scientific and information progress through modelation the process of elaboration of electronic textbooks.

15202/01/2010JTEL Winter School on Advanced Learning Technologies 2010The objectives of my research work are:to identify the research problems of the psyhopedagogical bases of electronic textbooks elaboration; to determine the configuration of electronic textbooks in the correspondence with metasystemic approaches; to determine the technological configuration of electronic textbookto describe the process of elaboration of electronic textbooks.

15302/01/2010JTEL Winter School on Advanced Learning Technologies 2010The methodology of the research methods of qualitative and quatitative analysis: situational phenomenological and structural analysisscenes through iterationideal type, topographytransactional method and modelling statistical methods of analysis of the collected data through SPSS and Microsoft Excel.

15402/01/2010JTEL Winter School on Advanced Learning Technologies 2010 Scientific novelty and originality: substantiation of scientific principles of the elaboration electronic textbooks through a new didactical model. The model represents the delineation of the process of elaboration through correlation educational ideal objectives competences and argued through the description of the project of the process of elaboration electronic textbooks. Theoretical significance consists in fundamentation of psyhopedagogical bases of elaboration of electronic textbooks through theoretical practical argumentation of scientific principles (principle of self-regulation, personalisation, dynamics and flexibility, clarity, diversity of feedback and ergonomic) and their application in the knowledge management through ME.

15502/01/2010JTEL Winter School on Advanced Learning Technologies 2010Practical value of the research work argues the methodology of elaboration of educational software at theoretical and practical levels (course Methodology of elaboration the educational sodtware, technology Electronic textbooks in electronic portfolio and diversity of the electronic textbooks). Implementation of scientific results was made at USM in 2006 2009. The technology Electronic textbooks in electronic portfolio was analysed at the meeting of Department of Informatics and Discrete Optimization on 30.03.2007 and was recommended to application.

Kamakshi Rajagopal

Supporting the creation and use of Personal Learning Networks of professionals in the social profit sectorKamakshi Rajagopal

Door: Kamakshi Rajagopal

PhDPagina 2Experience Personal NetworksExpertise

Personal NetworkVast and diversePhDPagina 3ExpertiseMotivationLong-termInformationExperienceKnowledge

Personal Learning Network?PhDPagina 4

Research QuestionsTo what extent are current technologies effective in providing the professional insight into the experience and expertise available in his Personal Learning Network?

In what way do these technologies need to be improved to facilitate the introduction of new contacts and new expertise into the professionals Personal Learning Network? PhDPagina 5

Research MethodLiterature study

Survey + In-depth interviewsIdentification of characteristics of PLN (definition)Use of technologies and SNS

Design and Implementation of system

Experiment on effectiveness of current and new systems in giving insight into expertise and experience in PLNin introducing new expertise and experience in PLN PhDPagina 6

Kamakshis reflections on the JTEL Winter School

Wolfgang Reinhardt

165My Ph.D. in 180 seconds

Well always have our informal learning networks...

Wolfgang Reinhardt@wollepbisitjustme.de

Hi, my name is Wolfgang Reinhardt and I'm doing my Ph.D. at the University of Paderborn in the Computer Science Education group. I run a small business called UMITS Limited and I am proud father of an eight months old boy called Timon Mateo. The avatar I am using in the Social Semantic Web is Marvin the paranoid android from Hitchhikers Guide to the Galaxy.

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Online CommunitiesAwareness SupportAANSemantic Analysishttp://www.nexell.net/cms/community.htmlhttp://molnarandras.wordpress.com/2009/03/page/2/http://lab.softwarestudies.com/2008/05/artdiasporaviz-korean-modern-art.html

My Ph.D. takes place in the Social Semantic Web where I want to develop concepts, models and tools to support group and knowledge awareness in online learning communities. The model I developed is called Artefact-Actor-Networks.

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Artefact-Actor-Networkscombine social networks with artefact networksone layer per communication/cooperation channelsemantical analysis different semantical connectionsallow for analysis per communication layer

Artefact-Actor-Networks combine social networks with so-called artefact networks and span one layer for each communication channel. We do semantical analysis with each of the artefacts to extract metadata and connect artefacts and actors with each other. Doing this we are able to calculate similarity measures between artefacts and actors.

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This is an early prototype of a widget based tool called AANalyzer that is capable of handling multiple projects and offering multiple views and analysis on the data extracted. One major goal is to show how networks and contents in the group work changed over time.

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Ph.D. topics in a cloud

This wordle shows the main content of my Ph.D. in a word cloud. This type of visualization could be part of the AANalyzer and change its content in nearly realtime.

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State of my workModelEmpirical stuffToolSmall Scale Studies

http://www.flickr.com/photos/mydlar/2241693063/sizes/o/

Im focussing on this specific topic for maybe 18 months now and the model for AANs is almost done and needs some improvement in the ontologies. Ill run a empirical study on the roles of knowledge worker and their roles and try to incorporate the results in the AANanalyzer. This year there will be some small scale studies that will use the tool.

Wolfgangs reflections on the JTEL Winter School

Maren Scheffel

Maren ScheffelI studied Computational Linguistics

and now work at theFraunhofer Institute forApplied Information Technology

in the research group onContext and Attention inPersonalized Learning Environments

Research AreasPersonalization and Adaption with the help ofattention metadata to douser profiling andinformation retrieval to build recommender systems that supportself-reflection in the field ofTechnology Enhanced Learning

CAM schema

CAMera

Doc 1

Doc 3

Doc 3

Doc 1

Doc 5

Doc 4

Doc 3

Doc 2

Doc 2

?

Doc 2

Traditional approach

our approach

Doc 5

Doc 3

Recommendation based on Usage Context

Emotional State RecognitionWhat do you feel like...... when getting wrong results over and over again?... when getting support? The system adapts to the learners moods.

Marens reflections on the JTEL Winter School

Birgit Schmitz

Background

eLearning

Computergames

Jussi Holopainen

Mobile learning

Viva Colonia

Birgits reflections on the JTEL Winter School

Rory Sie

Coalitions in Collaborative Co-creativity

Rory Sie CELSTEC, Open Universiteit NederlandJTEL Winter school, February 1st, 2010

BrainstormingFocus on quantityNo criticizingCombine and improve ideas

Poo!Bear!Pooh bear!

What is a coalition?temporary alliancedistinct partiescommon intentionindividual goals

Research questionHow can we facilitate the process of coalition formation in such a way that it will lead to the highest possible set of accepted ideas?Hypothesis:Providing insight in the value of candidate coalitions will increase the quality of ideas

IssuesWhat factors influence coalitions in collaborative creativity?=> Adapted version of Grounded Theory AnalysisGoal: to name factors that influence coalitions in co-creativity

I need 5 volunteers!

5 volunteers!Questions: ask me this week,or mail me at rory.sie@ou.nl

Rorys reflections on the JTEL Winter School

Carl Smith

London Metropolitan University Learning Technology Research InstituteLearning Designs for Augmenting ContextIf we are to develop a new approach to learning design for the present and the future we need to examine and extend the learning theories of the past. In the 1930s Vygotsky proposed the Zone of Proximal Development (ZPD) as follows: It is the distance between the actual developmental level as determined by independent problem solving and the level of potential problem solving as determined under adult guidance or in collaboration with more capable peers. (Vygotsky, 1978/1930, p. 86)My research is concerned with developing technology and techniques that can augment or extend this notion of the more capable peer.

London Metropolitan University Learning Technology Research InstituteInformation vs KnowledgeInformation is about facts in isolation, What and Who. Knowledge is about context, Who, What, Where (Spatial), When (Temporal), How (Procedural in a practical sense), Why (cause, purpose, reason, goal, motivation). The central task of the learning designer is to understand the contextual factors which influence and affect learning.Context is a construction that makes selective, holistic sense of the environment of interaction. This construct then guides adaptive action in that environment, e.g. what type of learning actions to undertake (Boyle, T. 2002)The teaching and learning of structure, rather than simply the mastery of facts and techniques, is at the center of the classic problem of transfer. (Bruner, 1960)

London Metropolitan University Learning Technology Research InstituteWhy Context?Context relates the learning content to time, location, needs and interests resulting in increased engagement and more compelling learning experiences. The units of construction of context are: location, activity, content and the actual context of the user themselves. Their experience and history becomes the interface.Issues: How does the system gather the contextual information both of the user and the setting and how is that information displayed? / This is difficult because most learning activities are in continuous development and very difficult to model.

London Metropolitan University Learning Technology Research InstituteDeclarative vs procedural learning designsThe procedural mode of guidance can be described as a linear sequence of instructions. However the more precise we make a procedural representation, the more prescriptive it becomes. A declarative approach is more concerned with the many different ways that something can be achieved. It describes the structure of a knowledge base (a map for example) rather than specifying a set of instructions for action. The creative activation of this knowledge base is at the disposal of the user because a declarative approach offers alternative options for action. (Boyle, 2002)

London Metropolitan University Learning Technology Research Institute

The World as an Interface : Relationships and Hierarchies

London Metropolitan University Learning Technology Research InstituteConclusionMy research explores the practise of attaching information to space. When all form is fused with information then it is the world itself that becomes the interface. Space is becoming a medium for learning and in the process the way we learn (knowledge formation) is being transformed.Bruner makes a solid case for education as a knowledge-getting process: To instruct someone is not a matter of getting him to commit results to mind. Rather, it is to teach him to participate in the process that makes possible the establishment of knowledge. We teach .in order to allow the learner to take part in the process of knowledge-getting. Knowing is a process not a product. (Bruner 1966. italics mine)Needed is a system that allows us to see alternative knowledge, facts, opinions upon which we can comment, reflect upon and later write about.

Carls reflections on the JTEL Winter School

Xiaohong Tan

Xiaohong TanE-learning Lab of Shanghai Jiao Tong University (SJTU), ChinaResearcher: in E-learning Lab of SJTUDoctoral student: in Computer Science department of SJTULecturer: in Network College of SJTU

My interested topicsAdaptive and personalized learning; Personalized instruction;Online Student Tracking; Course generation for large scale teaching

My research experienceIn 2007, we presented a personalized e-learning tutoring model and implemented it in a real large scale class of the Network College of Shanghai Jiao Tong University (SJTU).

My research experienceIn 2008, I got a funding from International Bureau of the Federal Ministry of education and Research, which supported a cooperation research between DFKI, the German Research Center fro Artificial Intelligence, and SJTU in EDM.

I am participating in the Responsive Open Learning Environment (ROLE) Integrated Project. Now I am working on Automatic Course Generation System (ACGS) in large scale teaching environment in China. My research experience

WelcomeShanghai Jiao Tong UniversityThank you!

Xiaohongs reflections on the JTEL Winter School

Behnam Taraghi

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SOCIAL LEARNINGComputer and Information ServicesGraz University of TechnologyBehnam Taraghihttp://twitter.com/behi_athttp://tugll.tugraz.at/96874/

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The general concept

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216High amount of information in PLEUsers are overwhelmed We need a Recommender System for PLE

We need to know the Users interestsWe need to know what widgets are about

217Semantic Described Widgets (SDW)Semantic User Profiles (SUP)

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Semantic Described Widgets (SDW)Semantic User Profiles (SUP)Collaborative Filtering

Behnams reflections on the JTEL Winter School

Thomas Ullmann

221about:me

Thomas Ullmann

222TEL 2.0Network of Excellence: TELScience 2.0 Mash-UpsDirectory of widgets, services and tools

223Universe of Information

224ReflectionActive, persistent, and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it, and the further conclusion to which it tends, constitutes reflective thought.(John Dewey, 1910)

225Research Cloud

226GoalResearching (meta) information sources within MashUps using reflection methods.

Meeting of MindsLets get together on FlashMeeting, TELEurope, Skype, Facebook, LinkedIn, :-)

Thomas reflections on the JTEL Winter School

Corn Verbruggen

Learning happens. Everywhere. Anytime

@Physical places@Virtual places

Learning is very much about

Personal Knowledge Management

Knowledge management is about

Sorting, filtering, organizing, connecting, enriching, contributing...

And

Finding, retrieving, pattern matching, discovering,...

But how?

Context Matters

Valuable contextual information comes for free...

(or can be gathered without much effort)

but is not used up to its maximum potential.

Let's fix it!

Corns reflections on the JTEL Winter School

Thank you, all!