1,721,672 research outputs found
Designing Learning Networks for Lifelong Learners
No full textKoper, R. (2005). Designing Learning Networks for Lifelong Learners. In: Koper, R. & Tattersall, C., Learning Design: A Handbook on Modelling and Delivering Networked Education and Training (pp. 239-252). Berlin-Heidelberg: Springer Verlag.As discussed in the preface of this book, Learning Design (LD 2003) can represent many different approaches to learning, such as competency-based learning, problem-based learning or collaborative learning. How-ever, most current designers have some implicit assumptions underlying their designs. Given the current demand for more flexible, self-directed, informal and formal lifelong learning opportunities and the need for more efficient teaching scenarios, these assumptions provide an unnecessary restriction on the set of possible design solutions for a learning problem. In the five-year RTD programme, called ‘Learning Networks: connecting people, organizations, autonomous agents and learning resources to establish the emergence of effective lifelong learning’, we examine a form of education delivery that goes beyond course- and curriculum-centric models, and envisions a learner-centred and learner-controlled model of lifelong learning where learners have the same capabilities as teachers and other staff members have in regular, less learner-centred educational approaches, but without increasing the work-load for learners and staff members. This chapter presents a possible design for such a Learning Network, using LD
An Introduction to Learning Design
No full textKoper, R. (2005). An Introduction to Learning Design. In: Koper, R. & Tattersall, C., Learning Design: A Handbook on Modelling and Delivering Networked Education and Training (pp. 3-20). Berlin-Heidelberg: Springer Verlag.How can we help people to learn in an effective, efficient, attractive and accessible way? There is no simple, straightforward answer to this question; depending on the specific situation, solution X will work best for per-son Y. However, it is generally acknowledged that we can improve learning considerably by making the conditions for optimal learning explicit, and then use this knowledge to design new learning events
An Architecture for the Delivery of E-learning Courses
No full textTattersall, C., Vogten, H. & Koper, R. (2005). An Architecture for the Delivery of E-learning Courses. In: Koper, R. & Tattersall, C., Learning Design: A Handbook on Modelling and Delivering Networked Education and Training (pp. 63-74). Berlin-Heidelberg: Springer Verlag.In distance learning, production processes are used to create courses for delivery to many hundreds or thousands of students over several years. One of the most powerful drivers for the use of e-learning in distance learning is an economic one, following the well-established economics of the publishing world—courses can be created once and delivered many times. Although each delivery incurs costs, these are marginal and more than covered by the fees and subscriptions paid by the material’s consumers. In this way, over time, high initial production costs are first recouped and subsequently exceeded by revenues, yielding course profit. Substantial initial costs can be justified by informed market forecasting and used to invest in high-quality learning experiences which might otherwise be impossible to finance
Requirements for flexible learner monitoring
Full text linkThis paper analyses the requirements for the sensor and the semantic layer with regard to the scenario in which the prototype is applied. In particular, the requirements address one problem with open online communities: community members can switch communication services and channels while they participate and contribute to the community. This raises special challenges to learner monitoring. The paper discusses the functional requirements for learner monitoring with regard to these challenges
Work processes for the development of integrated e-learning courses
Full text linkPublished in: Schlusmans, K.H.L.A., Koper, E.J.R., & Giesbertz, W.J., (2004). Work processes for the development of integrated e-learning courses. In W. Jochems, J. van Merrienboer, & E.J.R. Koper, Integrated eLearning (pp. 126-138). London: RoutledgeFalmer.More and more training centres and educational institutes are introducing web-based education. This involves much more than just publishing educational texts on the web. There is a real need for those institutes to adapt their existing processes of course development to meet the specific requirements of high quality online teaching materials
In this chapter we first describe a method for the development of web based courses which was designed at the Educational Technology Expertise Center of the Open University of the Netherlands. In this method there is a strong demarcation between the development and the delivery of materials. The development process itself consists of four phases: analysis, design, realisation and testing. This method of development promotes working in course teams and division of labour. In each phase of the development process different fields of expertise are required. The most important fields of expertise are concerned with instructional design, subject matter, educational modelling languages and project management.
Finally we present two cases in which web based course were developed along the lines of the development method at the Open University of the Netherlands and at the Higher School of Hotel Management of Maastricht. These cases allow us to draw lessons from the experiences and to adapt our method
An Architecture for Learning Design Engines
No full textVogten, H., Koper, R., Martens, H. & Tattersall, C. (2005). An Architecture for Learning Design Engines. In: Koper, R. & Tattersall, C., Learning Design: A Handbook on Modelling and Delivering Networked Education and Training (pp. 75-90). Berlin-Heidelberg: Springer Verlag.Learning Design (LD 2003) is a declarative language, meaning that it de-scribes what an implementation supporting LD must do. LD does not state how this should be done. Furthermore, LD is an expressive language, which means that it has the ability to express a learning design in a clear, natural, intuitive and concise way, closest to the original problem formulation. This expressiveness and declarative nature complicate the implementation of an engine that can interpret the specification. As a result, the main objective of this chapter will be to describe how such an engine can be implemented. We will provide guidelines which go beyond the published specification to help implementers incorporate LD into their products
Visualisation of interaction footprints for engagement and motivation in online communities – results of first interviews
Full text linkGlahn, 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.pdfContextualised 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.The work on this publication has been sponsored by the TENCompetence Integrated Project that is funded by the European Commission's 6th Framework Programme, priority IST/Technology Enhanced Learning. Contract 027087 [http://www.tencompetence.org
Visualisation of interaction footprints for engagement and motivation in online communities:results of first interviews
Full text linkContextualised 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
Integrating IMS Learning Design and IMS Question and Test Interoperability using CopperCore Service Integration
Full text linkThis article describes a framework for the integration of e-learning services. There is a need for this type of integration in general, but the presented solution was a direct result of work done on the IMS Learning Design specification (LD). This specification relies heavily on other specifications and ser-vices. The presented architecture is described using the example of two of such services: CopperCore, an LD service and APIS, an IMS Question and Test Interoperability service. One of the design goals of the architecture was to minimize the intrusion for both the services as well as any legacy client that already uses these services
Integrating IMS Learning Design and IMS Question and Test Interoperability using CopperCore Service Integration
Full text linkPlease, cite this publication as: Vogten, H., Martens, H., Nadolski, R., Tattersall, C., van Rosmalen, P., & Koper, R. (2006). Integrating IMS Learning Design and IMS Question and Test Interoperability using CopperCore Service Integration. Proceedings of International Workshop in Learning Networks for Lifelong Competence Development, TENCompetence Conference. March 30th-31st, Sofia, Bulgaria: TENCompetence. Retrieved June 30th, 2006, from http://dspace.learningnetworks.orgThis article describes a framework for the
integration of e-learning services. There is a need for
this type of integration in general, but the presented
solution was a direct result of work done on the IMS
Learning Design specification (LD). This specification
relies heavily on other specifications and ser-vices.
The presented architecture is described using the
example of two of such services: CopperCore, an LD
service and APIS, an IMS Question and Test Interoperability
service. One of the design goals of the
architecture was to minimize the intrusion for both the
services as well as any legacy client that already uses
these services.This work has been sponsored by the EU project TENCompetenc
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