1,359 research outputs found
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
Campus Memories: Learning with Contextualised Blogging
No full textDe Jong, T., Al Takrouri, B., Specht, M., Koper, R. (2007). Campus Memories: Learning with Contextualised Blogging. In D. Griffiths, R. Koper & O. Liber (Eds). Proceedings of The 2nd TenCompetence Workshop (pp. 59-67), January 11-12, 2007, Manchester, United Kingdom.Combining the strengths of both mobile and context aware systems and applying them to educational systems can lead to contextualised learning support (Zimmermann, Lorenz, & Specht, 2005). Mobile blogging applications have become popular as an instant way of accessing and collecting personal memories and blog entries from mobile devices. In the following paper we will present an extension of current systems for blogging we call contextualised blogging. The described conceptual model and architecture allows users to create and manage blogs from a mobile device and combine them with identification tags and therefore leave “blog traces” in a physical environment.This work has been sponsored by the EU project TENCompetenc
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
Het Stimuleren van Levenslange Competentieontwikkeling met Nieuwe Leertechnologie
No full textKoper, R. (2005). Het Stimuleren van Levenslange Competentieontwikkeling
Met Nieuwe Leertechnologie. Paper presented at the EduExchange Conference, Nieuwegein, and at the National Innovation Event in Maarssen,7 Dec.Introductie TENCompetence. Tekst van de keynote gehouden op de EduExchange Conferentie. Een gedeelte van deze keynote is eveneens life uitgezonden via een videolink op het Nationaal Innovatie Event in Maarssen. De slides zijn te vinden onder 'presentaties'
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
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
In search of an adequate yet affordable tutor in online learning networks
No full textSloep, P., van Rosmalen, P., Kester, L., Brouns, F. M. R., & Koper, E. J. R. (2006). In search of an adequate yet affordable tutor in online learning networks. In search of an adequate yet affordable tutor in online learning networks. Presentation at the 6th IEEE International Conference on Advanced Learning Technologies. July, 5-7, 2006, Kerkrade, The Netherlands
Requirements for Flexible Learner Monitoring
No full textGlahn, C., Specht, M., & Koper, R. (2007). Requirements for flexible learner monitoring. In T. Navarette, J. Blat & R. Koper (Eds.). Proceedings of the 3rd TENCompetence Open Workshop 'Current Research on IMS Learning Design and Lifelong Competence Development Infrastructures' (pp. 89-96). June, 21-22, 2007, Barcelona, Spain.This 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.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
Advanced Technologies for Life-Long Learning: Special Issue Educational Technology & Society
No full textSampson, D., Koper, R. (2007). Advanced Technologies for Life-Long Learning (special issue). Educational Technology & Society, 10(3), 1-134. Available online at: http://www.ifets.info/Special Issue composed of selected papers from the ICALT 2006 Conference in Kerkrade, July 5-7th, The Netherlands.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
Cross-system log file analysis for hypothesis testing
No full textGlahn, C., Specht, M., Schoonenboom, J., Sligte, H., Moghnieh, A., Hernández-Leo, D. Stefanov, K., Lemmers, R., & Koper, R. (2008). Cross-system log file analysis for hypothesis testing. In H. Sligte & R. Koper (Eds.), Proceedings of the 4th TENCompetence Open Workshop. Empowering Learners for Lifelong Competence Development: pedagogical, organisational and technological issues (pp. 10-14). April, 10-11, 2008, Madrid, Spain: SCO-Kohnstamm Instituut, Amsterdam, The Netherlands. [See also http://hdl.handle.net/1820/1634 ]Understanding the effects of different functionality in complex learning environments is one of the key challenges of learning technology research. Particularly for new personal learning environments, which combine a variety of services to offer new educational approaches such comparisons become increasingly important for analysing the effects compared to established learning environments. This paper discusses the use of cross-system log file analysis for enabling the comparison between different logging approaches used either by different PLE components of different systems used in evaluation. In the presented example the results of a cross-system log file analysis are also used for validating the results of other measures as a questionnaire. This kind of validation reduces the gap of self-recognition of activities and opinions of learners, and the actual performed actions within a learning environment. This provides a more detailed picture than subjective evaluation could do alone.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
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