JTEL Winter School 2010 Presentations

JTEL Winter School 2010 Pecha Kucha or Present yourself in180 seconds

Voice Interactive Learning Complement visual only e-learning with audio interaction u-learning & m-learningaccess to anything, by anyone, at anytime and anywhere

5 scenarios Sound is the main source of information in a learning process Learners with auditory learning style MoMI (Brussels)‏

5 scenarios In hands-busy and eyes-busy situations The device has no screen or a very limited one When a disability does not allow a person to make use of a visual display E.g In a driving situation Visualimparements

Voice Interactive Classroom Service Oriented Architecture

Voice Interactive Classroom Voice Modules

More Voice Interactive Learning ,[object Object],UniDroid Audio Augmented Reality at University

Victor’s reflections on the JTEL Winter School

Mayra Angeles Sánchez Universidad de Las Américas Puebla (UDLAP) México PhD Program “Science and Technology Education”

Previous work (micro level) ----- -------- ---- ------- ---------- -- ---------- ----- -------- -------- - --- --- ---- ------ -- --- ------ --- -- ------- ---------- -- ---------- ----- -------- -------- - --- --- ---- ------ -- --- ------ --- -- Analysis of actions in the representation Process

----- -------- ---- ------- ---------- -- ---------- ----- -------- -------- - --- --- ---- ------ -- --- ------ --- -- ------- ---------- -- ---------- ----- -------- -------- - --- --- ---- ------ -- --- ------ --- -- Analysis of actions in the representation Process Macro level

Actual project Telesecundarias in México (Conacyt - UDLAP)

Mayra’s reflections on the JTEL Winter School

Dirk Börner Ontwikkelaar Promovendus

European Projects MACE Competence Metadata Toolset & Competence Services STELLAR The Grand Research Challenge of TEL “Contextualize Learning”

DevelopmentCompetence Metadata

DevelopmentContextualize Information

Research Project Ubiquitous Learning Support

Research Project Ambient Information Channels (AICHE) “Distributed mixed-reality information mash-ups to support ubiquitous learning” [Specht, 2009]

Dimo Boyadzhievthe 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.

Dimo’s reflections on the JTEL Winter School

E-Learning is a kind of service Valuable Pervasive Fresh Quality Transmission Source Three goals of e-learning 34

Source: Traditional classes, not coursewares Famous teachers’ classes are always crowded. It is traditional classes thatshould be the source of e-learning, not coursewares. 35

Mobile learning may be the future of e-learning. People listen to famous tutors’ classes in real time. 36 Transmission:Mobile learning, not just PCs

“Teacher” centered “Remembering” things only “Student” centered “Thinking and analyzing” problems only “Environment” centered “Thinking and analyzing” problems and human aspects together Evolution of education Quality: A great man, not just a man A machine A man A great man 37

Our solution ,[object Object], Emerging technology ,[object Object], Test Bed ,[object Object], Network Provider ,[object Object], Future Direction Conclusion 38

Gang’s reflections on the JTEL Winter School

CAN WE MAKE SOME TRULY GENERAL STATEMENTS ABOUT 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 INTERTWINGLED INFORMATION 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 SYNCHRONOUS AND THE ASYNCHRONOUS? A study of asynchronous and synchronous e-learning methods discovered that each supports different purposes -EDUCAUSE Quarterly, vol. 31, no. 4 http://gathatoulie.blogspot.com/ j.a.corneli@open.ac.uk @holtzermann17

Joe’s reflections on the JTEL Winter School

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

Working in a changing environment Across Time & Space Images: Pen: http://tinyurl.com/ycnmfea Dial Telephone: http://tinyurl.com/ylajd2v

Focusingon personal narratives

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

Christina’s reflections on the JTEL Winter School

“Children responding to uncertainty in an educational, computer-based game.” Interdisciplinary area of NeuroEducationGraduate School of EducationUniversity of Bristol Skevi Demetriou (Under the supervision of Paul Howard-Jones)

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

The research Phase 1: - In the lab - With adults - Competitive computer game Phase 2: - In the class - With children - Non-competitive gaming

Multi-methods approach: Qualitative and Quantitative EDA (Electro Dermal Activity) recordings Quantitative data from the game Dialogues recordings Student drawings Semi-structured interviews

Research Questions 1. 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 children’s 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 

JTEL Winter School ,[object Object]

Lecturer and system developer at IML, UMU

Local steering documents – national steering documents10-01-28

Multiple actors providing metadata

Separate structural, descriptive and semantic mark-up10-01-28

Steering documents – digital learning resources

Steering documents – PDP (Professional Development Plan)10-01-28

http://www.know-center.at © Know-Center - gefördert durch das Kompetenzzentrenprogramm Reflection Support in Work-Integrated Learning Angela Fessl Know-Center, Graz, Austria

73 Learning Learning results: Creation of new ideas ,[object Object]

Solving new appearing problemshttp://www.know-center.at © Know-Center 2009

74 „My theses: Search for new ways to provide reflection during the learner‘s learning as well as the knowledge creation process. Reflection General challenges of reflection Provide the knowledge-worker with the steps she passed during their work ,[object Object],http://www.know-center.at © Know-Center 2009

75 Related Theoretical and Practical Work Reflection in connection with time Significant data ,[object Object]

Visualization techniqueshttp://www.know-center.at © Know-Center 2009

76 Reflection Process BILD http://www.know-center.at © Know-Center 2009

77 Expectations to the JTEL Winter School Meet interesting people… ,[object Object], stay in touch also after the winter school ,[object Object], … and last but not least have FUN… http://www.know-center.at © Know-Center 2009

Angela’s reflections on the JTEL Winter School

Sibren Fetter Phd Student Celstec Open University The Netherlands Sibren Fetter page

Sibren Fetter page My Work – eTwinning Network The eTwinning Network Teachers from all over Europe do projects together Some room for improvement

Ad Hoc Transient Communities (AHTCs) 1 4 2 3 Sibren Fetter page

Expected effects Ad Hoc Transient Communities ,[object Object]

Higher sense of belonging to the community

Increased mutual supportSibren Fetter page

Sibren Fetter page Design Workshop 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’s reflections on the JTEL Winter School

Sebastian Kelle CELSTEC In the NETHERLANDS BUT: I live on the German side of the border to enjoy the tax paradise

Thank you Contact 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 don‘t like farmville.

Sebastian’s reflections on the JTEL Winter School

Michael Kohlegger michael kohlegger

university of innsbruck information systems

situational applications supporting knowledge intensive work

Michael’s reflections on the JTEL Winter School

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

Executive EducationLondon Business School 2/1/10

Workplace learningAssessment of organisation behaviourSocial networking 2/1/10

SimplicityComplexity “Digital de-motivation is a direct consequence of poorly designed educational information systems” 2/1/10

educational information systems workplace learning digital literacyhuman computer interactiontechnology acceptance models 2/1/10

Panos’ reflections on the JTEL Winter School

Is there life after a Ph.D.? Mike Mimirinis Middlesex University JTEL Winter School- Innsbruck, 1.2.2010 M.Mimirinis@mdx.ac.uk img: 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]

Mike’s reflections on the JTEL Winter School

117 COLLABORATIVE AUTHORING OF ADAPTIVE EDUCATIONAL HYPERMEDIA (AEH) BY ENRICHING SEMANTIC MEDIAWIKI’S OUTPUT by Dade Nurjanah Supervisor: Prof. Hugh Davis Co-supervisor: Dr. Thanassis Tiropanis 117 1

118 Issues in Authoring AEH ,[object Object]

Collaborative 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 ,[object Object]

120 The Potential of Social – Semantic Web Technology for Authoring AEH (2) 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 people Wikis have been used for developing and maintaining documents by large online communities Semantic Wikis improve Wikis in managing a knowledge layer underlying documents Outline

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

123 Conclusions & Future Work Conclusions ,[object Object]

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 SMW’s output format is sufficient for representing domain knowledge. Conclusions: ,[object Object]

Analyzing the effect of evolving domain knowledge to authoring process of instructional design.,[object Object]

Introducing myself Studies ,[object Object]

Master diploma in “Teaching and Promoting the Italian Language and Culture at Foreigners” with a specialization in Language Technology from the University “Ca’Foscari” 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). ,[object Object]

Collaborative Blended Language Learning using Web 2.0 tools: Two case studies of learning/teaching Italian as a Foreign LanguageDepartment 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) ,[object Object],warm up blog activities/ webquest projects f2f lessons/online in a wiki as a language learning platform & CMS

Case study 2 Long Term (students- Language Institution) Blended Language Learning Model microblogging platform (back up communication channel) wiki (resources, e-portfolios, collaborative projects) blog (resources & language activities - 4 abilities)

Thank youmariaperif@gmail.com 131

Maria’s reflections on the JTEL Winter School

Hans Põldoja Doctoral student Media Lab, Aalto University (FI) Research associate Institute of Informatics, Tallinn University (EE)

Collaborative authoring of open educational resources

Current results Active use by teachers in Georgia and Estonia LeMill as a hub Limited collaborative authoring Limited use of social tools

Beyond open educational resources... Open online courses Wikiversity EduFeedr

Thank you! hans.poldoja@tlu.ee http://www.hanspoldoja.net http://lemill.net

Hans’ reflections on the JTEL Winter School

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

„Mobile Collaborative Scripting for Non-Formal Lifelong Competence Development“

Research Method Creation of 3 utilization processes: ,[object Object]

Competetive scenario,[object Object]

Psyhopedagogical basesof the elaboration the electronic textbooks Scientific advice: Rudic Gh. profesor Author: Railean Elena JTEL Winter School on Advanced Learning Technologies 2010 02/01/2010

151 Structure of research: The key – words: globalization, electronic textbooks, metasystemic approach, competence pedagogy, didactical model, dynamic and flexible educational strategy. Domain of the researchisgeneralpedagogy - theory and practice of textbook. The aim of the researchis to define the psyhopedagogical base in context of the globalization, scientific and information progress through modelation the process of elaboration of electronic textbooks. JTEL Winter School on Advanced Learning Technologies 2010 02/01/2010

152 JTEL Winter School on Advanced Learning Technologies 2010 02/01/2010 The 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 textbook to describe the process of elaboration of electronic textbooks.

153 The methodology of the research methods of qualitative and quatitative analysis: situational phenomenological and structural analysis scenes through iteration ideal type, topography transactional method and modelling statistical methods of analysis of the collected data through SPSS and Microsoft Excel. JTEL Winter School on Advanced Learning Technologies 2010 02/01/2010

154 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. JTEL Winter School on Advanced Learning Technologies 2010 02/01/2010

155 Practical 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 resultswasmade 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. JTEL Winter School on Advanced Learning Technologies 2010 02/01/2010

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

Experience Expertise Personal Networks PhD Pagina 2

Vast and diverse Motivation Long-term Personal Network Information Experience Knowledge Expertise PhD Pagina 3

Personal Learning Network? PhD Pagina 4

Research Questions To what extent are currenttechnologies 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 professional’s Personal Learning Network? PhD Pagina 5

Research Method Literature study Survey + In-depth interviews Identification 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 PLN in introducing new expertise and experience in PLN PhD Pagina 6

Kamakshi’s reflections on the JTEL Winter School

165 My Ph.D. in 180 seconds We‘ll always have our informal learning networks... Wolfgang Reinhardt @wollepb isitjustme.de

166 Online Communities Semantic Analysis Awareness Support AAN http://www.nexell.net/cms/community.html http://molnarandras.wordpress.com/2009/03/page/2/ http://lab.softwarestudies.com/2008/05/artdiasporaviz-korean-modern-art.html

167 Artefact-Actor-Networks combine social networks with artefact networks one layer per communication/cooperation channel semantical analysis different semantical connections allow for analysis per communication layer

170 State of my work Model Empirical stuff Tool Small Scale Studies http://www.flickr.com/photos/mydlar/2241693063/sizes/o/

Wolfgang’s reflections on the JTEL Winter School

Maren Scheffel I studied Computational Linguistics and now work at the Fraunhofer Institute for Applied Information Technology in the research group on Context and Attention in Personalized Learning Environments

Research Areas Personalization and Adaption with the help of attention metadata to do user profiling and information retrieval to build recommender systems that support self-reflection in the field of Technology Enhanced Learning

Traditional approach our approach Doc 1 Doc 3 Doc 3 Doc 1 Doc 5 Doc 4 Doc 3 Doc 2 Doc 2 ? Doc 2 Doc 5 Doc 3 Recommendation based on Usage Context

Emotional State Recognition What do you feel like... ... when getting wrong results over and over again? ... when getting support? The system adapts to the learner’s moods.

Maren’s reflections on the JTEL Winter School

Birgit’s reflections on the JTEL Winter School

Coalitions in Collaborative Co-creativityRory SieCELSTEC, Open Universiteit NederlandJTEL Winter school, February 1st, 2010

Brainstorming Focus on quantity No criticizing Combine and improve ideas Poo! Bear! Pooh bear!

What is a coalition? temporary alliance distinct parties common intention individual goals

Research question How 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

Issues What factors influence coalitions in collaborative creativity? => Adapted version of Grounded Theory Analysis Goal: 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

Rory’s reflections on the JTEL Winter School

London Metropolitan University Learning Technology Research Institute Learning Designs for Augmenting Context If 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 1930’s 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.

Information vs Knowledge Information 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 Institute

Why 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 Institute

London Metropolitan University Learning Technology Research Institute Declarative vs procedural learning designs The 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 Institute Conclusion My research explores the practise ofattaching information to space. Whenall 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.

Carl’s reflections on the JTEL Winter School

Xiaohong Tan E-learning Lab of Shanghai Jiao Tong University (SJTU), China Researcher: in E-learning Lab of SJTU Doctoral student: in Computer Science department of SJTU Lecturer: in Network College of SJTU

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

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JTEL Winter School 2010 Presentations