Learning Network Services for Professional Development (eBook)

Rob Koper (Herausgeber)

eBook Download: PDF

2009 | 2009
XII, 414 Seiten
Springer Berlin (Verlag)
978-3-642-00978-5 (ISBN)

Infos

A 'Learning Network' is a community of people who help each other to better understand and handle certain events and concepts in work or life. As a result - and sometimes also as an aim - participating in learning networks stimulates personal development, a better understanding of concepts and events, career development, and employability. 'Learning Network Services' are Web services that are designed to facilitate the creation of distributed Learning Networks and to support the participants with various functions for knowledge exchange, social interaction, assessment and competence development in an effective way. The book presents state-of-the-art insights into the field of Learning Networks and Web-based services which can facilitate all kinds of processes within these networks.

Rob Koper is professor in the field of learning technologies and the Dean of the Centre for Learning Sciences and Technologies (CELSTEC) at the Open University of the Netherlands. Rob has more than 20 years of experience in the field of learning sciences and technologies, and published over 200 publications.

In the past he was responsible for the development of new learning technologies like the Educational Modelling Language (now IMS Learning Design), and methods and technologies to facilitate self-organized learning networks for lifelong learning. His current research is in the area of personal competence development, and he is co-ordinating the Integrated EU project TENCompetence that is building a web-based infrastructure for lifelong competence development.

Inhalt

Contents 5
Contributors 8
Introduction 12
1 Introduction 13
1.1 Rationale of the Book 13
1.2 Aim of the Book and Target Readers 15
1.3 Learning Networks 16
1.4 How to Read the Book 18
Section I Social Interaction in Learning Networks 22
2 From Lurker to Active Participant 25
2.1 Introduction 25
2.2 The Moto Guzzi V7 Enthusiasts 26
2.3 The Long-Term Perspective 27
2.4 The Short-Term Perspective 29
2.5 Conclusion 31
References 32
3 Guidelines to Foster Interaction in Online Communities 34
3.1 Introduction 34
3.2 The European Environmental Sustainability Community 36
3.3 Guidelines to Foster Sustainability of Online Communities 36
3.3.1 Facilitate Participants with the Creation and Management of Their Own Presence as Well as Their Contributions Within the Community self-management 37
3.3.2 Facilitate Participants’ Interaction with Others and Support Knowledge Co-construction Between Them 40
3.3.3 Help Participants to Classify and Evaluate Their Own Contributions but Also Those from Others 42
3.3.4 Allow Participants to Control the Level of Privacy of (Their) 42
3.4 Guidelines to Support Interpersonal Trust Formation 43
3.4.1 Promote the Exchange of Off-Task Personal Information 44
3.4.2 Show and Exchange Information on the Reputation 45
3.4.3 Show Information About Presence, Activities, 46
3.4.4 Show Information About the Characteristics 46
3.5 Conclusion 47
References 48
4 Knowledge Dating and Knowledge Sharing in Ad-Hoc Transient Communities 50
4.1 Introduction 50
4.2 Knowledge Dating in Learning Networks 52
4.3 Knowledge Dating in Ad-Hoc Transient Communities 53
4.3.1 Heterogeneity 53
4.3.2 Roles 55
4.4 Knowledge Sharing Through Ad-Hoc Transient Communities 57
4.4.1 Accountability 57
4.4.2 Goal Orientation 59
4.5 Conclusion 60
References 61
5 How to Trigger Emergence and Self-Organisationin Learning Networks 63
5.1 Introduction 63
5.2 Addressing the Solution 65
5.2.1 Steps Involved 65
5.2.2 Peer Selection Criteria 67
5.2.3 A Tutor Locator: Example Implementation of the Model 69
5.2.3.1 Indexing Component 69
5.2.3.2 Request Component 70
5.2.3.3 Population Component 71
5.2.3.4 Community Component 73
5.3 Conclusion 76
References 78
Section II Navigation Services for Learning Networks 79
6 Individualised Navigation Services in Learning Networks 81
6.1 Introduction 81
6.2 Learning Technologies for Personalised Recommendations 84
6.2.1 Relevant Work 84
6.2.2 Learning Technology Specifications 85
6.2.3 Recommendation Techniques 88
6.3 Modelling and Experimenting with Navigation Services 91
6.3.1 Model for Navigation Services 92
6.3.2 Experimentation with the Model 94
6.4 Conclusion 95
References 97
7 Evaluating the Effectiveness of Personalised Recommender Systems in Learning Networks 100
7.1 Introduction 100
7.2 Experimental Design 102
7.2.1 An Evaluation Framework for Recommender Systems in Learning Networks 103
7.2.2 An Exemplary Experimental Setup to Evaluate a Recommender System in a Learning Network 104
7.3 Statistical Analysis 106
7.3.1 Analysis of Effectiveness and Efficiency 107
7.3.2 Analysis of Variety of Learning Paths 108
7.3.3 Analysis of Satisfaction with the Recommender System 109
7.4 Suitable Recommendation Systems and Techniques 110
7.4.1 Available Recommender Systems 110
7.4.2 The Techniques We Used in the ISIS Experiment 113
7.4.3 The Virtual Learning Environment 115
7.5 Conclusion 116
References 117
8 How to Set Up Simulations for Designing Light-Weight Personalised Recommender Systems 119
8.1 Introduction 119
8.1.1 PRS in e-Learning 121
8.1.2 Simulations for PRS in e-Learning 122
8.2 Conceptual Simulation Models and Setting Up Simulations 122
8.2.1 Method Step 1: Benefits of Hybrid RS 123
8.2.1.0 Results Step 1 127
8.2.2 Method Step 2: Fine-Tuning Hybrid RS 135
8.2.3 Method Step 3: Benefits of Ratings-Based Hybrid RS 142
8.3 Conclusion 148
8.3.1 Important Findings and Discussion 149
8.3.2 Practical Implications 150
8.3.3 Limitations 151
8.3.4 Future Plans 152
References 152
9 How to Find and Follow Suitable Learning Paths 155
9.1 Introduction 155
9.2 Scenario 157
9.3 Key Elements to Describe Learning Paths 159
9.4 The Learning Path Specification in Practice 161
9.4.1 Finding a Learning Path 162
9.4.2 Following a Learning Path 165
9.5 How to Create Your Own Learning Path 166
9.6 Conclusion 167
References 169
Section III Assessment and Placement Services in Learning Networks 171
10 A Process-Oriented Approach to Support Multi-Role Multi-Stage E-Assessment: A Case Study 174
10.1 Introduction 174
10.2 A Use Case of Performance Assessment 178
10.3 Modelling Assessment Based on OUNL/CITO Model 180
10.3.1 Assessment Design Assessment design 180
10.3.2 Item Construction Item construction 181
10.3.3 Assessment Construction Assessment construction 182
10.3.4 Assessment Run Assessment run 183
10.3.5 Response Processing Response processing 183
10.3.6 Decision Making Decision making 184
10.4 Authoring an Assessment Process Model with an Assessment Process Modelling Language 184
10.4.1 Assessment Process Modelling Language Assessment Process Modelling Language 185
10.4.2 Specifying a Formal Assessment Process Model 190
10.5 Execution of an Assessment Process Model in an Execution Environment 193
10.5.1 A LD+QTI Compatible Run-Time Environment 194
10.5.2 Execution of the Use Case in SLeD 194
10.6 Conclusion 196
References 196
11 Placement Services for Learning Networks 198
11.1 Introduction 198
11.2 Contributions to the Learning Network 199
11.3 Placement and Accreditation of Prior Learning 200
11.4 Design of Placement Services in Learning Networks 204
11.5 Methodological Considerations 207
11.6 Conclusion 209
References 210
12 Tools and Techniques for Placement Experiments 212
12.1 Placement Support with Language Technology: Probabilistic Reasoning About Prior Knowledge Based on Semantic Analysis 212
12.2 Corpora and Datasets for Placement Experiments 214
12.3 Applications for Placement Support Experiments 216
12.3.1 The R Implementation 217
12.3.2 The PHP_Lsa Implementation 219
12.3.3 The Placement Web Service Prototype 222
12.4 Implementation 222
12.5 Conclusion 224
References 225
13 A Validation Scenario for a Placement Service in LearningNetworks 227
13.1 Introduction 227
13.2 Validating a Placement Service in Learning Networks 228
13.2.1 Testing the Sensitivity of the Service 230
13.2.1.1 Conclusion 234
13.2.2 Testing the Reliability and Validity of a Placement Service 235
13.3 Fit in APL Procedures 238
13.4 Conclusion 238
References 239
Section IV Contextualized Learning Network Services 241
14 Towards Contextualized Learning Services 243
14.1 Introduction 243
14.2 The Changing Landscape for Adaptive Learning 245
14.3 Classification of Adaptive Educational Methods 247
14.4 Contextualization Complements Personalisation 251
14.5 Conclusion 253
References 254
15 Mobile Social Software to Support Authenticity 256
15.1 Introduction 256
15.2 Problems in Distributed Learning Support 257
15.3 Mobile Learning Support Based on Reference Model 259
15.3.1 Application 1: Sharing Content and Knowledge 261
15.3.2 Application 2: Facilitating Discussion and Brainstorming 262
15.3.3 Application 3: Improving Social Awareness 264
15.3.4 Application 4: Guiding Communication 265
15.3.5 Application 5: Increasing Engagement and Immersion 265
15.3.6 Comparing Applications Types 267
15.4 A Technical Framework for Contextualized Learning Support A Technical Framework for Contextualized Learning Support 267
15.5 Conclusion 270
References 270
16 Supporting Authentic Learning Contexts Beyond Classroom Walls 274
16.1 Learning Beyond Classrooms 274
16.2 Authentic and Situated Approaches to Learning 275
16.2.1 The Remotely Accessed Field Trips Project (RAFT) 276
16.2.2 The Sydney Olympic Park Project 280
16.2.2.1 The Geography Challenge 281
16.2.3 Killalea State Park Expeditions Killalea State Park Expeditions 283
16.3 Lessons Learnt from Learning Network Design and Implementation Process 285
16.4 Effectively Linking the World and Classrooms 286
16.5 Conclusion 286
References 287
17 Awareness and Reflection in Mobile Learning Support 290
17.1 Introduction 290
17.2 Awareness and Reflection 292
17.3 Peripheral Information 294
17.4 Contextualization, Situation, and Learning 296
17.5 Interaction Footprints and Navigation Support 299
17.6 Waylay and Social Affordance 300
17.7 An Architecture for Peripheral Information 301
17.8 team.sPod 302
17.9 Interaction and Peripheral Information 305
17.10 Situated Reflection in team.sPod 305
17.10.1 team.sPod Support in Context 306
17.10.2 Embedded Reflection Support 308
17.11 Conclusion 309
References 310
Section V Learning Networks Integrated 312
18 A Conceptual Model of Learning Networks 314
18.1 Introduction 314
18.2 The Use Case Model 315
18.3 The Conceptual Model 317
18.3.1 The Concept of Competence 319
18.3.2 The Concept of Competence Development 325
18.4 The Domain Model for Learning Network Services 326
18.5 Conclusion 328
References 329
19 The TENCompetence Infrastructure: A Learning Network Implementation 330
19.1 Introduction 330
19.2 Overview Learning Network Server 331
19.3 Using the Domain Entity Services 332
19.3.1 Principles of the API TENCompetence API 335
19.3.2 Discovery of Servers 336
19.3.3 Authentication 339
19.3.4 Authorisation 340
19.3.5 Putting It All Together 346
19.4 Inside the Domain Entity Services 349
19.4.1 The Main Process: Handling Messages 349
19.4.2 Grouping: Logical Parts of the System 352
19.5 Example: Creating a New Service 352
19.6 Conclusion 357
References 358
Section VI Implementation Examples 359
20 The Personal Competence Manager 361
20.1 Introduction to the PCM 361
20.2 PCM Implementation 362
References 368
21 Personal Development Planner 369
21.1 Personal Development Planner: An Overview 369
21.2 Some Implementation Details of the PDP 374
References 377
22 Learning Design Authoring Tools in the TENCompetenceProject 378
22.1 Background to the ReCourse Editor 378
22.2 The Development Process 379
22.3 The Functionality of ReCourse 379
22.3.1 User Interface 380
22.4 Elimination of Import-Export 381
22.5 Modular Plug-In Architecture 381
22.5.1 Supporting Workflow with Additional Plug-Ins 382
22.5.2 OpenDocument.net 382
22.5.3 Publishing and Provisioning 382
22.5.4 QTI Editor 382
22.5.5 Authoring Services 383
22.6 Progress Towards an Infrastructure for IMS LD 383
References 385
23 IMS QTI Authoring 387
23.1 Support for QTI and Assessment 387
23.2 The Benefits to Use QTI 388
23.2.1 Powerful Expressiveness 388
23.2.2 Supporting Interoperability and Reusability 388
23.2.3 Integration with Learning/Teaching Processes 389
23.3 Specifying an Assessment with a QTI Authoring Tool 389
23.3.1 Creating a Questionnaire 391
23.3.2 Editing a Question 392
23.4 Implementation and Integration with ReCourse 392
23.4.1 Implementation 393
23.4.2 Integration 394
References 394
Conclusion of the Book 395
24 Conclusion of the Book 396
24.1 Requirements for Learning Networks 396
24.2 Overview of Knowledge Gained So Far 396
24.2.1 Conclusions of Section I: Social Interaction in Learning Networks 398
24.2.2 Conclusions of Section II: Navigation Services for Learning Networks 400
24.2.3 Conclusions of Section III: Assessment and Placement Services in Learning Networks 402
24.2.4 Conclusions of Section IV: Contextualized Learning Network Services 403
24.2.5 Conclusions of Section V: Learning Networks Integrated 404
24.2.6 Conclusions of Section VI: Implementation Examples 405
24.3 Analysis and Conclusions 405
Index 408

Produkt-Details

• Erscheint lt. Verlag: 7.7.2009
• Zusatzinfo: XII, 414 p.
• Verlagsort: Berlin
• Sprache: englisch
• Themenwelt: Geisteswissenschaften
• Themenwelt: Mathematik / Informatik ► Informatik ► Web / Internet
• Themenwelt: Sozialwissenschaften ► Pädagogik
• Schlagworte: authenticity • conceptual model • Contextualized Learning • IMS QTI • Information • knowledge sharing • learning • Learning Networks • Mobile Learning • Navigation • Networks • Online Communities • organization • Recommender Systems • Simulation • Social Software • Technology • TEN Competence • Time • Web • Web Personalization • Web Services
• ISBN-10: 3-642-00978-6 / 3642009786
• ISBN-13: 978-3-642-00978-5 / 9783642009785