JTEL Winter School 2010 Pecha Kucha
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JTEL Winter School 2010 Pecha Kucha

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This is the polished and extended pecha kucha slide set. It introduces almost all participants of the JTEL Winter School 2010. ...

This is the polished and extended pecha kucha slide set. It introduces almost all participants of the JTEL Winter School 2010.

The rules for this presentation were the following:
- max 6 slides per participant
- 30 sec per slide
- no control over the slides, transitions, or animations (the slides went automatic)

This version also includes an additional slide for the reflection notes we have collected during the roundup session.

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JTEL Winter School 2010 Pecha Kucha JTEL Winter School 2010 Pecha Kucha Presentation Transcript

  • JTEL Winter School 2010
    Pecha Kucha
    or
    Present yourself in180 seconds
  • Victor Alvarez Garcia
  • 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
    • Exploring new exciting fields
    UniDroid
    Audio Augmented Reality at University
  • Victor’s reflections on the JTEL Winter School
  • Mayra Angeles Sánchez
  • Mayra Angeles Sánchez
    Universidad de Las Américas Puebla (UDLAP) México
    PhD Program “Science and Technology Education”
  • Previous work
  • Previous work (micro level)
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    Analysis of actions in the representation
    Process
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    Analysis of actions in the representation
    Process
    Macro level
  • Actual project Telesecundarias in México (Conacyt - UDLAP)
  • Thank you very much
  • Mayra’s reflections on the JTEL Winter School
  • Dirk Börner
  • 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 Boyadzhiev
  • 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
  • Gang Chen
  • 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
    • E-Learning Lab:
    Emerging technology
    • Continue Education College:
    Test Bed
    • Shanghai Telecom:
    Network Provider
    • International Cooperation:
    Future Direction
    Conclusion
    38
  • Our practice
    39
  • Gang’s reflections on the JTEL Winter School
  • Joe Cornelli
  • 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
  • Christina Costa
  • My PhD project in a cloud
  • 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
  • Skevi Demetriou
  • “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 
  • Henning Eriksson
  • JTEL Winter School
    • Henning, from north of Sweden
    • Married, kid(s)
    • Hunting, floorball
    10-01-28
  • JTEL Winter School
    • Teacher and system developer
    • Teacher in secondary school
    • Lecturer and system developer at IML, UMU
    • Learning resources
    10-01-28
  • JTEL Winter School
    • Recently started
    • Steering documents
    • Metadata
    • Markup
    • Local steering documents – national steering documents
    10-01-28
  • JTEL Winter School
    • Digital learning resources – steering documents
    • Multiple actors providing metadata
    • Separate structural, descriptive and semantic mark-up
    10-01-28
  • JTEL Winter School
    • CEF – Curriculum Exchange Format
    • Familiar curriculum
    • Preferred language
    10-01-28
  • JTEL Winter School
    • Create new services
    • Steering documents – digital learning resources
    • Steering documents – PDP (Professional Development Plan)
    10-01-28
  • Angela Fessel
  • 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
    • Support of the knowledge creation process
    • Solving new appearing problems
    http://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
    • Support the own memorization
    http://www.know-center.at
    © Know-Center 2009
  • 75
    Related Theoretical and
    Practical Work
    Reflection in connection with time
    Significant data
    • Reflection model
    • Visualization techniques
    http://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…
    • Get connected and
    stay in touch also after the winter school
    • Get new inputs for my theses
    … 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
  • 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
    • More and better spread out relationships
    • Higher sense of belonging to the community
    • Increased mutual support
    Sibren 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 Fetter page
  • Sibren’s reflections on the JTEL Winter School
  • Sebastian Kelle
  • Sebastian Kelle
    CELSTEC
    In the NETHERLANDS
    BUT: I live on the German side of the border to enjoy the tax paradise
  • Where do I come from?
  • Where am I now?
  • Where am I going?
    ?
    ?
    ?
  • What am I doing to get there?
  • 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
    michael
    kohlegger
  • university of innsbruck
    information systems
  • situational applications
    supporting knowledge intensive work
  • Michael’s reflections on the JTEL Winter School
  • Panos Kolivanis
  • 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
  • De-Motivation
    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
  • Mike Mimirinis
  • 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
  • Dade Nurjanah
  • 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
    • More people are needed to collaboratively author AEH
    • 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
  • 119
    The Potential of Social – Semantic Web Technologies for Authoring AEH (1)
    Adaptive Educational Hypermedia (AEH)
    Semantic enabled adaptation and personalization
    Semantic tech support knowledge management in AEH
    Domain ontology for learning
    Reasoning to establish relationships among educational resources
    AEH based social learning
    Collaborative annotation for improving personalization
    Collaborative authoring of AEH
    Collaborative filtering to find suitable learning path in AEH
    Semantic Web
    Social Web
    Social bookmarking / semantic tagging
    Social ontology construction
    Reasoning to gain relationships between people and resources
    Managing evolving knowledge
    Managing collaborative annotation
    Outline
  • 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
  • 122
    Knowledge Model
    Outline
  • 123
    Conclusions & Future Work
    Conclusions
    • Some 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 SMW’s 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.
  • Dade’s reflections on the JTEL Winter School
  • Maria Perifanou
  • Introducing myself
    Studies
    • 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 “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).
  • 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 Education
    Italian 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 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)
    • blended language learning model
    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
  • Hans Põldoja
    Doctoral student
    Media Lab, Aalto University (FI)
    Research associate
    Institute of Informatics, Tallinn University (EE)
  • Collaborative authoring of open educational resources
  • LeMill
  • 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
  • Stefan Pröll
  • StefanPröll
    • Origin: Linz, Austria
    • In Innsbruck since 2001
    • Interests
    • Media Education
    • Plans
    • Special Task
  • Research Background
  • 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:
    • Selective scenario
    • Cooperative scenario
    • Competetive scenario
  • Stefan’s reflections on the JTEL Winter School
  • Elena Railean
  • 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
  • Kamakshi Rajagopal
  • 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
  • Wolfgang Reinhardt
  • 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
  • 168
  • 169
    Ph.D. topics in a cloud
  • 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
  • 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
  • CAM schema
  • CAMera
  • 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 Schmitz
  • Background
  • eLearning
  • Computergames
  • Jussi Holopainen
  • Mobile learning
  • Viva Colonia
  • Birgit’s reflections on the JTEL Winter School
  • Rory Sie
  • 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
  • Carl Smith
  • 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
  • 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
  • My research experience
    In 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 experience
    In 2008, I got a funding fromInternational 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.
  • My research experience
    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.
  • Thank you!
    Welcome
    Shanghai Jiao Tong University
  • Xiaohong’s reflections on the JTEL Winter School
  • Behnam Taraghi
  • SOCIAL LEARNING
    Computer and Information Services
    Graz University of Technology
    Behnam Taraghi
    http://tugll.tugraz.at/96874/
    http://twitter.com/behi_at
    213
  • The general concept
    214
  • 215
  • High amount of information in PLE
    Users are overwhelmed
    We need a Recommender System for PLE
    We need to know the User’s interests
    We need to know what widgets are about
    216
  • Semantic Described Widgets (SDW)
    Semantic User Profiles (SUP)
    217
  • Semantic Described Widgets (SDW)
    Semantic User Profiles (SUP)
    Collaborative Filtering
    218
  • Behnam’s reflections on the JTEL Winter School
  • Thomas Ullmann
  • 221
    about:me
    Thomas Ullmann
  • 222
    TEL 2.0
    Network of Excellence: TEL
    Science 2.0 Mash-Ups
    Directory of widgets, services and tools
  • 223
    Universe of Information
  • 224
    Reflection
    Active, 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)
  • 225
    Research Cloud
  • 226
    Goal
    Researching (meta) information sources within MashUps using reflection methods.
    Meeting of Minds
    Lets get together on FlashMeeting, TELEurope, Skype, Facebook, LinkedIn, … :-)
  • Thomas’ reflections on the JTEL Winter School
  • Corné 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!
  • Corné’s reflections on the JTEL Winter School
  • Thank you, all!