• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
JTEL Winter School 2010 Pecha Kucha
 

JTEL Winter School 2010 Pecha Kucha

on

  • 3,909 views

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.

Statistics

Views

Total Views
3,909
Views on SlideShare
3,867
Embed Views
42

Actions

Likes
7
Downloads
13
Comments
1

1 Embed 42

http://www.slideshare.net 42

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel

11 of 1 previous next

  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

    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)
      ----- -------- ----
      ------- ----------
      -- ---------- -----
      -------- -------- -
      --- --- ---- ------
      -- --- ------ --- --
      ------- ----------
      -- ---------- -----
      -------- -------- -
      --- --- ---- ------
      -- --- ------ --- --
      Analysis of actions in the representation
      Process
    • ----- -------- ----
      ------- ----------
      -- ---------- -----
      -------- -------- -
      --- --- ---- ------
      -- --- ------ --- --
      ------- ----------
      -- ---------- -----
      -------- -------- -
      --- --- ---- ------
      -- --- ------ --- --
      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!