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.

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

  1. 1. JTEL Winter School 2010<br />Pecha Kucha<br />or <br />Present yourself in180 seconds<br />
  2. 2. Victor Alvarez Garcia<br />
  3. 3. Voice Interactive Learning<br />Complement visual only e-learning with audio interaction<br /> u-learning & m-learningaccess to anything, by anyone, at anytime and anywhere<br />
  4. 4. 5 scenarios<br />Sound is the main source of information in a learning process<br />Learners with auditory learning style <br />MoMI (Brussels)‏<br />
  5. 5. 5 scenarios<br />In hands-busy and eyes-busy situations<br />The device has no screen or a very limited one<br />When a disability does not allow a person to make use of a visual display<br />E.g In a driving situation<br />Visualimparements<br />
  6. 6. Voice Interactive Classroom Service Oriented Architecture<br />
  7. 7. Voice Interactive Classroom Voice Modules<br />
  8. 8. More Voice Interactive Learning<br /><ul><li>Exploring new exciting fields</li></ul>UniDroid<br />Audio Augmented Reality at University<br />
  9. 9. Victor’s reflections on the JTEL Winter School<br />
  10. 10. Mayra Angeles Sánchez<br />
  11. 11. Mayra Angeles Sánchez<br />Universidad de Las Américas Puebla (UDLAP) México<br />PhD Program “Science and Technology Education”<br />
  12. 12. Previous work<br />
  13. 13. Previous work (micro level)<br />----- -------- ----<br />------- ----------<br />-- ---------- -----<br />-------- -------- -<br />--- --- ---- ------<br />-- --- ------ --- --<br />------- ----------<br />-- ---------- -----<br />-------- -------- -<br />--- --- ---- ------<br />-- --- ------ --- --<br />Analysis of actions in the representation<br />Process<br />
  14. 14. ----- -------- ----<br />------- ----------<br />-- ---------- -----<br />-------- -------- -<br />--- --- ---- ------<br />-- --- ------ --- --<br />------- ----------<br />-- ---------- -----<br />-------- -------- -<br />--- --- ---- ------<br />-- --- ------ --- --<br />Analysis of actions in the representation<br />Process<br />Macro level<br />
  15. 15. Actual project Telesecundarias in México (Conacyt - UDLAP)<br />
  16. 16. Thank you very much<br />
  17. 17. Mayra’s reflections on the JTEL Winter School<br />
  18. 18. Dirk Börner<br />
  19. 19. Dirk Börner<br />Ontwikkelaar Promovendus<br />
  20. 20. European Projects<br />MACE<br />Competence Metadata Toolset<br />& Competence Services<br />STELLAR<br />The Grand Research Challenge of TEL <br /> “Contextualize Learning”<br />
  21. 21. DevelopmentCompetence Metadata<br />
  22. 22. DevelopmentContextualize Information<br />
  23. 23. Research Project<br />Ubiquitous Learning Support<br />
  24. 24. Research Project<br />Ambient Information Channels (AICHE)<br />“Distributed mixed-reality information mash-ups to support ubiquitous learning”<br />[Specht, 2009]<br />
  25. 25. Dimo Boyadzhiev<br />
  26. 26. Dimo Boyadzhievthe town of Sofia, Bulgaria<br />
  27. 27. at the beginning of PhD Study in the sphere of web based learning at Sofia University “St. Kliment Ohridski”<br />
  28. 28. Interested in educational models, technologies and learning environments that can be useful for university students<br />
  29. 29. 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;<br />
  30. 30. Until now 1. Master degree in Software technologies.2. Tainer in:- Computer Networks- Insurance software<br />
  31. 31. Leisure time is not much – spent mainly in the open air. I recommend the mountains and the Black Sea coast in Bulgaria.<br />
  32. 32. Dimo’s reflections on the JTEL Winter School<br />
  33. 33. Gang Chen<br />
  34. 34. E-Learning is a kind of service<br />Valuable<br />Pervasive<br />Fresh<br />Quality<br />Transmission<br />Source<br />Three goals of e-learning<br />34<br />
  35. 35. Source: Traditional classes, not coursewares<br />Famous teachers’ classes are always crowded. <br />It is traditional classes thatshould be the source of e-learning, not coursewares. <br />35<br />
  36. 36. Mobile learning may be the future of e-learning. People listen to famous tutors’ classes in real time. <br />36<br />Transmission:Mobile learning, not just PCs<br />
  37. 37. “Teacher” centered<br />“Remembering” things only<br />“Student” centered<br />“Thinking and analyzing” problems only<br />“Environment” centered<br />“Thinking and analyzing” problems and human aspects together<br />Evolution of education<br />Quality:<br />A great man, not just a man<br />A machine<br />A man<br />A great man<br />37<br />
  38. 38. Our solution<br /><ul><li>E-Learning Lab: </li></ul> Emerging technology<br /><ul><li>Continue Education College:</li></ul> Test Bed<br /><ul><li>Shanghai Telecom:</li></ul> Network Provider<br /><ul><li>International Cooperation:</li></ul> Future Direction<br />Conclusion<br />38<br />
  39. 39. Our practice<br />39<br />
  40. 40. Gang’s reflections on the JTEL Winter School<br />
  41. 41. Joe Cornelli<br />
  47. 47. CAN WE EFFECTIVELY BLEND THE SYNCHRONOUS<br />AND THE ASYNCHRONOUS?<br />A study of asynchronous and synchronous e-learning methods<br />discovered that each supports different purposes <br />-EDUCAUSE Quarterly, vol. 31, no. 4<br />http://gathatoulie.blogspot.com/<br />j.a.corneli@open.ac.uk<br />@holtzermann17<br />
  48. 48. Joe’s reflections on the JTEL Winter School<br />
  49. 49. Christina Costa<br />
  50. 50.
  51. 51. My PhD project in a cloud<br />
  52. 52. Networking Cultures in different Disciplines<br />andcontexts<br />Images:<br />Books: http://tinyurl.com/y937o9c<br />Man with Camera: http://tinyurl.com/ychyu7t<br />
  53. 53. Working in a changing environment<br />Across Time & Space<br />Images:<br />Pen: http://tinyurl.com/ycnmfea<br />Dial Telephone: http://tinyurl.com/ylajd2v<br />
  54. 54. Focusingon<br />personal <br />narratives<br />
  55. 55. Stage I am at...<br />Ethical Approval --Starting field work <br />Images:<br />Cat: http://tinyurl.com/ylzk5fh<br />Cristina Costa<br />University of Salford, UK <br />The Journey is documented at www.knowmansland.com/learningpath<br />
  56. 56. Christina’s reflections on the JTEL Winter School<br />
  57. 57. Skevi Demetriou<br />
  58. 58. “Children responding to uncertainty in an educational, computer-based game.” Interdisciplinary area of NeuroEducationGraduate School of EducationUniversity of Bristol<br />Skevi Demetriou<br />(Under the supervision of Paul Howard-Jones)<br />
  59. 59. Aim of the study<br />To explore the role of reward uncertainty in learning as a factor of motivation and engagement. <br />
  60. 60. The research<br />Phase 1: - In the lab<br /> - With adults<br /> - Competitive computer game<br />Phase 2: - In the class<br /> - With children<br /> - Non-competitive gaming <br />
  61. 61. Multi-methods approach: Qualitative and Quantitative<br />EDA (Electro Dermal Activity) recordings<br />Quantitative data from the game<br />Dialogues recordings<br />Student drawings<br />Semi-structured interviews<br />
  62. 62. Research Questions<br />1. How does prediction error, in learning games employing chance-based uncertainty, influence memory in adults?<br />Phase 1: Adult study in non-competitive gaming<br />2. How might prediction error, in learning games employing chance-based uncertainty, influence emotional engagement as measured by EDA?<br />Phase 1: Adult data collected with above<br />3A. How does prediction error, in a computer-based learning game employing chance-based uncertainty and an artificial competitor, influence children’s memory?<br />
  63. 63. 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)?<br />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.<br />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? <br />4B. How are discourse and constructions influenced by whether the artificial opponent is matched in terms of gaming skill or academic ability? <br />Phase 2: Pilot study – using “wipeout” game.<br /> Cyprus study (see RQ3)<br />Thank you <br />
  64. 64. Henning Eriksson<br />
  65. 65. JTEL Winter School<br /><ul><li>Henning, from north of Sweden
  66. 66. Married, kid(s)
  67. 67. Hunting, floorball</li></ul>10-01-28<br />
  68. 68. JTEL Winter School<br /><ul><li>Teacher and system developer
  69. 69. Teacher in secondary school
  70. 70. Lecturer and system developer at IML, UMU
  71. 71. Learning resources</li></ul>10-01-28<br />
  72. 72. JTEL Winter School<br /><ul><li>Recently started
  73. 73. Steering documents
  74. 74. Metadata
  75. 75. Markup
  76. 76. Local steering documents – national steering documents</li></ul>10-01-28<br />
  77. 77. JTEL Winter School<br /><ul><li>Digital learning resources – steering documents
  78. 78. Multiple actors providing metadata
  79. 79. Separate structural, descriptive and semantic mark-up</li></ul>10-01-28<br />
  80. 80. JTEL Winter School<br /><ul><li>CEF – Curriculum Exchange Format
  81. 81. Familiar curriculum
  82. 82. Preferred language</li></ul>10-01-28<br />
  83. 83. JTEL Winter School<br /><ul><li>Create new services
  84. 84. Steering documents – digital learning resources
  85. 85. Steering documents – PDP (Professional Development Plan)</li></ul>10-01-28<br />
  86. 86. Angela Fessel<br />
  87. 87. http://www.know-center.at<br />© Know-Center - gefördert durch das Kompetenzzentrenprogramm <br /> Reflection Support in Work-Integrated Learning<br />Angela Fessl<br />Know-Center, Graz, Austria<br />
  88. 88. 73<br /> Learning<br />Learning results: <br />Creation of new ideas<br /><ul><li>Support of the knowledge creation process
  89. 89. Solving new appearing problems</li></ul>http://www.know-center.at<br />© Know-Center 2009<br />
  90. 90. 74<br />„My theses: Search for new ways to provide reflection during the learner‘s learning as well as the knowledge creation process.<br /> Reflection<br />General challenges of reflection<br />Provide the knowledge-worker with the steps she passed during their work<br /><ul><li>Support the own memorization </li></ul>http://www.know-center.at<br />© Know-Center 2009<br />
  91. 91. 75<br /> Related Theoretical and<br /> Practical Work<br />Reflection in connection with time<br />Significant data<br /><ul><li>Reflection model
  92. 92. Visualization techniques</li></ul>http://www.know-center.at<br />© Know-Center 2009<br />
  93. 93. 76<br /> Reflection Process<br />BILD<br />http://www.know-center.at<br />© Know-Center 2009<br />
  94. 94. 77<br /> Expectations to <br /> the JTEL Winter School<br />Meet interesting people…<br /><ul><li>Get connected and </li></ul> stay in touch also after the winter school<br /><ul><li>Get new inputs for my theses</li></ul> … and last but not least <br /> have FUN…<br />http://www.know-center.at<br />© Know-Center 2009<br />
  95. 95. Angela’s reflections on the JTEL Winter School<br />
  96. 96. Sibren Fetter<br />
  97. 97. Sibren Fetter<br />Phd Student<br />Celstec<br />Open University The Netherlands<br />Sibren Fetter page <br />
  98. 98. Sibren Fetter page <br />My Work – eTwinning Network<br />The eTwinning Network<br />Teachers from all over Europe do projects together<br />Some room for improvement<br />
  99. 99. Ad Hoc Transient Communities (AHTCs)<br />1<br />4<br />2<br />3<br />Sibren Fetter page <br />
  100. 100. Expected effects<br />Ad Hoc Transient Communities<br /><ul><li>More and better spread out relationships
  101. 101. Higher sense of belonging to the community
  102. 102. Increased mutual support</li></ul>Sibren Fetter page <br />
  103. 103. Sibren Fetter page <br />Design<br />Workshop in Sevilla at the eTwinning Conference 2010<br />User requirements analysis with the eTwinning teachers<br />I will ask some of you to look at the setup of the workshop and answer the questions<br />
  104. 104. Sibren Fetter page <br />
  105. 105. Sibren’s reflections on the JTEL Winter School<br />
  106. 106. Sebastian Kelle<br />
  107. 107. Sebastian Kelle <br />CELSTEC<br />In the NETHERLANDS<br />BUT: I live on the German side of the border to enjoy the tax paradise<br />
  108. 108. Where do I come from?<br />
  109. 109. Where am I now?<br />
  110. 110. Where am I going?<br />?<br />?<br />?<br />
  111. 111. What am I doing to get there?<br />
  112. 112. Thank you <br />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.<br />Look for me on facebook. No I don‘t like farmville.<br />
  113. 113. Sebastian’s reflections on the JTEL Winter School<br />
  114. 114. Michael Kohlegger<br />
  115. 115. Michael Kohlegger<br />michael<br />kohlegger<br />
  116. 116. university of innsbruck<br />information systems<br />
  117. 117. situational applications<br />supporting knowledge intensive work<br />
  118. 118. Michael’s reflections on the JTEL Winter School<br />
  119. 119. Panos Kolivanis<br />
  120. 120. Panos Kolivanis MSc BEnghttp://www.panoskolivanis.com<br />2/1/10<br />
  121. 121. Executive EducationLondon Business School<br />2/1/10<br />
  122. 122. Workplace learningAssessment of organisation behaviourSocial networking<br />2/1/10<br />
  123. 123. De-Motivation<br />2/1/10<br />
  124. 124. SimplicityComplexity<br />“Digital de-motivation is a direct consequence of poorly designed educational information systems”<br />2/1/10<br />
  125. 125. educational information systems workplace learning digital literacyhuman computer interactiontechnology acceptance models<br />2/1/10<br />
  126. 126. Panos’ reflections on the JTEL Winter School<br />
  127. 127. Mike Mimirinis<br />
  128. 128. Is there life after a Ph.D.?<br />Mike Mimirinis<br />Middlesex University<br />JTEL Winter School- Innsbruck, 1.2.2010<br />M.Mimirinis@mdx.ac.uk<br />img: http://phdcomics.com<br />
  129. 129. students’ approaches to<br /> learning and studying in blended learning <br />contexts<br />
  130. 130. in tools we trust<br />img: http://dusanwriter.com/<br />
  131. 131. ethics of research with <br /> digital technologies <br />img:http://artofthenonlecture.wordpress.com/<br />
  132. 132. e-portfolios in higher education: <br />i. institutional perspectives <br />ii. students’ motivation<br />img: Phil Hilfike under CC<br />
  133. 133. ‘Cease not to learn until thou cease to live’[ca. 1604]<br />
  134. 134. Mike’s reflections on the JTEL Winter School<br />
  135. 135. Dade Nurjanah<br />
  136. 136. 117<br />COLLABORATIVE AUTHORING OF ADAPTIVE EDUCATIONAL HYPERMEDIA (AEH) BY ENRICHING SEMANTIC MEDIAWIKI’S OUTPUT <br />by<br />Dade Nurjanah<br />Supervisor: Prof. Hugh Davis<br />Co-supervisor: Dr. Thanassis Tiropanis<br />117<br />1<br />
  137. 137. 118<br />Issues in Authoring AEH<br /><ul><li>More people are needed to collaboratively author AEH
  138. 138. Collaborative authoring on adaptation is remaining a large issue
  139. 139. Subject experts are important in collaborative authoring of AEH
  140. 140. The enhancement of existing collaborative authoring tool will be useful </li></li></ul><li>119<br />The Potential of Social – Semantic Web Technologies for Authoring AEH (1)<br />Adaptive Educational Hypermedia (AEH)<br />Semantic enabled adaptation and personalization<br />Semantic tech support knowledge management in AEH<br />Domain ontology for learning<br />Reasoning to establish relationships among educational resources<br />AEH based social learning<br />Collaborative annotation for improving personalization<br />Collaborative authoring of AEH<br />Collaborative filtering to find suitable learning path in AEH<br />Semantic Web<br />Social Web<br />Social bookmarking / semantic tagging<br />Social ontology construction<br />Reasoning to gain relationships between people and resources<br />Managing evolving knowledge<br />Managing collaborative annotation<br />Outline<br />
  141. 141. 120<br />The Potential of Social – Semantic Web Technology for Authoring AEH (2)<br />Social web and semantic web technologies are useful to develop systems based on large knowledge with many contributors<br />Most of the work in academics and business was completed by groups of people<br />Wikis have been used for developing and maintaining documents by large online communities<br />Semantic Wikis improve Wikis in managing a knowledge layer underlying documents <br />Outline<br />
  142. 142. 121<br />Architecture<br />This PhD thesis will research the enhancement of Semantic Wikis to support collaborative authoring of Adaptive Educational Hypermedia (AEH). <br />Outline<br />
  143. 143. 122<br />Knowledge Model<br />Outline<br />
  144. 144. 123<br />Conclusions & Future Work<br />Conclusions<br /><ul><li>Some research and study have proved that most of the work in academics and business was completed collaboratively.
  145. 145. In addition, instructional designers discuss and brainstorm to make instructional decisions.
  146. 146. Research on social semantic technology presented the use of wikis and semantic wikis to develop learning resources.
  147. 147. A prototype is being developed. It proved that SMW’s output format is sufficient for representing domain knowledge. </li></ul>Conclusions:<br /><ul><li>Investigating the best way to organize learning materials in forms of wiki files.
  148. 148. Analyzing the effect of evolving domain knowledge to authoring process of instructional design.</li></li></ul><li>Dade’s reflections on the JTEL Winter School<br />
  149. 149. Maria Perifanou<br />
  150. 150. Introducing myself<br />Studies<br /><ul><li>Bachelor on Italian Philology & Literature from the Aristotle University of Thessaloniki, Faculty of Arts, Department of Italian Language and Literature (1994-1999)
  151. 151. 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).
  152. 152. Certificate of Specialization in Computer Assisted Language Learning (CALL) from the University of Macedonia (2003-2004). </li></li></ul><li>Italian Lecturer, elearning professional at European Institute of Vocational Training ‘’AKMI&apos;&apos; <br />Italian Language teacher at National Institute of Continuing Education for Adults (IDEKE) - Greek Ministry of Education<br />Italian Language teacher Global Education Network in Languages and Informatics &apos;&apos;AXON&apos;&apos; <br />Collaborator at European Research Institution &apos;&apos;Pontydysgu&apos;&apos;- Bridge to Learning, Wales, UK<br /> Current work<br />
  153. 153. 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).<br />
  154. 154. 1st short term study:<br />(University of Athens-future italian language teachers)<br /><ul><li> blended language learning model</li></ul>warm up blog activities/ webquest projects <br />f2f lessons/online in a wiki as a language learning platform & CMS<br />
  155. 155. Case study 2 Long Term (students- Language Institution)<br />Blended Language Learning Model<br />microblogging platform (back up communication channel) <br />wiki (resources, e-portfolios, collaborative projects) <br />blog (resources & language activities - 4 abilities)<br />
  156. 156. Thank youmariaperif@gmail.com<br />131<br />
  157. 157. Maria’s reflections on the JTEL Winter School<br />
  158. 158. Hans Põldoja<br />
  159. 159. Hans Põldoja<br />Doctoral student<br />Media Lab, Aalto University (FI)<br />Research associate<br />Institute of Informatics, Tallinn University (EE)<br />
  160. 160. Collaborative authoring of open educational resources<br />
  161. 161. LeMill<br />
  162. 162. Current results<br />Active use by teachers in Georgia and Estonia<br />LeMill as a hub<br />Limited collaborative authoring<br />Limited use of social tools<br />
  163. 163. Beyond open educational resources...<br />Open online courses<br />Wikiversity<br />EduFeedr<br />
  164. 164. Thank you!<br />hans.poldoja@tlu.ee<br />http://www.hanspoldoja.net<br />http://lemill.net<br />
  165. 165. Hans’ reflections on the JTEL Winter School<br />
  166. 166. Stefan Pröll<br />
  167. 167. StefanPröll<br /><ul><li>Origin: Linz, Austria
  168. 168. In Innsbruck since 2001
  169. 169. Interests
  170. 170. Media Education
  171. 171. Plans
  172. 172. Special Task</li></li></ul><li>Research Background<br />
  173. 173. Research Question<br />What are design critera for collaborative scripting for non-formal learning in mobile environments?<br />
  174. 174. „Mobile Collaborative Scripting for Non-Formal Lifelong Competence Development“ <br />
  175. 175.
  176. 176. Research Method<br />Creation of 3 utilization processes:<br /><ul><li>Selective scenario
  177. 177. Cooperative scenario
  178. 178. Competetive scenario</li></li></ul><li>Stefan’s reflections on the JTEL Winter School<br />
  179. 179. Elena Railean<br />
  180. 180. Psyhopedagogical basesof the elaboration the electronic textbooks<br />Scientific advice: Rudic Gh. profesor<br />Author: Railean Elena<br />JTEL Winter School on Advanced Learning Technologies 2010<br />02/01/2010<br />
  181. 181. 151<br />Structure of research:<br />The key – words: globalization, electronic textbooks, metasystemic approach, competence pedagogy, didactical model, dynamic and flexible educational strategy. <br />Domain of the researchisgeneralpedagogy - <br />theory and practice of textbook. <br />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. <br />JTEL Winter School on Advanced Learning Technologies 2010<br />02/01/2010<br />
  182. 182. 152<br />JTEL Winter School on Advanced Learning Technologies 2010<br />02/01/2010<br />The objectives of my research work are:<br />to identify the research problems of the psyhopedagogical bases of electronic textbooks elaboration; <br />to determine the configuration of electronic textbooks in the correspondence with metasystemic approaches; <br />to determine the technological configuration of electronic textbook<br />to describe the process of elaboration of electronic textbooks. <br />
  183. 183. 153<br />The methodology of the research<br />methods of qualitative and quatitative analysis: <br />situational phenomenological and structural analysis<br />scenes through iteration<br />ideal type, topography<br />transactional method and modelling <br />statistical methods of analysis of the collected data through SPSS and Microsoft Excel. <br />JTEL Winter School on Advanced Learning Technologies 2010<br />02/01/2010<br />
  184. 184. 154<br />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.<br />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.<br />JTEL Winter School on Advanced Learning Technologies 2010<br />02/01/2010<br />
  185. 185. 155<br />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).<br />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. <br />JTEL Winter School on Advanced Learning Technologies 2010<br />02/01/2010<br />
  186. 186. Kamakshi Rajagopal<br />
  187. 187. Supporting the creation and use of Personal Learning Networks of professionals in the social profit sectorKamakshi Rajagopal<br />Door: Kamakshi Rajagopal<br />
  188. 188. Experience <br />Expertise<br />Personal Networks<br />PhD<br />Pagina 2<br />
  189. 189. Vast and diverse<br />Motivation<br />Long-term<br />Personal Network<br />Information<br />Experience<br />Knowledge<br />Expertise<br />PhD<br />Pagina 3<br />
  190. 190. Personal Learning Network?<br />PhD<br />Pagina 4<br />
  191. 191. Research Questions<br />To what extent are currenttechnologies effective in providing the professional insight into the experience and expertise available in his Personal Learning Network?<br />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? <br />PhD<br />Pagina 5<br />
  192. 192. Research Method<br />Literature study <br />Survey + In-depth interviews<br />Identification of characteristics of PLN (definition)<br />Use of technologies and SNS<br />Design and Implementation of system <br />Experiment on effectiveness of current and new systems <br />in giving insight into expertise and experience in PLN<br />in introducing new expertise and experience in PLN <br />PhD<br />Pagina 6<br />
  193. 193. Kamakshi’s reflections on the JTEL Winter School<br />
  194. 194. Wolfgang Reinhardt<br />
  195. 195. 165<br />My Ph.D. in 180 seconds<br />We‘ll always have our informal learning networks...<br />Wolfgang Reinhardt<br />@wollepb<br />isitjustme.de<br />
  196. 196. 166<br />Online Communities<br />Semantic Analysis<br />Awareness Support<br />AAN<br />http://www.nexell.net/cms/community.html<br />http://molnarandras.wordpress.com/2009/03/page/2/<br />http://lab.softwarestudies.com/2008/05/artdiasporaviz-korean-modern-art.html<br />
  197. 197. 167<br />Artefact-Actor-Networks<br />combine social networks with artefact networks<br />one layer per communication/cooperation channel<br />semantical analysis <br />different semantical connections<br />allow for analysis per communication layer<br />
  198. 198. 168<br />
  199. 199. 169<br />Ph.D. topics in a cloud<br />
  200. 200. 170<br />State of my work<br />Model<br />Empirical stuff<br />Tool<br />Small Scale Studies<br />http://www.flickr.com/photos/mydlar/2241693063/sizes/o/<br />
  201. 201. Wolfgang’s reflections on the JTEL Winter School<br />
  202. 202. Maren Scheffel<br />
  203. 203. Maren Scheffel<br />I studied <br />Computational Linguistics<br />and now work at the<br />Fraunhofer Institute for<br />Applied Information Technology<br />in the research group on<br />Context and Attention in<br />Personalized Learning Environments<br />
  204. 204. Research Areas<br />Personalization and Adaption<br /> with the help of<br />attention metadata<br /> to do<br />user profiling and<br />information retrieval<br /> to build<br />recommender systems<br /> that support<br />self-reflection in the <br />field of<br />Technology Enhanced <br />Learning<br />
  205. 205. CAM schema<br />
  206. 206. CAMera<br />
  207. 207. Traditional approach<br />our approach<br />Doc 1<br />Doc 3<br />Doc 3<br />Doc 1<br />Doc 5<br />Doc 4<br />Doc 3<br />Doc 2<br />Doc 2<br />?<br />Doc 2<br />Doc 5<br />Doc 3<br />Recommendation based on Usage Context<br />
  208. 208. Emotional State Recognition<br />What do you feel like...<br />... when getting wrong results over and over again?<br />... when getting support? <br />The system adapts <br />to the learner’s moods.<br />
  209. 209. Maren’s reflections on the JTEL Winter School<br />
  210. 210. Birgit Schmitz<br />
  211. 211. Background<br />
  212. 212. eLearning<br />
  213. 213. Computergames<br />
  214. 214. Jussi Holopainen<br />
  215. 215. Mobile learning<br />
  216. 216. Viva Colonia<br />
  217. 217. Birgit’s reflections on the JTEL Winter School<br />
  218. 218. Rory Sie<br />
  219. 219. Coalitions in Collaborative Co-creativityRory SieCELSTEC, Open Universiteit NederlandJTEL Winter school, February 1st, 2010<br />
  220. 220. Brainstorming<br />Focus on quantity<br />No criticizing<br />Combine and improve ideas<br />Poo!<br />Bear!<br />Pooh bear!<br />
  221. 221. What is a coalition?<br />temporary alliance<br />distinct parties<br />common intention<br />individual goals<br />
  222. 222. Research question<br />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?<br />Hypothesis:<br />Providing insight in the value of candidate coalitions will increase the quality of ideas<br />
  223. 223. Issues<br />What factors influence coalitions in collaborative creativity?<br />=&gt; Adapted version of Grounded Theory Analysis<br />Goal: <br />to name factors that influence coalitions in co-creativity<br />
  224. 224. I need 5 volunteers!<br />5 volunteers!<br />Questions: <br />ask me this week,<br />or mail me at rory.sie@ou.nl<br />
  225. 225. Rory’s reflections on the JTEL Winter School<br />
  226. 226. Carl Smith<br />
  227. 227. London Metropolitan University Learning Technology Research Institute<br />Learning Designs for Augmenting Context<br />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. <br />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)<br />My research is concerned with developing technology and techniques that can augment or extend this notion of the more capable peer. <br />
  228. 228. Information vs Knowledge<br />Information is about facts in isolation, What and Who. <br />Knowledge is about context, Who, What, Where (Spatial), When (Temporal), How (Procedural in a practical sense), Why (cause, purpose, reason, goal, motivation). <br /> The central task of the learning designer is to understand the contextual factors which influence and affect learning.<br />“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)<br />“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)<br />London Metropolitan University Learning Technology Research Institute<br />
  229. 229. Why Context?<br />Context relates the learning content to time, location, needs and interests resulting in increased engagement and more compelling learning experiences. <br />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.<br />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.<br />London Metropolitan University Learning Technology Research Institute<br />
  230. 230. London Metropolitan University Learning Technology Research Institute<br />Declarative vs procedural learning designs<br />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. <br />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)<br />
  231. 231. London Metropolitan University Learning Technology Research Institute<br />The World as an Interface : Relationships and Hierarchies<br />
  232. 232. London Metropolitan University Learning Technology Research Institute<br />Conclusion<br />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.<br />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)<br />Needed is a system that allows us to see alternative knowledge, facts, opinions upon which we can comment, reflect upon and later write about. <br />
  233. 233. Carl’s reflections on the JTEL Winter School<br />
  234. 234. Xiaohong Tan<br />
  235. 235. Xiaohong Tan<br />E-learning Lab of Shanghai Jiao Tong University (SJTU), China<br />Researcher: in E-learning Lab of SJTU<br />Doctoral student: in Computer Science department of SJTU<br />Lecturer: in Network College of SJTU<br />
  236. 236. My interested topics<br />Adaptive and personalized learning; <br />Personalized instruction;<br />Online Student Tracking; <br />Course generation for large scale teaching<br />
  237. 237. My research experience<br />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). <br />
  238. 238. My research experience<br />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. <br />
  239. 239. My research experience<br />I am participating in the Responsive Open Learning Environment (ROLE) Integrated Project. <br />Now I am working on Automatic Course Generation System (ACGS) in large scale teaching environment in China. <br />
  240. 240. Thank you!<br />Welcome<br />Shanghai Jiao Tong University<br />
  241. 241. Xiaohong’s reflections on the JTEL Winter School<br />
  242. 242. Behnam Taraghi<br />
  243. 243. SOCIAL LEARNING<br />Computer and Information Services<br />Graz University of Technology<br />Behnam Taraghi<br />http://tugll.tugraz.at/96874/<br />http://twitter.com/behi_at<br />213<br />
  244. 244. The general concept <br />214<br />
  245. 245. 215<br />
  246. 246. High amount of information in PLE<br />Users are overwhelmed<br />We need a Recommender System for PLE<br />We need to know the User’s interests<br />We need to know what widgets are about <br />216<br />
  247. 247. Semantic Described Widgets (SDW)<br />Semantic User Profiles (SUP)<br />217<br />
  248. 248. Semantic Described Widgets (SDW)<br />Semantic User Profiles (SUP)<br />Collaborative Filtering<br />218<br />
  249. 249. Behnam’s reflections on the JTEL Winter School<br />
  250. 250. Thomas Ullmann<br />
  251. 251. 221<br />about:me<br />Thomas Ullmann<br />
  252. 252. 222<br />TEL 2.0<br />Network of Excellence: TEL<br />Science 2.0 Mash-Ups<br />Directory of widgets, services and tools<br />
  253. 253. 223<br />Universe of Information<br />
  254. 254. 224<br />Reflection<br />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.<br />(John Dewey, 1910)<br />
  255. 255. 225<br />Research Cloud<br />
  256. 256. 226<br />Goal<br />Researching (meta) information sources within MashUps using reflection methods.<br />Meeting of Minds<br />Lets get together on FlashMeeting, TELEurope, Skype, Facebook, LinkedIn, … :-)<br />
  257. 257. Thomas’ reflections on the JTEL Winter School<br />
  258. 258. Corné Verbruggen<br />
  259. 259. Learning happens. Everywhere. Anytime<br />@Physical places<br />@Virtual places<br />
  260. 260. Learning is very much about<br />Personal Knowledge Management<br />
  261. 261. Knowledge management is about<br />Sorting, filtering, organizing, connecting, enriching, contributing...<br />And<br />Finding, retrieving, pattern matching, discovering,...<br />
  262. 262. But how?<br />
  263. 263. Context Matters<br />Valuable contextual information comes for free...<br />(or can be gathered without much effort)<br />but is not used up to its maximum potential.<br />
  264. 264. Let&apos;s fix it!<br />
  265. 265. Corné’s reflections on the JTEL Winter School<br />
  266. 266. Thank you, all!<br />