FP7 Bid Writing Meeting Summary 23 Jan 08
Anthony ‘Skip’ Basiel

Table of Contents
1.0) Introduction.........................
(contextualized and adaptable to age, situations, culture, and learning abilities),
through pedagogically-inspired solutio...
NB: Needs: Chatter-bot software,
PS        Psychology link and 2nd language
          support                             ...
5.0) Revised case study descriptions
The following exemplars are offered to get an overview of the system in use:

a) The ...
If, for example, one of the students in Cyprus whose work was in the hotel industry
had a question about appropriate resea...
Summary of proposal context
            Current systems                       New systems trends
Learner Centred          ...
We will be investigating:
  • Mobile devices and interfaces (e.g. Google Android Project- Appendix A),
  • Interactive Fla...
Social Constructivist perspective where new knowledge will be created in the minds
of the project stakeholders through onl...
design and development of the next generation of PSN. So, we need answers that are
applied and can be acted upon. These wi...
2) Year two – review and revise system based on research techniques previously
       introduced. Follow-up on literature ...
Social media theory and a bit of my telepistemology at:
http://www.elearning.mdx.ac.uk/research/index.htm#ePedagogy

Appen...
exchange of knowledge resources, learning
activities, programmes and network data for
lifelong competence development.(IP)...
LOGOS will develop and implement a
platform that combines learning resources,
communication spaces and knowledge-on demand...
Appendix 2 – Draft expression of interest / case study
CORDIS FP7 – Technology Enhanced Learning Bid: Expression of Intere...
Professional Social Network (PSN) Features
These are the key elements of the PSN:
    Pedagogic design to support network...
Topic    FP7 Project                       Comments
 AI   ICLASS         Personalisation – lacks support & real-time
     ...
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  1. 1. FP7 Bid Writing Meeting Summary 23 Jan 08 Anthony ‘Skip’ Basiel Table of Contents 1.0) Introduction.............................................................................................................1 2.0) FP7 Structure Discussion........................................................................................1 3.0) Proposal discussion.................................................................................................2 4.0) System Architecture / Rich Picture / Mind map.....................................................2 5.0) Revised case study descriptions..............................................................................4 Appendix 1 - Initial proposal.........................................................................................5 Appendix 2 – Draft expression of interest / case study................................................14 1.0) Introduction This report is broken into these sections: 1) FP7 structure discussion 2) Proposal discussion 3) System architecture and partners’ roles 4) Revised case study description The tasks/actions and decisions that were agreed from the meeting were: 1) Core writing team (Anthony ‘Skip’ Basiel – IWBL, Abdulai Abukari – IWBL and Paul Coyne – Emerald Publishing <decided in a post-meeting phone conference>) 2) A system architecture diagram (Rich Picture or mind map) will be drafted to show the alignment of the partners to the project objectives. (see section 4) 3) Nuria will provide the Core Writing Team a structure template (e.g. – set of headings) for the UK Representative Expression of Interest document [This may include: Introduction, Aims, Objectives, etc.] 4) We will attempt to have the expression of interest ready to submit to the UK representative by the end of Jan. ’08. 5) The deadline for the final proposal is 8 April ‘08 6) The MU team (not the core writing team) and project partners will read draft documents and provide feedback in a timely fashion. 7) The proposal will be drafted with the FP7 evaluation criteria in mind: Scientific and technical quality, Implementation, Impact. 2.0) FP7 Structure Discussion1 A) For technology-enhanced learning Medium term: (up to 3 years – max 10 million Euros) c) Responsive environments for technology-enhanced learning that motivate, engage and inspire learners, and which can be embedded in the business processes and human resources management systems of organisations. They support the transformation of learning outcomes into permanent and valuable knowledge assets. Focus is on the mass-individualisation of learning experiences with ICT 1 http://64.233.183.104/search?q=cache:IvYYTeVQURYJ:ftp://ftp.cordis.lu/pub/fp7/ict/docs/ict- wp-2007-08_en.pdf+FP7,+Cordis, +Responsive+Environment&hl=en&ct=clnk&cd=1&gl=uk&client=firefox-a 1
  2. 2. (contextualized and adaptable to age, situations, culture, and learning abilities), through pedagogically-inspired solutions for competency, skills and performance enhancement. Activities integrate pedagogical and organisational approaches and exploit, where relevant, interactivity, collaboration and context-awareness. Interdisciplinary research should deliver a convincing and theoretically sound body of evidence as to which approaches are effective and under which circumstances B) Finance and structure Nuria will be leading on the support for the proposal structure and working with the core team. We may be able to get some help from CS admin. staff. C) MU Host - need to compile related research profile Nuria will help us review the MU RAE to produce for the expression of interest a profile of our research and ability to host / manage EC projects. 3.0) Proposal discussion Below you will find a revised draft of the initial proposal (Appendix 1) and case study / expression of interest (Appendix 2). Here are the main points discussed to guide the development of the expression of interest:  The aim & focus of the project is on ‘organisational learning’ (vs. – individual learning) with an objective of researching and developing an online / mobile support system that can learn and adapt to the networked community,  The study will generate a networked learning model (piloted in English) that can then be applied to other EC languages. In Phase 2 (year 2) of the project we will translate the text of the ‘mentor help tool’ into a second language demonstration,  The ‘mentor-help’ chatter-bot help agent (guide to human resources in the network) will be the focus of Phase 1, while Phase 2 will see this tool and framework develop into a monitoring agent that can provide feedback to the stakeholders on other levels of decision making and interaction (relationships within the system) [NB: a type of Amazon database suggestion tool ]. 4.0) System Architecture / Rich Picture / Mind map The next page provides a graphical summary of the project partners, components and relationships. What is missing at this stage of development is: a) the web-bot (chatter-bot) agent software system (for the mentor-help tool), b) the Psychology support partner (to help design the nature of the mentor-help tool feedback to address appropriate levels of guidance – e.g. If it is a novice making the query we would not link them with the top level expert who they would not be able to understand). c) Language expansion – We will need to establish a partner to direct the Phase 2 language translation of the text for the mentor-help tool (e.g. – Yahoo Babel Fish 2 and Yahoo Answers). 2 http://www.google.co.uk/search?hl=en&client=firefox-a&rls=org.mozilla:en- US:official&hs=IKe&sa=X&oi=spell&resnum=0&ct=result&cd=1&q=language+translation+, +yahoo+-babelfish,&spell=1 2
  3. 3. NB: Needs: Chatter-bot software, PS Psychology link and 2nd language support Mobile voice access Nuance Ltd. > Licence & Tech. Support Ireland WBL > IBM, DELL MU-UK Consortium CEWBL & CS & LC * Workplace based > DProf. Alumni * Workplace based Emerald InTouch – ELGG Social Network Server System Monitoring & 2nd lang. pilot (Phase 2) Chatter-bot ‘Mentor-help’ (in English – phase 1) New Media Induction Adobe Systems EU Resources > Mobile interface (CS3) > MU - CS > Flash Communication > JOSSE TV & LC Server & Licence > Technical support Professor Erik Duval, KUL, Belgium > Technical support 3
  4. 4. 5.0) Revised case study descriptions The following exemplars are offered to get an overview of the system in use: a) The meeting ‘problem-solving’ scenario - Imagine that you have just come out of a business meeting from your organisation. The CEO has given you a task or problem to solve. For example, he asks you to come up with a strategy to increase staff training by 10%. You know people in your company that are in charge of Staff Development and how they would go about addressing this issue. But, you want to get a fresh perspective. You are interested in expanding your organisation into a wider European market so it is important to appeal to a wider audience. Your organisation is part of a Professional Social Network (PSN). This is a collection of businesses and academic academies interested in sharing communities of practice, expert knowledge, and collaborating of research. So, you take out your mobile phone and link up to the PSN system. There are many resources you can access such as email, Wikis, Blogs and RSS feeds. What you need to find out in this situation is if anyone in the PSN has expertise in Staff Training from a European perspective. You can contact the real-time web resource which is a dynamic frequently asked question- style utility. This web-bot support agent is called the ‘mentor-help’ system. The ‘mentor-help’ toolkit allows you to talk (audio or text input) to the natural language ‘chatter-bot’ and ask, ‘Who can help me with European Staff Training?’ The system queries its database of member profiles to find who is listed with these skills and knowledge. It replies by voice or text message to provide you with a contact. For example, a person that may help is Dr. Bloggs in Brussels. You go to your wireless laptop and check the PSN to see if Dr. Bloggs is currently logged on. Since he is you decide to have a web video conference with him to see if he can help. This informal learning or serendipitous opportunity taps into a new paradigm of problem solving that is more intuitive to the Millennium Generation of Web 2.0 social networkers. b) Work Placement Support - A variation on this situation is using the ‘mentor-help’ system as a Work Placement support resource. When students are doing a temporary work placement in your organisation there may not be mentors immediately available to support their induction to the organisation procedures. The PSN can be adapted to refer the Placement Student to find the resources and solutions themselves. c) Workplace based ‘worker-researcher’ project network – At the Centre for Excellence in Work Based Learning at Middlesex University – UK there are over 400 Professional Doctorate graduates across a wide range of professions to tap into as an ‘expert database’. Currently, the ‘worker-researchers’ have the ability to find online library resources, look at past DProf. project reports and liaise with their tutors. What is missing is a good technical infrastructure to help promote a peer-support network. 4
  5. 5. If, for example, one of the students in Cyprus whose work was in the hotel industry had a question about appropriate research data collection techniques for this field – he would have a struggle to produce a relevant literature review. With the ‘mentor-help’ system he would be able to find out what DProf. Alumni were in his related industry. Then he could contact them trough the real-time communication tools of the PSN to help steer a path of inquiry to finding the answers he needs. So the PSN is more about the process of finding answers through the network and less about getting some documents to read. c) New Media Induction Support - A key feature to the PSN and ‘mentor-help’ system is the New Media Induction Process. Stakeholders in the PSN will have the opportunity to engage with interactive multimedia systems that take advantage of digital video technologies. Rather than reading a static paper-based manual the PSN members will be able to explore the system and learn how to master the skills and knowledge appropriate to their needs. Appendix 1 - Initial proposal ‘A ‘mentor-help’ web-bot agent to support a professional social network environment’ A research proposal by Dr. Anthony ‘Skip’ Basiel Introduction The current state on the pedagogy concerning eLearning systems (e.g. – VLEs) focuses on these elements: 1. Learner Centred, 2. Personalisation, 3. Personal Social Networks for individuals, 4. Constructivist Learning Theory. Appendix A and B provide evidence of these trends. There is now a shift from these starting propositions and components of system models to a group/organisational approach. Garnett et al. (2001) see this as organisational capital. The elements for the emerging web 2.0 and beyond eLearning systems are predicted in this proposal to be: 1. Learner-generated content from ‘citizen journalists’, 2. Customisable systems through support from a ‘smart-system’ agent (mobile mentor-help), 3. Individuals as part of teams, members of a network of like-minded collaborators interested in solving common problems or addressing trans- organisational issues, 4. Underpinning theories: a. Social Constructivism, b. Social Media Theory, c. Metcalfe’s Law (2008)3 3 Metcalfe's law states that the value of a telecommunications network is proportional to the square of the number of users of the system (n2). First formulated by Robert Metcalfe in regard to Ethernet, Metcalfe's law explains many of the network effects of 5
  6. 6. Summary of proposal context Current systems New systems trends Learner Centred Learner-generated content Personalisation Smart-system agent support Individual Social Networks Organisational networking Constructivist Learning Theory Social Constructivism, Social Media Theory Table 1 system pedagogy elements Research in the pedagogy of natural language web-bot (chatter-bot) agents in the past have had limited success. This has been, in part, due to the starting proposition often used – an ‘expert systems approach to using the technology’. It was very ‘top-down’ in the way the system dealt with the information and ‘system knowledge’. A programmer set a sequence of branching pathways that the ‘end-user’ would take in the pursuit of solving a problem. This study will take a different epistemological approach. It will be more of a ‘stakeholder- informed-ethos’ as opposed to a teacher-led pedagogy. Additionally, there will be a shift from the individual to the ‘online networked community of practice’, a change from the psychological approach to the sociological perspective. I have a passion for eLearning pedagogy and technology. With the shift to Web 2.0 social networks I see a fundamental change in the way people will communicate both online and face-to-face. The gap that I perceive in current models of ‘blended engagement’ is that we do not have a methodology or toolkit that can inform the system of the stakeholders’ needs. Could a natural language web-bot (chatter-bot) agent be used to collect data from an online community? Could this interaction be done via a multi-modal level of interaction? Could the platform be mobile? Once the data, in the form of a dynamic Frequently Asked Questions (FAQ) system, was collated could it be analysed to update itself? If so, then could this web-bot support system take on the role of a virtual ‘mentor’ or ‘mentor help system’? How would the role of this agent or member of the online community take with the growth and changes the group undergoes over time? This study will explore the shift towards mobile, new media platforms. The default of current systems of eLearning has these elements: • Stationary (or limited wireless ) desk-top access to online resources and/or services, • Materials are predominantly text-based, • Communication is mostly asynchronous (e.g. – text-based discussion forums), • Pedagogy generally follows an Instructional Design Approach, • System input and interface is mostly text via keyboard. communication technologies and networks such as the Internet and World Wide Web. 6
  7. 7. We will be investigating: • Mobile devices and interfaces (e.g. Google Android Project- Appendix A), • Interactive Flash / Video (e.g. – Work Based Learning Research Centre Projects in progress), • Blend of real-time (serendipitous) and asynchronous communication (e.g. – Adobe Connect web video conferencing), • Open-ended, real-world problem solving situations in a ‘work-place based’ situation, • Move towards various input devices to the online environment and smart- system support (e.g. – mobile touch screen, voice input, etc.) Research Questions When groups or organisations are addressing a mutual issue or solving a common problem it is useful to collaborate. Online systems have been used for years now to promote computer aided collaboration but, ‘How can a dynamic new media system ‘mentor help’ mobile web agent be informed by members of a professional social network to provide support to an online community of practice? ‘ What are the issues and problems the project stakeholders will tackle? What will the best new media type and platform will support collaboration in this context? The research mode will be a significant practical project plus a dissertation for this proposal. The project will include a social network website (e.g. ELGG), a web-bot support agent and new media resources. The dissertation will be composed of traditional text-based discourse and related multimedia files. Critical overview of the research topic Appendix A provides a set of related current projects and resources for this proposal to provide the framework from which the study can grow. At the Institute for Work Based Learning (IWBL) I am working with Alan Durant, of the School of A & E on a pilot study with his BA Arts students. We have forged an Association Agreement with the company, Emerald Publishing, who are pioneering an ELGG open source social networking server (See Appendix A). This system uses the expected Web 2.0 toolset such as; wikis, blogs, RSS feeds, etc. We are interested in adapting and evolving the system to support a professional social network. The additions to the system will include features such as web video conferencing, Flash video induction resources and a web-bot natural language support system. So, this proposal looks at how the addition of these real-time and recorded ‘live events’ can support the collaborative network processes of the stakeholders. Appendix B of this document lists a collection of related projects by CORDIS. There are elements of eLearning pedagogy, various supporting and related online toolsets, new media platforms and variations of artificial intelligent or smart system agents researched in these studies. The gap, however, is that there is no synthesis of the variables from this proposal in any one single CORDIS project. The very nature of this proposal’s epistemology challenges the traditional PhD proposition of a unique ‘contribution to knowledge’. That statement implies knowledge existing outside the mind of the learner. This study is more rooted in a 7
  8. 8. Social Constructivist perspective where new knowledge will be created in the minds of the project stakeholders through online critical discourse in a professional social network. So, there is a new dynamic generated here. It is related to the move towards ‘learner generated content’ with the shift to Web 2.0 systems. Will this study make a contribution to the eLearning community; the answer is assuredly – yes. By its very nature from the start we will actively engage the project stakeholders and the research community at large. This research design has been built into the flexible or ‘organic’ nature of the investigation to promote an open forum of online debate. Definition of terms for the purposes of your research The main definition that needs to be ‘un-packed’ is the web-bot ‘mentor help’ support agent. This is a natural language real-time ‘help desk’ style ‘virtual assistant’ (Botspot 2008). A new media platform may use a mobile system with voice-to-text (and visa versa) interface. The key terms are: • Web-bot – this is a server-side program that runs over the web using a TCP/IP protocol over port 80. It uses a key-word search algorithm to find appropriate responses to queries made. The more the use then, proportionally, the more the data base knowledge-base increases. • Natural language – this means that the interface to communicate with the web- bot agent is real-time text sentences, • The input media may be as text and/or audio. This may be accessed via a mobile device. Research methods and related techniques An extensive review of research approaches was undertaken in my last study (Basiel 2007). I will take a blended approach to this study using: • Action research – using an iterative cycle of evaluation and modification to the online system based on stakeholder feedback. Also informed by: • Smart-system data (innovation), • Critical Incident Technique (Flanagan 1954), • Online surveys and WVC interviews for triangulation • Praxis – mix of theory and practice (Portwood 1995) The ‘mentor help’ web-bot itself will serve as a method of collecting research data for analysis. Additionally, surveys of the Professional Social Network (ProSocNet) members will be triangulated against their personal/professional profiles. Stakeholder interviews on/offline will inform the study further to help triangulate the dynamics of the engagement of the community. These interactions may be through text, voice and/ or video conferencing. The kind of answers sought Data and feedback that can inform the dynamic design of the PSN (Professional Social Network) will be used to inform the system design. This information will be used to inform the system design principles which can be adapted and applied to the 8
  9. 9. design and development of the next generation of PSN. So, we need answers that are applied and can be acted upon. These will then influence practice. This ‘ethnographic influence’ will explore the theory-practice relationship. We will start a literature review to ground our underpinning social media theory. This informs our initial design. Then, based upon our analysis we will distil the theory into design principles. This aposteriori (see Appendix C), or inductive, approach is an iterative process which links to the current Web 2.0 ethos. Truth is not seen in isolation. Our answers are relative. We must develop ourselves as critical friends so we can elevate the information we gather in the project to its relative context. The research audience Members of the digital arts research community will be the prime stakeholders of this investigation. Others that would benefit from this study include: • eLearning technologists, • Social Media Theorists, • Related professional networks. Project requirements There are two main threads to this project. The first is the human requirements and the next are the technical specifications. The most difficult initial stage of the project will be to recruit appropriate partners. The second part of the project is to have a robust technical infrastructure. This part of the project has been piloted with the work done with Emerald Publishing (see Appendix A – part B). Back-up plans The following elements of the project will be monitored and risk strategies developed to minimise failure: • How do we get project stakeholders to commit to using the systems? - This is a key issue to the project! We must start with a strong blended project and system induction using engaging multi-new media. A work based learning style ‘learning agreement’ can be used to state organisation / members’ goals and desired outcomes / solutions. • When should support be provided to organisations and network members? - An agreed staggered schedule will be set by stakeholders to provided support services to the network members. • What are the mutual problems faced by the network members that the professional network can support? - We need to identify clear organisational issues from the start. • Stakeholder profiles need to be people willing and capable of using Web 2.0 social networking systems. - The goal is not to change ‘technophobic’ people into web savvy users. Project plan of action If the initial project proposal is accepted at this stage a full work plan and Gantt chart will be developed. The 3-year overall structure of the study will be: 1) Year one pilot – gather initial data from stakeholders. Conduct a literature review. 9
  10. 10. 2) Year two – review and revise system based on research techniques previously introduced. Follow-up on literature review to monitor technology trends. 3) Year three – evaluate findings. Write up conclusions and provide recommendations. Following the theory-practice cycle these recommendations will lead to system design principles. References & web searches leading towards the literature review: Basiel 2007, http://www.elearning.mdx.ac.uk/research/index.htm#ePedagogy Botspot 2008, http://www.botspot.com/pages/chatbots.html Brock: http://www.cosc.brocku.ca/about/faq FAQ robotics : http://www.faqs.org/faqs/robotics-faq/part3/ FAQ: http://faqs.org/faqs/ai-faq/genetic/part4/ Flanagan J. 1954, ‘The Critical Incident Technique’, Psychological Bulletin Vol. 51 Pt. 4 p. 327 - 358 Garnett J, 2001 http://www.ingentaconnect.com/content/mcb/119/2001/00000008/00000002/art00004 Google Search on Social Media Theory, Networked Learning, Professional Social Networks: http://scholar.google.com/scholar?hl=en&lr=&q=Social+Media+Theory%2C+Networked+Learning%2C+ Professional+Social+Networks&btnG=Search Google Search on: Artificial intelligence, frequently asked help systems, FAQ, mentor help http://www.google.com/search?q=Artificial+intelligence%2C+frequently+asked+help+systems%2C +FAQ%2C+mentor+help&sourceid=mozilla-search&start=0&start=0&ie=utf-8&oe=utf-8&client=firefox- a&rls=org.mozilla:en-GB:official Hathornwait: http://www.ingentaconnect.com/content/routledg/utis/2001/00000017/00000003/art00006 Jones: http://links.jstor.org/sici?sici=0363-7425(199710)22:4%3C911:AGTONG%3E2.0.CO;2-P Metcalfe’s Law 2007, http://en.wikipedia.org/wiki/Metcalfe's_law Portwood D. 1995 www.middlesex.ac.uk/wbl/research/docs/SEDACh1.pdf Wellman : http://books.google.com/books?hl=en&lr=&id=VG0G3clyi0QC&oi=fnd&pg=PA179&dq=Social+Media+ Theory,+Networked+Learning,+Professional+Social+Networks&ots=w2OVsD7mli&sig=6q5FLxTLn6CPYfkIPKhW1jmVXrE Appendix A: a) Moodle - content (open source) http://www.ncwblp.org/vle/login/index.php ID & password: amoon b) Professional Social Network http://intouch.emeraldinsight.com/ ID & password: test contact: Paul Coyne c) Real-time web video conferencing - Adobe Connect http://breeze.mdx.ac.uk/ral/ Guest login - [enter your name - open access] d) AI web bot - virtual assistant (a 'mentor help system' informed by the members of the online community) http://www.elearning.mdx.ac.uk/research/Chatterbot/webbotframe.htm e) mobile platform > Adobe Ed. Leaders Programme - CS3 (rendering for mobile interfaces) > Google android project http://code.google.com/android/ f) Underpinning theory? 10
  11. 11. Social media theory and a bit of my telepistemology at: http://www.elearning.mdx.ac.uk/research/index.htm#ePedagogy Appendix B: Technology Enhanced Related Projects – from CORDIS http://cordis.europa.eu/fp7/ict/programme/challenge4_en.html iCLASS aims to develop an intelligent virtual learning environment with distinct and innovative features – personalisation, dynamically adaptive learning objects, ontology-based architecture –, which pre-figure the next generation of learning systems for schools.(IP) CONNECT will exploit the potential of wireless communications and virtual and augmented reality to develop a new learning environment in classrooms. Pedagogically, the focus lies on supporting the integration of everyday 'free-choice' activities with the formal science curriculum map. LeActiveMath will develop a third generation e-learning system that adapts to the learner and learning context, featuring advanced personalisation, intelligent feedback and tutorial dialogues, open student modelling and interactivity to support active and exploratory learning. ELeGI aims at supporting a paradigm for knowledge construction that combines experiential, contextualised and collaborative learning approaches in a personalised and ubiquitous way. To this end, the project will define and implement a software architecture that brings together Grid, semantic and knowledge technologies.(IP) KALEIDOSCOPE brings together experts from many disciplines, the network integrates cutting-edge research in the fields of educational, social, cognitive and computational sciences and emerging technologies. The PROLEARN Network of Excellence integrates the key areas of research most relevant to professional learning in SMEs and larger companies. It aims at bridging the gap between research and education at universities and learning at the workplace. The goal of APOSDLE is to increase knowledge worker productivity by supporting informal learning and teaching activities in the context of knowledge workers' everyday work processes. (IP) KP-Lab will create a learning system aimed at facilitating innovative practices of sharing, creating and working with knowledge in education and workplaces.(IP) PROLIX' objective is to align learning management with business processes in order to support organisations in improving the competencies of their employees. (IP) TENCompetence will further develop models and tools for the creation, storage and 11
  12. 12. exchange of knowledge resources, learning activities, programmes and network data for lifelong competence development.(IP) COOPER's aim is to support individual and collective competency building in virtual project teams who work together remotely and need to solve complex problems. LEAD investigates network learning in classroom situations, i. e. the link between real-life group activities and computer support in collaborative problem-solving processes. L2C will generate a framework for the effective development of collaboration competencies, and design new generation interactive and experiential simulation games. PALETTE aims at improving learning in communities of practice by exploiting knowledge and competences of individual members, and by supporting social interaction and exchange of codified and tacit knowledge. (IP) ARGUNAUT investigates awareness and feedback mechanisms for facilitating the interaction in ediscussion environments, and the use of graphical argumentation maps and artificial intelligence components. • AtGentive investigates the use of artificial agents for the management of attention as a key factor of learning performance, and will develop a conceptual model for collaborative learning contexts that is rooted on cognitive science. iCamp will create an infrastructure for collaboration and networking across systems, countries and disciplines, pedagogically based on constructivist learning theories. • LT4eL will use multilingual language tools for improving the retrieval and accessibility of learning objects through semi-automatic metadata generation for use in connection with learning management systems. mGBL will prototype a platform for the cost- and time-efficient development and deployment of mobile games to trigger an emotional learning process. • Drawing from the socio-constructivist approach, UNITE is developing a ‘best-practice’ pedagogical framework which exploits the potential of new technologies to foster enquiry/discovery learning and autonomous learning. The technology and pedagogy research conducted by ELU will focus on the methodology, the design and implementation of tools required to enhance the multimedia home platform with e-learning facilities. 12
  13. 13. LOGOS will develop and implement a platform that combines learning resources, communication spaces and knowledge-on demand learning services, and integrates web, digital television and mobile technologies. Appendix C: Figure 1 research overview 13
  14. 14. Appendix 2 – Draft expression of interest / case study CORDIS FP7 – Technology Enhanced Learning Bid: Expression of Interest Middlesex University – version 1.0 Dr. Anthony ‘Skip’ Basiel, [add other authors] Introduction Imagine that you have just come out of a business meeting from your organisation. The CEO has given you a task or problem to solve. For example, he asks you to come up with a strategy to increase staff training by 10%. You know people in your company that are in charge of Staff Development and how they would go about addressing this issue. But, you want to get a fresh perspective. You are interested in expanding your organisation into a wider European market so it is important to appeal to a wider audience. Your organisation is part of a Professional Social Network (PSN). This is a collection of businesses and academic academies interested in sharing communities of practice, expert knowledge, and collaborating of research. So, you take out your mobile phone and link up to the PSN system. There are many resources you can access such as email, Wikis, Blogs and RSS feeds. What you need to find out in this situation is if anyone in the PSN has expertise in Staff Training from a European perspective. You can contact the real-time web resource which is a dynamic frequently asked question- style utility. This web-bot support agent is called the ‘mentor-help’ system. The ‘mentor-help’ toolkit allows you to talk (audio or text input) to the natural language ‘chatter-bot’ and ask, ‘Who can help me with European Staff Training?’ The system queries its database of member profiles to find who is listed with these skills and knowledge. It replies by voice or text message to provide you with a contact. For example, a person that may help is Dr. Bloggs in Brussels. You go to your wireless laptop and check the PSN to see if Dr. Bloggs is currently logged on. Since he is you decide to have a web video conference with him to see if he can help. This informal learning or serendipitous opportunity taps into a new paradigm of problem solving that is more intuitive to the Millennium Generation of Web 2.0 social networkers. A variation on this situation is using the ‘mentor-help’ system as a Work Placement support resource. When students are doing a temporary work placement in your organisation there may not be mentors immediately available to support their induction to the organisation procedures. The PSN can be adapted to refer the Placement Student to find the resources and solutions themselves. A key feature to the PSN and ‘mentor-help’ system is the New Media Induction Process. Stakeholders in the PSN will have the opportunity to engage with interactive multimedia systems that take advantage of digital video technologies. Rather than reading a static paper-based manual the PSN members will be able to explore the system and learn how to master the skills and knowledge appropriate to their needs. 14
  15. 15. Professional Social Network (PSN) Features These are the key elements of the PSN:  Pedagogic design to support networked problem solving underpinned by theories such as Social Constructivism, Social Media Theory and Metcalfe’s Law4.  Dynamic Frequently Asked Questions support system in the form of a real- time web-bot agent that can respond to queries about the PSN. This is called a ‘mentor-help’ system.  Informal learning and collaboration will be supported by the ELGG social network server (with RSS, Wikis, Blogs, etc.).  A Flash Communication Server will support web video conferencing, file and desk-top sharing and recording capability.  A new-media interface with the ‘mentor-help’ system can be accessed by mobile phone using text and voice.  Multimedia induction resources promote inclusion to the PSN members by promoting a culture of adoption by new stakeholders. Partners 1. Middlesex University (UK) – (Institute for Work Based Learning, Lansdown Centre, Computing Science) - Project management, specialist knowledge of web-bot agents, pedagogic expertise in workplace learning and online systems, new-media support for induction resource design and production. Anthony Basiel abasiel@gmail.com 2. Emerald Publishing (UK) – ELGG server Paul Coyne PCoyne@emeraldinsight.com 3. Adobe Systems Europe (EC offices) – Flash Communication Server and technical support Katrijn Faket – Be. kafaket@adobe.com David Heath – EC dheath@adobe.com 4. Ireland Work Based Learning (Ireland) – provide stakeholders from industry and technical support Andrew Hodgers andrew.hodgers@icwblp.org <could add PERL?> 5. Professor Erik Duval, KUL, Belgium - erik.duval@cs.kuleuven.be (TBC) 6. Mark Green – New Aviance Systems? (m) 07920 188 104 (TBC) Previous FP7 Projects Themes: AI = Artificial Intelligence Support PW = Professional networks & workplace Systems learning MK = Mobile / Knowledge systems WB = Workplace based learning PI = Pedagogy and informal learning CL = Constructivists Learning PC = Pedagogy and collaborative GD = Games design networks NE = Networks and experts ML = Multi-language 4 Metcalfe’s law states that the value of a telecommunications network is proportional to the square of the number of users of the system (n2). 15
  16. 16. Topic FP7 Project Comments AI ICLASS Personalisation – lacks support & real-time communication AI LeActiveMath Personalisation & support – lacks new-media elements AI ELeGI Personalisation & support – lacks real-time communication AI ARGUNAUT Good discussion - lacks real-time communication AI AtGentive Collaboration supported by AI agent - lacks new-media elements MK CONNECT Good mobile knowledge – lacks a good support system (‘mentor-help’) MK LOGOS Good mobile knowledge – lacks a good support system PI ELeGI Personalisation and collaboration - lacks a good support system PI COOPERS Collective competency building - lacks a good support system PI LEAD Networked learning - lacks new-media elements NE KALEIDOSCOPE Experts network - lacks a good support system or real- time communication NE TENCompetence Lifelong competence development network - lacks new-media elements NE PALETTE Network for tacit knowledge - lacks a good support system PW The PROLEARN Professional network for university and workplace - lacks a good support system and new-media elements WB KP-Lab Professional network for university and workplace - lacks a good support system and new-media elements WB PROLIX Workplace competencies - lacks a good support CL iCamp Trans-national/discipline network - lacks real-time communication CL UNITE Foster autonomous learning - lacks real-time communication & new-media GD mGBL, L2C Games – not related to this proposal ML LT-4eL Languages – not related to this proposal Non-FP7 examples of social network systems: 1) www.janetcollaborate.ac.uk - The system has access to IP and ISDN video conferencing, but no help agent. 2) www.linkedin.com - The system has a strong user base, but is not accessible through new-media interfaces 16

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