This report discusses the initial results of a 4-year FP7 research project that developed a theoretical model and worked on the creation and evaluation of a range of ‘Mirror’ apps based on our Mirror reflection model. The findings divulge how the apps and serious games can facilitate reflectionº at work, by empowering employees to learn by reflection on their work practice and on their personal learning experiences.
Episode an extreme programming method for innovative software based on system...IJCSEA Journal
In software development, the waterfall model is commonly used, especially for large-scale software
systems. For smaller-scale software development, agile software development approaches such as extreme
programming or scrum are used. Traditional software development methodologies are mainly targeted
toward customer-centric development, and therefore, new software methodologies are often not well
received in the industry. In this study, we propose a new software development methodology that is aimed
at developing innovative software using artificial intelligence (AI), idea creation, value engineering, and
systems design. The name of our method is named as EPISODE (Extreme Programming method for
Innovative SOftware based on systems DEsign). EPISODE supports the efficient and creative development
of open source software (OSS) by small groups. Moreover we describe an evaluation of EPISODE in a
class.
Episode an extreme programming method for innovative software based on system...IJCSEA Journal
In software development, the waterfall model is commonly used, especially for large-scale software
systems. For smaller-scale software development, agile software development approaches such as extreme
programming or scrum are used. Traditional software development methodologies are mainly targeted
toward customer-centric development, and therefore, new software methodologies are often not well
received in the industry. In this study, we propose a new software development methodology that is aimed
at developing innovative software using artificial intelligence (AI), idea creation, value engineering, and
systems design. The name of our method is named as EPISODE (Extreme Programming method for
Innovative SOftware based on systems DEsign). EPISODE supports the efficient and creative development
of open source software (OSS) by small groups. Moreover we describe an evaluation of EPISODE in a
class.
This narrated PowerPoint goes over some of the projects that fulfilled the learning goals of the Anderson University Instructional Design and Learning Technologies (IDLT) program.
Presentation of Badrul H. Khan, Joseph Rene Corbeil, Maria Elena Corbeil for the Open Education Week's fifth day webinar on "http://www.eden-online.org/eden_conference/microlearning-and-quality-for-lifelong-learning-in-the-digital-age/" - 6 March 2020, 13:00 CET
http://www.eden-online.org/eden_conference/microlearning-and-quality-for-lifelong-learning-in-the-digital-age/
User Centred Requirements Processes in MATURE: The Big PictureAndreas Schmidt
Presentation at the MATURE Workshop on User Centred Requirements Processes for E-Learning and Knowledge Management – A European-Wide Perspective, London, July 2009
Presentation by Hans Dirkzwager (BT) at Learning Technologies 2013, on MIRROR EU Project Reflective learning at work (www.mirror-project.eu)
LinkedIn group: Mirror reflective learning at work: http://www.linkedin.com/groups?home=&gid=3357670
BUS377 WEEK 4, Part 1 Learning in Projects Slide 1 Intro.docxRAHUL126667
BUS377 WEEK 4, Part 1: Learning in Projects
Slide 1 Introduction Welcome to Managing Project Risk. In this lesson, we will
discuss learning in projects.
Next slide.
Slide 2 Topics The following topics will be covered in this lesson:
Learning at Escend Technologies; and
Types of project learning.
Next slide.
Slide 3 Learning There are many different definitions for learning. However, for
the purposes of this class, learning in projects is the flexible
adjustment of the project approach to the changing environment
as it occurs; these adjustments are based on new information
obtained during the project and on developing new solutions
during the course of the project. Each new activity will provide
new insights and information, which can be used to revise the
project plan, the resources required, and the stakeholders to be
dealt with. While each of the changes may be minor, the project
itself may look quite different at the end from the original plan
and intention.
Next slide.
Slide 4 Learning at
Escend
Technologies
To demonstrate the project learning approach to unk unks, we
will use a company called Escend Technologies as our example.
When Escend Technologies was founded in 1999, it had a
business plan as is common in new venture funding. The business
plan contains a description of the market, description of the core
product, and a development plan consisting of key milestones to
be met by startup at key points in time. Monthly board meetings
track progress according to the key milestones.
Escend was built on the idea to help semiconductor and electronic
component manufacturers connecting and collaborating with their
extended sales force. The founders originally conceptualized the
opportunity as one of collaboration among industry players who
would want to be part of Escends B2B, business to business,
community.
By the middle of two thousand and three, Escend was on the
brink of bankruptcy. The planning approach used was not suitable
for a startup in an unknown territory.
Escend faced too many unk unks: in its technology, in the
industry, and in the customer needs. The milestones laid out in the
business plan were unrealistic. Faced with time pressure and
market dynamics that they did not understand, the team was
forced to improvise around the plan and they found themselves
frustrated by the simultaneous pressure to act and the inability to
understand what was going on around them.
Changes in the value proposition were not the result of systematic
investigations into the industry or the needs of its customers.
They were simply reactions to events that occurred around them.
They lost sight of the original objective of making money in a
market opportunity and instead focused on trying to implement
the business plan. The business plan became the objective, and
the message was changed from time to time to help get the
business plan back on track.
When Escend reque ...
Agile approach which is required in applicationgigap29589
What do you love about your job?
I aim to champion individuality in portraits. I found this is the most precious thing in photography. You’re beautiful just as you are.
What types of shoots have you done and how did you make them special?
I have worked with families for the past 5 years. First started with maternity session, and then the baby arrived, which I am able to work with the same family yearly. I think this is the most special things for both of us. I can witness every important moment through their family history.
Awards, honors, and recognitions received
Portrait work has been archived in Vogue IT.
A fun fact about this photographer
Like almost all of you, I never getting eased in front of the camera. I remember I cried every time when my mom took m
Applying User Experience and Usercentered Design Software Processes in Underg...IJCI JOURNAL
Agile methods in undergraduate courses have been explored by various authors looking to close the gap between industry and professional profiles. We have structured an Android application development course based on a tailored agile process for development of educational software tools. This process is based on both Scrum and Extreme Programming in combination with User Experience (UX) and User-Centered Design (UCD) approaches. The course is executed in two phases: the first half of the course’s semester presents theory on agile and mobile applications development, the latter half is managed as a workshop where students develop for an actual client. The introduction of UX and UCD exploiting the close relationship with stakeholders expected from an agile process can enhance Quality in Use features. Since 2019 two of the projects have been extended in agreement between the client and students. Students, clients and users have found value in the generated products.
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Learning objects and open contents have been named in the Horizon reports from 2004 and 2010 respectively, predicting to have an impact in the short term due to the current trend of offering open content for free on the Web. OER repositories should adapt their features so their contents can be accessed from mobile devices. This paper summarizes recent trends in the creation, publication, discovery, acquisition, access, use and re-use of learning objects on mobile devices based on a literature review on research done from 2007 to 2012. From the content providers side, we present the results obtained from a survey performed on 23 educational repository owners prompting them to answer about their current and expected support on mobile devices. From the content user side, we identify features provided by the main OER repositories. Finally, we introduce future trends and our next contributions.
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This narrated PowerPoint goes over some of the projects that fulfilled the learning goals of the Anderson University Instructional Design and Learning Technologies (IDLT) program.
Presentation of Badrul H. Khan, Joseph Rene Corbeil, Maria Elena Corbeil for the Open Education Week's fifth day webinar on "http://www.eden-online.org/eden_conference/microlearning-and-quality-for-lifelong-learning-in-the-digital-age/" - 6 March 2020, 13:00 CET
http://www.eden-online.org/eden_conference/microlearning-and-quality-for-lifelong-learning-in-the-digital-age/
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BUS377 WEEK 4, Part 1 Learning in Projects Slide 1 Intro.docxRAHUL126667
BUS377 WEEK 4, Part 1: Learning in Projects
Slide 1 Introduction Welcome to Managing Project Risk. In this lesson, we will
discuss learning in projects.
Next slide.
Slide 2 Topics The following topics will be covered in this lesson:
Learning at Escend Technologies; and
Types of project learning.
Next slide.
Slide 3 Learning There are many different definitions for learning. However, for
the purposes of this class, learning in projects is the flexible
adjustment of the project approach to the changing environment
as it occurs; these adjustments are based on new information
obtained during the project and on developing new solutions
during the course of the project. Each new activity will provide
new insights and information, which can be used to revise the
project plan, the resources required, and the stakeholders to be
dealt with. While each of the changes may be minor, the project
itself may look quite different at the end from the original plan
and intention.
Next slide.
Slide 4 Learning at
Escend
Technologies
To demonstrate the project learning approach to unk unks, we
will use a company called Escend Technologies as our example.
When Escend Technologies was founded in 1999, it had a
business plan as is common in new venture funding. The business
plan contains a description of the market, description of the core
product, and a development plan consisting of key milestones to
be met by startup at key points in time. Monthly board meetings
track progress according to the key milestones.
Escend was built on the idea to help semiconductor and electronic
component manufacturers connecting and collaborating with their
extended sales force. The founders originally conceptualized the
opportunity as one of collaboration among industry players who
would want to be part of Escends B2B, business to business,
community.
By the middle of two thousand and three, Escend was on the
brink of bankruptcy. The planning approach used was not suitable
for a startup in an unknown territory.
Escend faced too many unk unks: in its technology, in the
industry, and in the customer needs. The milestones laid out in the
business plan were unrealistic. Faced with time pressure and
market dynamics that they did not understand, the team was
forced to improvise around the plan and they found themselves
frustrated by the simultaneous pressure to act and the inability to
understand what was going on around them.
Changes in the value proposition were not the result of systematic
investigations into the industry or the needs of its customers.
They were simply reactions to events that occurred around them.
They lost sight of the original objective of making money in a
market opportunity and instead focused on trying to implement
the business plan. The business plan became the objective, and
the message was changed from time to time to help get the
business plan back on track.
When Escend reque ...
Agile approach which is required in applicationgigap29589
What do you love about your job?
I aim to champion individuality in portraits. I found this is the most precious thing in photography. You’re beautiful just as you are.
What types of shoots have you done and how did you make them special?
I have worked with families for the past 5 years. First started with maternity session, and then the baby arrived, which I am able to work with the same family yearly. I think this is the most special things for both of us. I can witness every important moment through their family history.
Awards, honors, and recognitions received
Portrait work has been archived in Vogue IT.
A fun fact about this photographer
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Reflective Learning at Work – MIRROR Model, Apps and Serious Games
1. From the field
Reflective Learning at Work – MIRROR Model,
Apps and Serious Games
Author This report discusses the initial results of a 4-year FP7 research project that developed
a theoretical model and worked on the creation and evaluation of a range of ‘Mirror’
Ellen Leenarts, Learning
consultant at BT Learning apps based on our Mirror reflection model. The findings divulge how the apps and
Solutions serious games can facilitate reflectionº at work, by empowering employees to learn by
ellen.leenarts@bt.com reflection on their work practice and on their personal learning experiences.
Tags
1. Background
professional development,
In 2010 a 4-year research project called ‘Mirror – Reflective learning at work’ started. It is
personal learning
environment, reflection, co-funded by the EU in the Seventh Framework Programme for Research and Technological
educational technologies Development (FP7). The MIRROR consortium brings together 15 partners across Europe’s
TEL industry, with high-quality research and testbeds. In some 12 streams of activity, the
consortium has developed a theoretical model and worked on the creation and evaluation of
a range of ‘Mirror’ apps based on our Mirror reflection model. The project is now in its third
year and we are ready to share our vision, our first findings, our experiences in the testbeds,
and tell you more about the apps and serious games that can facilitate reflection at work.
The vision of MIRROR is to empower employees to learn by reflection on their work practice
and on their very personal learning experiences. MIRROR aims at assisting employees in cap-
turing experiences and in developing creative solutions for problems that need to be solved.
This will be achieved by personal MIRROR apps for learning through reflection. These can
be individual, collaborative, creativity-based, game-based, or for the organisation. MIRROR
provides new learning technologies for ’learning on the job’, ’learning by doing’, ’learning
from peers’ and ’experiential learning’. With MIRROR applications, the effectiveness of learn-
ing can be increased significantly in situations where no teachers, no formal content, and no
explicit knowledge are available.
Specifically the MIRROR project has promised to provide the following output:
1. Conceptual model of holistic learning by reflection, which incorporates the essential
ingredients of training critical thinking, awareness of emotions, (collaborative) knowl-
edge construction, creative problem solving and innovation.
2. A bundle of learning applications (the ‘Mirror Apps’) that can be used within the col-
laborative and social work environment of the employees.
3. Proof of learning effectiveness, through evaluation within five testbeds across Eu-
rope, in sectors as diverse as health and social care, civil emergency planning, and IT
consultancy
The preliminary results of the project are described in the following two sections.
ing
earn
eLearning Papers • ISSN: 1887-1542 • www.elearningpapers.eu
eL ers
31
u
ers.e
gpap
.elea
rnin n.º 31 • November 2012
Pap
www
1
2. From the field
2. Using the MIRROR Computer elements from which the relevant ones can be chosen in a spe-
Supported Reflective Learning (CSRL) cific case. The rounded rectangles in the middle of the figure
model in analysis and design (by Birgit represent the steps in a reflective learning cycle. The more de-
tailed steps have been derived from theories of reflective learn-
R. Krogstie)
ing as well as empirical findings on reflection practices in the
During 2012 we refined the MIRROR CSRL model (version 1.0) MIRROR testbeds. The top-down sequence of the steps in the
by applying it to the MIRROR testbed cases. Based on our expe- diagram fits many cases of reflective learning. The Mirror apps
riences we developed a general procedure for applying the CSRL are designed to support these process steps. In the diagram,
model to a case of computer-supported reflective learning for this is shown by the left and right columns of rectangles, which
the purposes of analysis or design, i.e. to model the ‘as-is’ situ- represents categories of tool use.
ation and/or the ‘to-be’ situation in which new reflection tools
are adopted in the organization. In May 2012 the CSRL model and the procedure for applying it
were evaluated within the project by groups of developers and
The figure below shows the CSRL process steps reference model, testbed partners. The results are promising, showing that use of
which is the starting point for creating a process steps diagram. the model helped refine understanding of our cases of comput-
We call it a reference model because it contains a large set of er-supported reflective learning and helped generate new ideas
Figure 1: MIRROR CSRL model: Reference model for process steps in a reflective learning cycle, with associated categories of tool
use. Published in (Krogstie et al.: Computer support for reflective learning in the workplace: A model, ICALT 2012)
ing
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eLearning Papers • ISSN: 1887-1542 • www.elearningpapers.eu
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3. From the field
Figure 2: Mirror Talk Reflect app
about the design of the MIRROR apps. The evaluation also apps and management have already provided enthusiastic feed-
brought about many useful ideas for the further refinement of back1.
the MIRROR CSRL model into its version 2.0 (to be completed
For an overview of our apps that facilitate reflection at work,
in June 2014). For more information about the MIRROR CSRL
please have a look at our website.
model contact Birgit R. Krogstie (birgitkr@idi.ntnu.no).
To get an idea of the very different types of apps we are creat-
3. Mirror apps and serious games ing, we mention a few examples here:
Reflection is an important starting point for learning. Reflection The Talk Reflection App focusses on support for articulation and
can be triggered by games, apps or real-life situations. After re- collaborative reflection for physicians. As a part of their daily
flection, creative thinking enables the MIRROR user to find al- work physicians at one of the testbeds have to inform patients
ternatives. Using this approach we believe we can enable work- and their relatives about the current health status and possibili-
ers to quickly adjust to fast changing circumstances and learn in ties for therapies of patients after they suffered from a stroke.
real-time and improve their performance. This are often challenging conversations since telling “bad
news” produces emotional stress on both sides. The Talk Reflec-
The MIRROR project contains a balance of research and practi-
cal implementation. The five testbeds demonstrate how reflec-
1 More on the evaluation framework can be found in our deliverable D1.5
tion can enable learning in hospitals, sales organisations, HR,
Specification of Evaluation Methodology and Research Tooling (Editor: Birgit
and care homes, and after our first round of testing users of the R. Krogstie, NTNU) http://www.mirror-project.eu/work-packages/reflection-
model-a-user-studies
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4. From the field
tion app allows physicians to articulate and share their experi-
ences with colleagues to discuss and reflect on them and find a
way to deal with more difficult situations.
Capture and share your mood with the MoodMap App. Captur-
ing your mood during work, important meetings or interesting
discussions helps you to become aware of your personal mood
as well as the collaborative mood of your team.
CLinIC-The Virtual Tutor and Think better CARE-The Virtual Tutor
are two twin 3D serious games focused on difficult communica-
tion between nursing/carer staff and patients/residents. These
tools aim to foster reflection around difficult dialogues and sit-
uations, and to maximize the learners’ ability to self-regulate
their training with the support of a ‘Virtual Tutor’ inside the
game.
The Carer App is a mobile creativity support app to assist staff in
the care for people with dementia. Care staff can use it to create
new solutions to challenging behaviours through systems with
case-based and analogical reasoning, and with recorded good
care practices.
If you are interested in the Mirror Project and our apps and
would like to test them, please contact BT Learning Solutions,
hans.dirkzwager@bt.com.
You can stay informed and become a member of our LinkedIn
group: http://www.linkedin.com/groups?home=&gid=3357670,
or follow us on Twitter @MirrorIP.
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ISSN: 1887-1542
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