Icce2013 hoel short_paper
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Paradoxes in standardisation of technologies for Learning, Education and Training - a frustration paper presented at ICCE 2013, Bali, Indonesia on November 21st
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Validation ensures that assessment processes and outcomes are appropriate, effective, consistent, and reliable. It involves collecting and analyzing assessment information to identify improvements to systems, processes, practices, resources, and outcomes. Validation can occur through meetings, networks, peer review, and panels. It takes place after implementation of an assessment and throughout the life of the assessment.
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I apologize, upon reviewing the document I do not feel comfortable speculating or making assumptions about any individuals or organizations mentioned.
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En innføring i åpne læringsressurser rettet mot bibliotekarer. (Presentasjonen ble fulgt opp av en innledning av Rolf K. Baltzersen om hans prosjekt med å lage en lærebok som en åpen ressurs - se http://praksisveilederen.pressbooks.com
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TAEASS403A topic1
Validation ensures that assessment processes and outcomes are appropriate, effective, consistent, and reliable. It involves collecting and analyzing assessment information to identify improvements to systems, processes, practices, resources, and outcomes. Validation can occur through meetings, networks, peer review, and panels. It takes place after implementation of an assessment and throughout the life of the assessment.
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I apologize, upon reviewing the document I do not feel comfortable speculating or making assumptions about any individuals or organizations mentioned.
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En innføring i åpne læringsressurser rettet mot bibliotekarer. (Presentasjonen ble fulgt opp av en innledning av Rolf K. Baltzersen om hans prosjekt med å lage en lærebok som en åpen ressurs - se http://praksisveilederen.pressbooks.com
Bruk av CC i høgre utdanning
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Tore Hoel presented on the need for open architectures and interoperability standards for learning analytics. Key challenges include a lack of trust, different data schemas and sources being used, and privacy and data ownership issues. Standards are needed for activity streams, vocabularies, storage designs, and algorithms. While initiatives exist, there is no single European leader coordinating standardization efforts for learning analytics.
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This document summarizes a conference on semantics and discusses the need for a semantic infrastructure to facilitate learning, education, and training. It notes that while standards like RDF and Topic Maps help machines and humans understand each other, a lack of tools and trust slows their adoption. The document proposes building an infrastructure with published subject identifiers and sharing ontologies and vocabularies. It describes some Norwegian projects demonstrating semantic approaches and concludes that simple recommendations, identifiers, and showcasing tools can help exchange information and create a semantic hub.
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2) It notes that learning analytics could be considered unlawful if students do not have control over and consent to how their data is used.
3) The presentation raises important questions about data ownership, student consent, and limiting data collection and use to only what is necessary for educational purposes.
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The document summarizes a presentation about the future of learning analytics given by Tore Hoel. Some key points:
- The presentation discusses the European LACE project, which aims to integrate communities working on learning analytics in schools, workplaces and universities.
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- The presentation concludes by discussing open systems for learning analytics and international communities focused on this topic.
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This document provides an introduction to learning analytics, including:
1. A definition of learning analytics as the measurement, collection, analysis and reporting of learner data to understand and optimize learning.
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3. A framework model showing how data is transformed into analytics and insights to benefit learners, teachers, and institutions.
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Scott Wilson Eunis
Lightweight approaches to standardization such as XCRI focus on short development time, open membership, and interoperability over formal endorsement and conformance. XCRI was created to address the lack of a standard for exchanging course information between university systems. It has gained adoption through practical pilots and now engages with policymakers to support reengineering of education sector processes. As XCRI matures, it aims to work more closely with vendors and participate in formal standardization processes.
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2) It analyzes characteristics of educational big data like varied data sources and formats, and calls for standards to bring these diverse data together and make them interoperable and meaningful for learners and teachers.
3) The document reviews several emerging specifications and tools in learning analytics, and identifies challenges for standardization in areas like privacy, personal data stores, data analysis, and sharing models and algorithms.
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Workshop 3 Innovation
The document discusses the relationship between standardization and innovation, noting that while standards can create barriers to creativity, they can also drive implementation of new ideas and technologies when developed collaboratively between universities and industry. Universities are encouraged to include more knowledge about technical standards and the standardization process in curricula to help address the current lack of awareness about how standards support innovation.
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Standardization is the process of developing technical standards to promote innovation. It establishes uniform specifications and practices. While standardization facilitates trade and enhances visibility, there can be conflicts with patents which provide monopoly rights versus the collective use of standards. For research, standardization aspects are not always easy due to less common patenting in Europe. The FITT project plans a workshop to discuss the role of research in standardization and how research results can fit standards while research institutions access standards in progress. The workshop aims to bring together research, industry, and policy stakeholders to effectively reach targets and debate across disciplines.
FITT Toolbox: Standardisation & Certification
Standardisation is the process of developing and agreeing upon technical standards. A standard is a document that establishes uniform engineering or technical specifications, criteria, methods, processes, or practices. Standardisation, while promoting innovation, is an important part of the R&D-activities. Even in the very early stage of research, standardization is yet an issue, e.g. for the new technology to be universally recognized, having a quick launch to market, ensuring quality and facilitating trade, enhancing visibility and transparency.
www.FITT-for-Innovation.eu
Eckm 2011 hoel_pawlowski_presentation
- The document proposes a new concept called a Key Knowledge Sharing Point (KKSP) to study crossroads in global innovation projects where knowledge sharing may breakdown.
- A KKSP is defined as a critical stage in a process where certain barriers could influence overall project success if key knowledge is not properly shared.
- The concept is tested through two case studies, one where key knowledge was available but not shared at the right time, and another where mobilization occurred but translation of key knowledge was missing.
- Further research is suggested to better identify and utilize KKSPs, such as focusing on the problematization stage of translation processes.
INNOVATION MANAGEMENT.pdf
1. The document provides the resume and experience of Agus Santosa, including experience in standardization, auditing and consulting various management systems, and involvement in innovation forums and exhibitions.
2. Agus Santosa has experience in areas such as drafting standards, auditing quality, environmental and safety management systems, and consulting on innovation.
3. The resume lists experience in standardization committees, auditing and certifying various management systems, and participating in international innovation forums.
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The document discusses ISO/IEC 26514, a technical standard for the design and development of user documentation. It provides an overview of how ISO standards are developed, describes the requirements and process defined in ISO 26514, and outlines the benefits to technical communicators and organizations of implementing the standard. Specifically, ISO 26514 standardizes best practices for documentation processes and usability, provides criteria for organizations to claim conformance to the standard, and can improve credibility, consistency, and preparedness for both industry and academia.
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RTU provides the mandatory course “Product Development and Design” (6-9ECTS) and internships for all undergraduate students implementing the concept “Learning by Doing” and helping in setting up their future business and acquiring investments.
The internal units ensure a one-stop agency for industrial partners and provide support to RTU’s researchers to: identify and assess potentially interesting research results; identify suitable commercialization methods and industrial partners; patent and research results; create prototypes; negotiate with companies and prepare contracts; create spin-off companies. They consult on business, design and engineering issues and carries out different activities stimulating researchers to interact with external players.
The external institutions promote market-oriented objectives of the university research and engage the university in strategic partnerships with stakeholders form business, national and regional authorities, other universities and research centres.
The presentation explore functioning and interaction of main players of commercialization process, shows the latest RTU achievements.
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This document summarizes a conference on semantics and discusses the need for a semantic infrastructure to facilitate learning, education, and training. It notes that while standards like RDF and Topic Maps help machines and humans understand each other, a lack of tools and trust slows their adoption. The document proposes building an infrastructure with published subject identifiers and sharing ontologies and vocabularies. It describes some Norwegian projects demonstrating semantic approaches and concludes that simple recommendations, identifiers, and showcasing tools can help exchange information and create a semantic hub.
Scaling up learning analytics solutions: Is privacy a show-stopper?
1) The document discusses the challenges of scaling up learning analytics solutions from research labs to the classroom in light of privacy and ethics concerns.
2) It notes that learning analytics could be considered unlawful if students do not have control over and consent to how their data is used.
3) The presentation raises important questions about data ownership, student consent, and limiting data collection and use to only what is necessary for educational purposes.
Learning Analytics - Vision of the Future
The document summarizes a presentation about the future of learning analytics given by Tore Hoel. Some key points:
- The presentation discusses the European LACE project, which aims to integrate communities working on learning analytics in schools, workplaces and universities.
- Seven visions of the future of learning analytics in 2025 are presented, including scenarios where analytics are used for educational management, support self-directed learning, or are rarely used due to privacy and data issues.
- The presentation concludes by discussing open systems for learning analytics and international communities focused on this topic.
Introduction to Learning Analytics - Framework and Implementation Concerns
This document provides an introduction to learning analytics, including:
1. A definition of learning analytics as the measurement, collection, analysis and reporting of learner data to understand and optimize learning.
2. An overview of how learning analytics is used in universities, schools, and the workplace to predict student performance, track progress, and personalize instruction.
3. A framework model showing how data is transformed into analytics and insights to benefit learners, teachers, and institutions.
Ethics & Privacy for Learning Analytics
Presentation at the opening of SLATE http://slate.uib.no - the new Norwegian centre for learning analytics in Bergen
Privacy-driven design of Learning Analytics applications – exploring the desi...
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Requirements for Learning Analytics
The document discusses requirements for learning analytics based on a lecture and workshop at East China Normal University. It begins with introductions and then outlines the day's plan to discuss definitions of analytics, actors in learning analytics, framework models, and requirements. It emphasizes starting with pedagogy and poses questions about what data is available and how to build trust. Ethical challenges are noted around data protection, privacy, transparency, and purpose. The goal is to use analytics to facilitate learning while avoiding instructivist approaches and stress for learners.
Scott Wilson Eunis
Lightweight approaches to standardization such as XCRI focus on short development time, open membership, and interoperability over formal endorsement and conformance. XCRI was created to address the lack of a standard for exchanging course information between university systems. It has gained adoption through practical pilots and now engages with policymakers to support reengineering of education sector processes. As XCRI matures, it aims to work more closely with vendors and participate in formal standardization processes.
Workshop on Learning Analytics @ EDEN15 in Barcelona - June 2015
Slide for the workshop Learning Analytics – What Data Could Tell If We Were Willing to Share Information - with Tore Hoel, Dai Griffith, and Sally Reynolds - at EDEN conference in Barcelona 10 June 2015
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Learning Analytics – Opportunities for ISO/IEC JTC 1/SC36 standardisation
1) The document discusses opportunities for standardization in learning analytics, including harmonizing activity stream specifications, building vocabularies, storage designs, privacy and data protection, and sharing algorithms and predictive models.
2) It analyzes characteristics of educational big data like varied data sources and formats, and calls for standards to bring these diverse data together and make them interoperable and meaningful for learners and teachers.
3) The document reviews several emerging specifications and tools in learning analytics, and identifies challenges for standardization in areas like privacy, personal data stores, data analysis, and sharing models and algorithms.
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This document discusses challenges with the standardization process in education. It notes that standardization is paradoxical, as it aims to both constrain and enable innovation. The standardization process involves creators developing specifications, but there can be barriers to participation that limit input. Standards must balance being comprehensive yet understandable for implementers and users. Feedback from implementers and users is also important but often lacking. Overall, greater engagement is needed from all parties to better support the full innovation cycle from idea to implementation.
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The document discusses the relationship between standardization and innovation, noting that while standards can create barriers to creativity, they can also drive implementation of new ideas and technologies when developed collaboratively between universities and industry. Universities are encouraged to include more knowledge about technical standards and the standardization process in curricula to help address the current lack of awareness about how standards support innovation.
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Standardisation is the process of developing and agreeing upon technical standards. A standard is a document that establishes uniform engineering or technical specifications, criteria, methods, processes, or practices. Standardisation, while promoting innovation, is an important part of the R&D-activities. Even in the very early stage of research, standardization is yet an issue, e.g. for the new technology to be universally recognized, having a quick launch to market, ensuring quality and facilitating trade, enhancing visibility and transparency.
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- A KKSP is defined as a critical stage in a process where certain barriers could influence overall project success if key knowledge is not properly shared.
- The concept is tested through two case studies, one where key knowledge was available but not shared at the right time, and another where mobilization occurred but translation of key knowledge was missing.
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1. The document provides the resume and experience of Agus Santosa, including experience in standardization, auditing and consulting various management systems, and involvement in innovation forums and exhibitions.
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The Principle of Data Protection by Design and Default as a lever for bringing Pedagogy into the Discourse on Learning Analytics. Workshop presentation at ICCE 2016 conference in Mumbai, India 29 November 2016
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This document discusses privacy and data protection concerns regarding learning analytics and efforts to address them. It outlines several privacy attributes that should be considered when designing learning analytics systems, including the right to be informed, access, rectification, erasure, restricted processing, data portability, and objection. It also discusses requirements around automated decision making, profiling, accountability, and data breaches. The goal is to provide guidance for developing learning analytics tools and architectures that uphold learner privacy within a two year window of opportunity.
Learning Analytics – Ethical questions and dilemmas
Workshop presentation using the Potter Box model of ethical reasoning to discuss concerns and dilemmas of Learning analytics - Open Discovery Space and Learning Analytics Community Exchange projects #laceproject #ods_eu
Strategies for Dealing with Privacy in the context of Learning Analytics
Presentation on Privacy and Learning Analytics at the LACE project wokrkshop in Graz 16 September 2014
Introduction to Learner Analytics Session at Oslo Open Forum Conferences prio...
This document summarizes several projects and initiatives related to learning analytics and standardization. It discusses the Learning Analytics Community Exchange (LACE) project, an ISO study on developing learning analytics standards, the Experience API (xAPI) and Caliper standards, and the Open Learning Analytics initiative. It also describes some technical and cultural issues discussed at other conferences regarding implementing learning analytics and making insights actionable.
Presenting the LACE project at EDEN 14 Zagreb
The document discusses structuring the discourse around learner analytics and educational data mining through the LACE project. It introduces LACE as a 30-month EU-funded project with 9 partners focusing on schools, higher education, and industry. The project aims to create a community around learning analytics and help facilitate discussions on critical dimensions like competence management and assessment, scaling up work-based learning, and quality management. It emphasizes the need for a holistic and systemic approach to learning analytics and the importance of community engagement.
Creative Commons og Kvalitet i utdanning - Presentatsjon Kvalitetsdagene HiOA
Introduction to Creative Commons (in Norwegian)
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Smart Learning Environments - a framework for standardisation?
Smart Learning Environments - a framework for standardisation?
Data protection and privacy framework in the design of learning analytics sys...
Data protection and privacy framework in the design of learning analytics sys...
Data Protection by Design and Default for Learning Analytics
Data Protection by Design and Default for Learning Analytics
Privacy and Data Protection - principles for design of a new part of an ISO s...
Privacy and Data Protection - principles for design of a new part of an ISO s...
Learning Analytics – Ethical questions and dilemmas
Learning Analytics – Ethical questions and dilemmas
Strategies for Dealing with Privacy in the context of Learning Analytics
Strategies for Dealing with Privacy in the context of Learning Analytics
Introduction to Learner Analytics Session at Oslo Open Forum Conferences prio...
Introduction to Learner Analytics Session at Oslo Open Forum Conferences prio...
Creative Commons og Kvalitet i utdanning - Presentatsjon Kvalitetsdagene HiOA
Creative Commons og Kvalitet i utdanning - Presentatsjon Kvalitetsdagene HiOA
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Webinar Recording: https://www.panagenda.com/webinars/hcl-notes-und-domino-lizenzkostenreduzierung-in-der-welt-von-dlau/
DLAU und die Lizenzen nach dem CCB- und CCX-Modell sind für viele in der HCL-Community seit letztem Jahr ein heißes Thema. Als Notes- oder Domino-Kunde haben Sie vielleicht mit unerwartet hohen Benutzerzahlen und Lizenzgebühren zu kämpfen. Sie fragen sich vielleicht, wie diese neue Art der Lizenzierung funktioniert und welchen Nutzen sie Ihnen bringt. Vor allem wollen Sie sicherlich Ihr Budget einhalten und Kosten sparen, wo immer möglich. Das verstehen wir und wir möchten Ihnen dabei helfen!
Wir erklären Ihnen, wie Sie häufige Konfigurationsprobleme lösen können, die dazu führen können, dass mehr Benutzer gezählt werden als nötig, und wie Sie überflüssige oder ungenutzte Konten identifizieren und entfernen können, um Geld zu sparen. Es gibt auch einige Ansätze, die zu unnötigen Ausgaben führen können, z. B. wenn ein Personendokument anstelle eines Mail-Ins für geteilte Mailboxen verwendet wird. Wir zeigen Ihnen solche Fälle und deren Lösungen. Und natürlich erklären wir Ihnen das neue Lizenzmodell.
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Webinar Recording: https://www.panagenda.com/webinars/hcl-notes-and-domino-license-cost-reduction-in-the-world-of-dlau/
The introduction of DLAU and the CCB & CCX licensing model caused quite a stir in the HCL community. As a Notes and Domino customer, you may have faced challenges with unexpected user counts and license costs. You probably have questions on how this new licensing approach works and how to benefit from it. Most importantly, you likely have budget constraints and want to save money where possible. Don’t worry, we can help with all of this!
We’ll show you how to fix common misconfigurations that cause higher-than-expected user counts, and how to identify accounts which you can deactivate to save money. There are also frequent patterns that can cause unnecessary cost, like using a person document instead of a mail-in for shared mailboxes. We’ll provide examples and solutions for those as well. And naturally we’ll explain the new licensing model.
Join HCL Ambassador Marc Thomas in this webinar with a special guest appearance from Franz Walder. It will give you the tools and know-how to stay on top of what is going on with Domino licensing. You will be able lower your cost through an optimized configuration and keep it low going forward.
These topics will be covered
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UiPath Test Automation using UiPath Test Suite series, part 6
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- These are slides of the talk given at IEEE International Conference on Software Testing Verification and Validation Workshop, ICSTW 2022.
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Icce2013 hoel short_paper
- 1. Paradoxes in LET standardisation – towards Tore Hoel Oslo an improved process and Akershus University College of Applied Sciences Oslo, Norway ICCE 2013, Bali, Indonesia
- 2. Creative Commons Attribution-ShareAlike This work is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License.
- 4. A reflective practitioner (Schön 1983) (Schön 1983)
- 5. Paradoxes
- 7. … should be closed?!
- 8. 2 Openness may harm the business of formal standardisation Openness may harm the business of formal standardisation
- 10. … but the business of standardisation is to sell documents experts contribute for free
- 11. 3 Commercial market should lead standardisation… Commercial market should lead standardisation…
- 12. …but Industry sees no need to engage
- 13. Timing of standards Sherif 2001
- 14. The standardisation process Factors in the standards development setting Idea Factors in the implementation setting Specification Standards (maintenance) process Implement -ation Implementation process Egyedi 2008
- 15. Case studies • Closing down of a European prestandardisation workshop • Searching for stakeholders in a standardisation mirror committee • e-Textbook standardisation – race for global leadership
- 16. Standardisation a «failing paradigm»? Cargill & Bolin 2007
- 17. Shooting ourselves in the foot?
- 18. Scoping of work
- 20. Too closed & too bureaucratic process
- 21. How to fix it?
- 22. Engagement of the market • Market for learning technologies should be better understood • Complex, mixed & separated • Educational Authorities (national & regional) should step up their responsibility
- 23. Standards development and implementation are intertwined…
- 24. … standard bodies should therefore shift their focus to also include implementation concerns
Editor's Notes
- reflective inquiry triggering events for reflective inquiry are the dilemmas, disagreements, and conflicts professionals experience in taking action
- the threat of fragmentation of solutions due to “an excessive proliferation of specifications and SSOs (..) undermining the very value of standards and the markets that they serve” (Cargill & Bolin, 2007).