Scaling up Technologies for Informal Learning in SME Clusters (Learning Layers) is a EU-funded project that designed tools and infrastructure to support informal workplace learning. The project addressed scaling informal learning through regional clusters, scaffolding meaningful learning, and building on a common infrastructure. Design-based research was used to develop an ecosystem of tools integrating different layers: a workplace learning layer, social semantic layer, and architecture/integration layer. The goal was to scale informal learning interactions through a componentized architecture and open source development strategy.
Revolutionizing School – Fablab@school dk 2016 KeynotePeter Troxler
Maker Education is a new method of learning. It promises that students not only learn to "read" technology but also become able to "write" it—an approach previously not found in the education system. The core of this method is that students themselves take ownership of their learning process by working on challenges they can solve by applying digital manufacturing technology.
An important prerequisite for "writing" technology however remains the ability to "read" it. However, technology today is often read protected—hardware has "no serviceable parts inside", the source code of software is not available to users. The remedy is open hardware and open source software; and education has equally to embrace open design principles.
Keynote talk on Remote Labs, for IEEE Kenya 15 July 2021Timothy Drysdale
This was an invited talk at the "Engineering for
Sustainable Future and Transformative Innovation" event organised by IEEE Kenya for 15/16 July. The talk was given remotely and included a live demonstration of our labs. The license for the slides is CC-BY-NC-4.0.
Revolutionizing School – Fablab@school dk 2016 KeynotePeter Troxler
Maker Education is a new method of learning. It promises that students not only learn to "read" technology but also become able to "write" it—an approach previously not found in the education system. The core of this method is that students themselves take ownership of their learning process by working on challenges they can solve by applying digital manufacturing technology.
An important prerequisite for "writing" technology however remains the ability to "read" it. However, technology today is often read protected—hardware has "no serviceable parts inside", the source code of software is not available to users. The remedy is open hardware and open source software; and education has equally to embrace open design principles.
Keynote talk on Remote Labs, for IEEE Kenya 15 July 2021Timothy Drysdale
This was an invited talk at the "Engineering for
Sustainable Future and Transformative Innovation" event organised by IEEE Kenya for 15/16 July. The talk was given remotely and included a live demonstration of our labs. The license for the slides is CC-BY-NC-4.0.
In this webinar, Prof Hendrik Drachsler will reflect on the process of applying learning analytics solutions within higher education settings, its implications, and the critical lessons learned in the Trusted Learning Research Program. The talk will focus on the experience of edutec.science research collective consisting of researchers from the Netherlands and Germany that contribute to the Trusted Learning Analytics (TLA) research program. The TLA program aims to provide actionable and supportive feedback to students and stands in the tradition of human-centered learning analytics concepts. Thus, the TLA program aims to contribute to unfolding the full potential of each learner. It, therefore, applies sensor technology to support psychomotor as well as web technology to support meta-cognitive and collaborative learning skills with high-informative feedback methods. Prof. Drachsler applies validated measurement instruments from the field of psychometric and investigates to what extent Learning Analytics interventions can reproduce the findings of these instruments. During this webinar, Prof Drachsler will discuss the lessons learned from implementing TLA systems. He will touch on TLA prerequisites like ethics, privacy, and data protection, as well as high informative feedback for psychomotor, collaborative, and meta-cognitive competencies and the ongoing research towards a repository, methods, tools and skills that facilitate the uptake of TLA in Germany and the Netherlands.
A presentation given by Steve Warburton of KCL at the Where Next for Digital Identity event organised by Eduserv and held at the British Library in January 2010.
What shapes what? Technologies and their relationship to learningMartin Oliver
Although there is a considerable body of work that explores educational uses of technology, and highly developed accounts of what learning is, surprisingly little research in education has asked what technology is, or what its relationship to learning consists of. When these matters are considered at all, they tend to be framed in technologically deterministic ways, with technology either 'causing' or at the least 'offering' and 'constraining' learning. In this talk, I will provide an overview of this way of framing technology and identify problems that follow from it. I will outline alternative positions that could be adopted, including Communities of Practice, the Social Construction of Technology and Actor-Network Theory, and discuss their points of connection to this debate. Using examples drawn from a JISC-funded project on digital literacies, I will draw out the implications of these positions for research.
How smart are smart classrooms? Evaluating International Evidence@cristobalcobo
There has been a considerable progress in integrating technological innovations to facilitate the learning process. This has a potentially important implications on student’s learning process as well as the role of teachers. SMART Classroom is a machine-assisted educational platform developed in Korea that allows learners to study at their own pace while teachers play a role as advisers, coaches and facilitators. Artificial intelligence allows for identification of optimal lessons based on learning algorithms and patterns of individual learning. The session will showcase an example of a framework of Korean education policies and an initiative of smart classroom, and how it has contributed to improving the learning quality and reducing the education gap in Korea.
@cristobalcobo
https://cristobalcobo.net
Virtually Real Open Practice presentation #1527 at OER17
Theme: Participation & Social Equality
Author: Chris Follows
Technology is rapidly transforming the way we live, learn, work and interact. This paper aims to highlight and support debate around how we ‘teach digital’ in creative arts education and what potential impacts the UK digital economy could have on current and emerging digital practices and open education.
Emergent technologies such as Virtual Reality (VR) can present new challenges for teachers who are struggling to integrate evolving digital practices into the curriculum. As a result, new technologies & practices remain inaccessible and therefore reside outside the curriculum, not too dissimilar to challenges faced by those exploring open education integration at University of the Arts London (UAL).
The pace of technological change and its impact on the day-to-day practices of University staff and students is fast becoming an issue for everyone. Could the process of Digital Transformation be an opportunity for the open education movement & communities to explore new models of mainstream integration?
Demetrios G Sampson - 3D Virtual Worlds in Education and Training - The IEEE International conference on Technology for Education (T4E 2011), Chennai, India, 14-16 July 2011 [Invited Speech]
Valedictory Lecture
Making Thinking Visible in Complex Times
Prof Simon Buckingham Shum
This event took place on 15th July 2014 at 4:00pm (15:00 GMT)
Berrill Lecture Theatre, The Open University, Walton Hall Campus, Milton Keynes, United Kingdom
In 1968 Doug Engelbart gave “The Mother of All Demos”: a disruptive technology lab had quietly invented the mouse, collaborative on-screen editing, hyperlinks, video conferencing, and much more. This was the start of the paradigm shift, still unfolding: computers were no longer to be low level number crunchers, but might mediate and mould the highest forms of human thinking, both individual and collective. In this talk I review nearly 19 years in KMi chasing this vision with many colleagues, inventing tools for making dialogue, argument and learning processes visible in different ways. How do we harness such tools to tackle, not aggravate, the fundamental challenge facing the educational system, and its graduates: to think broadly and deeply, and to thrive amidst profound uncertainty and complexity? These are the hallmarks of the OU — and indeed, all true education from primary school onwards.
This file is a slight revision of a invited talk given to students and faculty at the Faculty of Education Sciences of the University of Strasbourg in Strasbourg, France on February 12, 2014. It represents many years of research on explanations for the many failures and much waste we see in the history of education technology. That is not to say, however, that there are not success and great improvements and resources made possible through educational technology. The point is to try to provide explanations for what features increase the probability of effectiveness in supporting and improving teaching and learning and what features are common in the failures that waste precious time and money in education.
Space, technology and the student experienceMartin Oliver
Technology is often talked about as a ‘solution’ to the problem of learning spaces, helping to overcome the constraints of the physical campus. However, such discussions polarise the discussion, over-simplifying the ways in which students work with a range of spaces as they study, and the ways in which technologies constrain as well as liberate academic practice. This talk will review ways in which spaces has been talked about in policy and research, and will contrast this with accounts drawing on sociomateriality and theories of mobility. These discussions will be illustrated with data drawn from a project that explored students’ digital literacies, using students’ maps and photographs to link discussions of learning to the spaces and places in which academic practice took place.
Learning Analytics and Sensemaking in Digital Learning Ecosystems - Examples ...tobold
Presentation given at the Seminar "Opportunities and Challenges of Learning with Technologies: Evidence-based Education" at the Permanent Representation of Estonia to the EU on 12 November 2014 in Brussels.
Education System in Pakistan, Developing Quality Assurance Model in Govt. Schools, Govt Schools in Pakistan, Teacher’s perceptions for their professionalism in Primary Schools in Karachi, Pakistan.
In this webinar, Prof Hendrik Drachsler will reflect on the process of applying learning analytics solutions within higher education settings, its implications, and the critical lessons learned in the Trusted Learning Research Program. The talk will focus on the experience of edutec.science research collective consisting of researchers from the Netherlands and Germany that contribute to the Trusted Learning Analytics (TLA) research program. The TLA program aims to provide actionable and supportive feedback to students and stands in the tradition of human-centered learning analytics concepts. Thus, the TLA program aims to contribute to unfolding the full potential of each learner. It, therefore, applies sensor technology to support psychomotor as well as web technology to support meta-cognitive and collaborative learning skills with high-informative feedback methods. Prof. Drachsler applies validated measurement instruments from the field of psychometric and investigates to what extent Learning Analytics interventions can reproduce the findings of these instruments. During this webinar, Prof Drachsler will discuss the lessons learned from implementing TLA systems. He will touch on TLA prerequisites like ethics, privacy, and data protection, as well as high informative feedback for psychomotor, collaborative, and meta-cognitive competencies and the ongoing research towards a repository, methods, tools and skills that facilitate the uptake of TLA in Germany and the Netherlands.
A presentation given by Steve Warburton of KCL at the Where Next for Digital Identity event organised by Eduserv and held at the British Library in January 2010.
What shapes what? Technologies and their relationship to learningMartin Oliver
Although there is a considerable body of work that explores educational uses of technology, and highly developed accounts of what learning is, surprisingly little research in education has asked what technology is, or what its relationship to learning consists of. When these matters are considered at all, they tend to be framed in technologically deterministic ways, with technology either 'causing' or at the least 'offering' and 'constraining' learning. In this talk, I will provide an overview of this way of framing technology and identify problems that follow from it. I will outline alternative positions that could be adopted, including Communities of Practice, the Social Construction of Technology and Actor-Network Theory, and discuss their points of connection to this debate. Using examples drawn from a JISC-funded project on digital literacies, I will draw out the implications of these positions for research.
How smart are smart classrooms? Evaluating International Evidence@cristobalcobo
There has been a considerable progress in integrating technological innovations to facilitate the learning process. This has a potentially important implications on student’s learning process as well as the role of teachers. SMART Classroom is a machine-assisted educational platform developed in Korea that allows learners to study at their own pace while teachers play a role as advisers, coaches and facilitators. Artificial intelligence allows for identification of optimal lessons based on learning algorithms and patterns of individual learning. The session will showcase an example of a framework of Korean education policies and an initiative of smart classroom, and how it has contributed to improving the learning quality and reducing the education gap in Korea.
@cristobalcobo
https://cristobalcobo.net
Virtually Real Open Practice presentation #1527 at OER17
Theme: Participation & Social Equality
Author: Chris Follows
Technology is rapidly transforming the way we live, learn, work and interact. This paper aims to highlight and support debate around how we ‘teach digital’ in creative arts education and what potential impacts the UK digital economy could have on current and emerging digital practices and open education.
Emergent technologies such as Virtual Reality (VR) can present new challenges for teachers who are struggling to integrate evolving digital practices into the curriculum. As a result, new technologies & practices remain inaccessible and therefore reside outside the curriculum, not too dissimilar to challenges faced by those exploring open education integration at University of the Arts London (UAL).
The pace of technological change and its impact on the day-to-day practices of University staff and students is fast becoming an issue for everyone. Could the process of Digital Transformation be an opportunity for the open education movement & communities to explore new models of mainstream integration?
Demetrios G Sampson - 3D Virtual Worlds in Education and Training - The IEEE International conference on Technology for Education (T4E 2011), Chennai, India, 14-16 July 2011 [Invited Speech]
Valedictory Lecture
Making Thinking Visible in Complex Times
Prof Simon Buckingham Shum
This event took place on 15th July 2014 at 4:00pm (15:00 GMT)
Berrill Lecture Theatre, The Open University, Walton Hall Campus, Milton Keynes, United Kingdom
In 1968 Doug Engelbart gave “The Mother of All Demos”: a disruptive technology lab had quietly invented the mouse, collaborative on-screen editing, hyperlinks, video conferencing, and much more. This was the start of the paradigm shift, still unfolding: computers were no longer to be low level number crunchers, but might mediate and mould the highest forms of human thinking, both individual and collective. In this talk I review nearly 19 years in KMi chasing this vision with many colleagues, inventing tools for making dialogue, argument and learning processes visible in different ways. How do we harness such tools to tackle, not aggravate, the fundamental challenge facing the educational system, and its graduates: to think broadly and deeply, and to thrive amidst profound uncertainty and complexity? These are the hallmarks of the OU — and indeed, all true education from primary school onwards.
This file is a slight revision of a invited talk given to students and faculty at the Faculty of Education Sciences of the University of Strasbourg in Strasbourg, France on February 12, 2014. It represents many years of research on explanations for the many failures and much waste we see in the history of education technology. That is not to say, however, that there are not success and great improvements and resources made possible through educational technology. The point is to try to provide explanations for what features increase the probability of effectiveness in supporting and improving teaching and learning and what features are common in the failures that waste precious time and money in education.
Space, technology and the student experienceMartin Oliver
Technology is often talked about as a ‘solution’ to the problem of learning spaces, helping to overcome the constraints of the physical campus. However, such discussions polarise the discussion, over-simplifying the ways in which students work with a range of spaces as they study, and the ways in which technologies constrain as well as liberate academic practice. This talk will review ways in which spaces has been talked about in policy and research, and will contrast this with accounts drawing on sociomateriality and theories of mobility. These discussions will be illustrated with data drawn from a project that explored students’ digital literacies, using students’ maps and photographs to link discussions of learning to the spaces and places in which academic practice took place.
Learning Analytics and Sensemaking in Digital Learning Ecosystems - Examples ...tobold
Presentation given at the Seminar "Opportunities and Challenges of Learning with Technologies: Evidence-based Education" at the Permanent Representation of Estonia to the EU on 12 November 2014 in Brussels.
Education System in Pakistan, Developing Quality Assurance Model in Govt. Schools, Govt Schools in Pakistan, Teacher’s perceptions for their professionalism in Primary Schools in Karachi, Pakistan.
Education System in Pakistan, Developing Quality Assurance Model in Govt. Schools, Govt Schools in Pakistan, Factors Contributed by community Organization to the Motivation of the Teachers in Rural Punjab, Pakistan and implications for Quality of Teaching
Learning across contexts - Mobile for field and studio workAdel Gordon
Learning across contexts – mobile for fieldwork in Environmental Sciences, was published in a mobile learning best practice guide released by UCISA in January, 2014. It won a highly commended case study award from the Universities and Colleges Information Systems Association (UCISA).
technology of education (instructional technologies) emphasizes on the techniques of teaching and learning derived from the principles, ideas and practices drawn from various fields of knowledge like psychology, sociology, philosophy, management studies, cybernetic, etc. in order to optimize the teaching-learning process so as to accomplish specific learning objectives. However, not everyone involved in the mathematics teaching-learning process recognizes what it is. Technology integration in education has the potential to provide significant benefits such as, promoting active and collaborative learning, increasing student engagement and motivation, enhancing and enriching teaching and learning process as well as learning outcomes (Dinc, 2019). This is particularly true in the context of mathematics teaching, where it provides access to tasks as well as opportunities for learners to engage in mathematical experiences that warrant collaborative questioning, mathematizing, validating, analyzing, refining, and investigating experiences (Yadav & Lachney, 2022).
Analysing technology mediated learning in social context Michael Paskevicius
In this short presentation, I ground my area of research in relation to one of the seminal thinkers in education theory. Grounding my understanding of how we learn in the writings of Lev Vygotsky and the sociocultural school of thought, I will then look at how Vygotsky’s notion of tool mediation has been expanded through Activity Theory, by making explicit the social context in which tool appropriation takes place in education, the use of contradictions to expose tensions, with some examples from the literature.
Analyzing technology mediated learning in social context prepared for coursework module EDCI 614 at the University of Victoria.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Overview on Edible Vaccine: Pros & Cons with Mechanism
Scaling Informal Learning - Tools and Infrastructure for Workplace Learning
1. http://Learning-Layers-euhttp://Learning-Layers-eu
Learning Layers
Scaling up Technologies for Informal Learning in SME Clusters
Scaling Informal Learning
Designing tools and an infrastructure for workplace learning
Tobias Ley, Institute of Informatics,Tallinn University, Estonia
Talk at MINDTREK OPEN MIND 2015, Tampere, Finland, 22 September 2015
3. http://Learning-Layers-eu
The Dilemma of Informal
Learning at the Workplace
How do people learn at the workplace?
• Ask colleagues, search for help, try
things out, learn from experience
• Learning is informal, connected to
work practices, multi-episodic, just-
in time [Hart 2011, Kooken 2009]
How do learning technologies look like?
• follow traditional training models
• based on direct classroom instruction
and courses transfered to the screen
[Kraiger 2008]
highly effective
individualized
contextualized
motivating
does not scale
not persistent
few benefit
expensive
4. http://Learning-Layers-eu
Mechanisms for Scaling Informal
Learning
• Address learning in work practices
• Unlock peer production and organisational
learning
• Scaffolding for meaningful learning
• Build on common scalable infrastructure
• Scale through regional clusters
6. http://Learning-Layers-eu
Deployment & Sustainability
Scaling in Regional Clusters
Architecture & Integration Layer
Integration through Common Infrastructure, Software Development and Tools
Workplace Learning Layer
Integration through Workplace Learning Practices
Scaling Informal Learning:
Project Architecture
6
Interaction Layers: An Ecosystem of Tools
Social Semantic Layer
Integration through Shared Meaning
Interacting with
Physical Objects
Interacting
with People
Interacting with
Digital Materials
Straw Building How To
X3-PVQX3-PJC
X3-POZ PLC Equipment
7. http://Learning-Layers-eu
Deployment & Sustainability
Scaling in Regional Clusters
Scaling Informal Learning:
Project Architecture
7
Interaction Layers: An Ecosystem of Tools
Social Semantic Layer
Integration through Shared Meaning
Interacting with
Physical Objects
Interacting
with People
Interacting with
Digital Materials
Straw Building How To
X3-PVQX3-PJC
X3-POZ PLC Equipment
Architecture & Integration Layer
Integration through Common Infrastructure, Software Development and Tools
Workplace Learning Layer
Integration through Workplace Learning Practices
8. http://Learning-Layers-eu
DESIGN-BASED RESEARCH
AND CO-DESIGN
Learning in Work Practices
8
Ley, T., Cook, J., Dennerlein, S., Kravcik, M., Kunzmann, C., Pata, K., Purma, J., Sandars, J., Santos, P.,
Schmidt, A., Al-Smadi, M., Trattner, C. (2014). Scaling informal learning at the workplace: a model and
four designs from a large-scale design-based research effort. British Journal of Educational Technology,
in press.
10. http://Learning-Layers-eu
Straw Building
How To
X3-PVQX3-PJC
X3-POZ PLC Equipment
One possible
Construction Scenario
Explaining the use of a new
construction technique and
materials on site
Making video material available
on site through QR tagsUse of video recording and
annotation
Further questions on the use of
the technique connected to site
Material, questions and best
practices collected and
discussed
Collection transformed into
instructional material to
enhance traditional training
12. http://Learning-Layers-eu
One possible
Healthcare Scenario
Two practice staff visit a
NHS training on a new
guideline for dementia
Staff collect materials from training and
further research for their revalidation
Other staff
ask questions
about the guideline
Material and questions evolve
into a local implementation
plan for the practice
Other regional practices and the
CSU join the effort to learn
about implementation
problems and practices
Implementation Plan
Guideline
X3-PVQX3-PJC
X3-POZ Dementia
16. http://Learning-Layers-eu
Deployment & Sustainability
Scaling in Regional Clusters
Scaling Informal Learning:
Project Architecture
16
Social Semantic Layer
Integration through Shared Meaning
Straw Building How To
X3-PVQX3-PJC
X3-POZ PLC Equipment
Architecture & Integration Layer
Integration through Common Infrastructure, Software Development and Tools
Workplace Learning Layer
Integration through Workplace Learning Practices
Interaction Layers: An Ecosystem of Tools
Interacting with
Physical Objects
Interacting
with People
Interacting with
Digital Materials
17. http://Learning-Layers-eu
AN ECOSYSTEM OF TOOLS TO
SUPPORT INFORMAL LEARNING
Scaling Informal Learning Interactions
17
Ley, T., Cook, J., Dennerlein, S., Kravcik, M., Kunzmann, C., Pata, K., Purma, J., Sandars, J., Santos, P.,
Schmidt, A., Al-Smadi, M., Trattner, C. (2014). Scaling informal learning at the workplace: a model and
four designs from a large-scale design-based research effort. British Journal of Educational Technology,
in press.
Tomberg, V., Smadi, M., Treasure-Jones, T., & Ley, T. (2013). A Sensemaking Interface for Supporting
Doctor’s Learning at the Workplace – A Paper Prototype Study. In M. Divitini, T. Ley, S. Lindstaedt, V.
Pammer, & M. Prilla (Eds.), Proceedings of ECTEL meets ECSCW 2013, the Workshop on Collaborative
Technologies for Working and Learning, Sept. 21, 2013, Cyprus (pp. 54–58). Aachen: CEUR Workahop
Proceedings. Retrieved from http://ceur-ws.org/Vol-1047/paper12.pdf
22. http://Learning-Layers-eu
Bits and Pieces - Sensemaking
about Learning Experiences
22
Software: http://developer.learning-layers.eu/tools/bits-and-pieces/
Running Demo
23. http://Learning-Layers-eu
Deployment & Sustainability
Scaling in Regional Clusters
Scaling Informal Learning:
Project Architecture
23
Interaction Layers: An Ecosystem of Tools
Interacting with
Physical Objects
Interacting
with People
Interacting with
Digital Materials
Architecture & Integration Layer
Integration through Common Infrastructure, Software Development and Tools
Workplace Learning Layer
Integration through Workplace Learning Practices
Social Semantic Layer
Integration through Shared Meaning
Straw Building How To
X3-PVQX3-PJC
X3-POZ PLC Equipment
24. http://Learning-Layers-eu
SHARED MEANING IN ARTEFACT-
MEDIATED COLLABORATION
Scaling Meaning Making
24
Seitlinger, P., & Ley, T. (2014). Verbatim and semantic imitation in indexing resources on the Web: A
fuzzy-trace account of social tagging. Applied Cognitive Psychology, in press.
Seitlinger, P., & Ley, T. (2012). Implicit Imitation in Social Tagging: Familiarity and Semantic
Reconstruction. In Proceedings of ACM SIGCHI Conference on Human Factors in Computing Systems
(CHI 2012) (pp. 1631–1640). New York: ACM Press.
Seitlinger, P., Kowald, D., Trattner, C., & Ley, T. (2013). Recommending Tags with a Model of Human
Categorization. In Conference on Information and Knowledge Management, CIKM’13, Oct. 27–Nov. 1,
2013, San Francisco, CA, USA. (pp. 2381–2386). New York: ACM Press. doi:10.1145/2505515.2505625
Kump, B., Moskaliuk, J., Dennerlein, S., & Ley, T. (2013). Tracing knowledge co-evolution in a realistic
course setting: A wiki-based field experiment. Computers & Education, 69, 60–70.
25. http://Learning-Layers-eu
How shared meaning emerges in
Artefact-Mediated collaboration
• How do people come to
agreement on meaning in
the world?
• Shared Meaning is a
result of social practices
and negotiation around
concrete things (Wenger, 1998)
• Semantic Stabilization
happens over time as
people describe things
(Wagner et al., 2014)
25
ToiletHow To
Lightning SolutionX3-PJC
X3-POZ
PLC Equipment
26. http://Learning-Layers-eu
Who When Where What ... ... ... ... ... ...
An Artefact
Actor Network
User
Profile
Resource
Profile
Topic
Modeling
Recommended
Resource
Each interaction
increases the network ...
... and is tracked in the history
Trust and Social
Network
Traces of the Network History
Knowledge is built by people
interacting with other people and artefacts
New Information displayed to
Support User Interactions
Intelligent Services
derive new information
1
2
3
4
5
Who When Where What ... ... ... ... ... ...
Who When Where What ... ... ... ... ... ...
Who When Where What ... ... ... ... ... ...
Whom to ask? What to read and watch? Who are the experts? What do people talk about?What’s the quality?
27. http://Learning-Layers-eu
A recommender that
mimics human thinking
• How do you describe
this resource?
• A mechanisms that
guesses the words that
you will use
• Two step process:
– First generate meaning
– Then produce words
27
Dementia
Guideline
NHS
Seitlinger, P., Kowald, D., Trattner, C., & Ley, T. (2013). Recommending Tags
with a Model of Human Categorization. In Conference on Information and
Knowledge Management, CIKM’13, Oct. 27–Nov. 1, 2013, San Francisco, CA,
USA. (pp. 2381–2386). New York: ACM Press. doi:10.1145/2505515.2505625
28. http://Learning-Layers-eu
Deployment & Sustainability
Scaling in Regional Clusters
Scaling Informal Learning:
Project Architecture
28
Interaction Layers: An Ecosystem of Tools
Social Semantic Layer
Integration through Shared Meaning
Interacting with
Physical Objects
Interacting
with People
Interacting with
Digital Materials
Straw Building How To
X3-PVQX3-PJC
X3-POZ PLC Equipment
Workplace Learning Layer
Integration through Workplace Learning Practices
Architecture & Integration Layer
Integration through Common Infrastructure, Software Development and Tools
31. http://Learning-Layers-eu
The Layers Box in
Bad Zwischenahn
Delivery of the first Layers Box to the
Training Center of the Northern
German Construction Industry
33. http://Learning-Layers-eu
DevOpsUse Life Cycle
for Continuous Innovation
Involving end users in the design
and development process
• ideas and needs
• co-design
• beta testing
• context adaptation
• awareness
36. http://Learning-Layers-eu
Requirements Bazaar
• Web-based open continuous innovation
platform
• Easy to use for end users
• Social features for communication between
end users and developers
• Support for distributed teams
• Shall increase commitment of stakeholders
• Open API to embed it into apps
40. http://Learning-Layers-eu
Scaling Informal Learning:
A Multifaceted Challenge
• Designing technology that blends into work practices
and supports informal learning is a major challenge
• An ecosystem of tools can be integrated by
technologies that learn about meaning from
interactions in social practices
• Scaling the technology rests on a componentized
architecture based on APIs that is adaptable and
controllable for SMEs
• EU projects can successfully follow an Open Source
Development Strategy
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41. http://Learning-Layers-eu
Learning Layers
41
Tobias Ley
Tallinn University
Institute of Informatics
tley@tlu.ee
skype tobias_ley
Twitter @tobold
http://tobiasley.wordpress.com
Learning Layers Project
ICT EU-FP7, 12mEUR, 2012-2016
Web: http://learning-layers.eu
Software: http://github.com/learning-layers