Analysis of Multiple Pilots for ICT-supported Lifelong Competence Development, Davinia Hernández-Leo, davinia.hernandez@upf.edu, TENCompetence Winter School 2009, 1-6 February Innsbruck, Austria
Overview of C-SAP open educational resources projectCSAPOER
This presentation showcases, discusses and reflects upon the work of the C-SAP "Open Educational Resources" project. Our project, "Evaluating the Practice of Opening up Resources for Learning and Teaching in the Social Sciences", was part of a pilot programme (funded by the HEA and JISC), which sought to explore issues around the sharing of educational material from a disciplinary perspective. Whilst exploring, with our academic project partners, the principles and issues around releasing educational material (institutional, contractual, administrative), we have also sought to develop some insights into the processes of sharing practice, and look forward to discussing the findings in this forum.
Keynote at Chilean Week of Computer Science. I present a brief overview of algorithms for Recommender and then I present my work Tag-based Recommendation, Implicit Feedback and Visual Interactive Interfaces.
Overview of C-SAP open educational resources projectCSAPOER
This presentation showcases, discusses and reflects upon the work of the C-SAP "Open Educational Resources" project. Our project, "Evaluating the Practice of Opening up Resources for Learning and Teaching in the Social Sciences", was part of a pilot programme (funded by the HEA and JISC), which sought to explore issues around the sharing of educational material from a disciplinary perspective. Whilst exploring, with our academic project partners, the principles and issues around releasing educational material (institutional, contractual, administrative), we have also sought to develop some insights into the processes of sharing practice, and look forward to discussing the findings in this forum.
Keynote at Chilean Week of Computer Science. I present a brief overview of algorithms for Recommender and then I present my work Tag-based Recommendation, Implicit Feedback and Visual Interactive Interfaces.
A hands-on approach to digital tool criticism: Tools for (self-)reflectionMarijn Koolen
Digital tool criticism is a recent and important discussion in Digital Humanities research. We define digital tool criticism as the reflection on the role of digital tools in the research methodology and the evaluation of the suitability of a given digital tool for a specific research goal. The aim is to understand the impact of any limitation of the tool on the specific goal, not to improve a tool’s performance. That is, ensuring as a scholar to be aware of the impact of a tool on research design, methods, interpretations and outcomes. Our goal with developing digital tool criticism as a method is to help scholars better understand how research methods, tools and activities shape our interpretations. Based on our experiences with two hands-on workshops on digital tool criticism, we find that reflection on using digital tools and data in all phases of the research process is key.
Reflection urges scholars to consider digital data and tools as part of the overall research goals and design, and interdependent with other elements of research design, namely research questions and methods. As scholars go through their research process, assumptions on the research design and the connection between tools, data and questions are constantly challenged, forcing updates in the design and the interpretation of data and question.
The Innovation Engine for Team Building – The EU Aristotele Approach From Ope...ARISTOTELE
ARISTOTELE approach has been presented at the Innovation Adoption Forum for Industry and Public Sector within the 6th IEEE International Conference on Digital Ecosystem Technologies (IEEE DEST - CEE 2012). The presentation about ARISTOTELE has been held by Paolo Ceravolo and Ernesto Damiani (University of Milan) during the keynote "The Innovation Engine for Team Building – The EU Aristotele Approach". Learn more on http://www.aristotele-ip.eu/
"Survival Analysis" for Online Learning Data Shalin Hai-Jew
Everything exists in time. “Survival analysis” is a statistical technique long used in the health sciences. As “time-to-event analysis,” it enables the asking of questions like: How much time passes before (an event) occurs, if it occurs, and what does this data suggest about various in-world phenomena?
In an online learning context, with LMS data, questions such as the following may be answered:
How long does it take for an online learner to (find his or her rhythm) in an online course? (if it happens)
How long does it take for an online instructor (to get to know) a particular student in a more person-to-person way? (if it happens)
How long does it take for an online learner to (form basic facility) with a new software tool? (if it happens)
How long does it take for a student researcher to (achieve breakout capacity) in (a particular skill)? (if it happens)
How long does it take for a doctoral student to (publish his / her first peer-reviewed paper)? (if it happens)
And what are observable variables that may affect whether the particular observed “state” is achieved or not? And if achieved, whether the occurrence is “early” or “late” in comparison with other comparable events?
This presentation will introduce survival analysis, its basic assumptions, its practice (using SPSS), its strengths and limitations, data “censoring” (to avoid “survivorship bias”), and ways to interpret related linegraphs and other related data visualizations.
Education must capitalize on the trend within technology toward big data. New types of data are becoming available. From evidence approaches to xAPI and the whole Training and Learning Architecture(TLA) big data is the foundation of all.
Vision Based Analysis on Trajectories of Notes Representing Ideas Toward Work...Yuji Oyamada
Paper info: https://www.jstage.jst.go.jp/article/pjsai/JSAI2019/0/JSAI2019_2C5E504/_article/-char/ja/
Paper (pdf): https://www.jstage.jst.go.jp/article/pjsai/JSAI2019/0/JSAI2019_2C5E504/_pdf/-char/ja
Data-Driven Education 2020: Using Big Educational Data to Improve Teaching an...Peter Brusilovsky
Modern educational settings from regular classrooms to MOOCs produce a a rapidly increasing volume of data that captures individual learning progress of millions of students at different level of granularity. This presence of this data opens a unique opportunity to re-engineer traditional education and build and develop a range of efficient data-driven approaches to support teaching and learning. In my talk, I will present several ways to use big educational data explored in our lab. The focus will be on open social learning modeling and identifying individual differences through sequential pattern mining, but several other approaches will be mentioned. Open social learning modeling and sequential pattern mining provides two considerably different examples on using educational data. One offers an immediate use of class interaction history to develop more engaging content access while another shows how big data could be used to uncover important individual differences that could be used to optimize the process for individual leaners.
Personalized Online Practice Systems for Learning ProgrammingPeter Brusilovsky
Computer programming is quickly transitioning from being just a key competency in computer and information science majors to being a desired skill for students in a wide range of fields. Yet, it is also one of the most challenging subjects to learn. While learning by doing is a critical component in mastering programming skills, neither the traditional educational process nor standard learning support tools provide sufficient opportunities for programming practice. In this talk, I will present our research on personalized programming practice systems for Java, Python, and SQL, which attempt to bridge this known gap in learning programming. A programming practice system engages students in practicing programming skills beyond a relatively small number of graded assignments and exams. To support learning by doing, an online practice system offers a range of interactive “smart content” such as program animations, worked examples, and various kinds of programming problems with an automatic assessment. The main challenges for online practice systems are to motivate students to practice and to guide them to the most appropriate smart content given their course goals and knowledge levels. In this talk, I will review a range of AI technologies, such as student modeling, navigation support, social comparison, and content recommendation, which support efficient programming practice. I will also discuss how personalized practice system could support COVID-19-influenced switch to online learning while maintaining an extensive level of feedback expected from an efficient learning process.
Theory Building in RE - The NaPiRE InitiativeDaniel Mendez
Talk I gave on the "Naming the Pain in Requirements Engineering" initiative (www.re-survey.org) at the Seminar on Forty Years of Requirements Engineering – Looking Forward and Looking Back (RE@40) in Kappel am Albis, Switzerland
Questinsitu - Signal Orchestration System React-conference-2012davinia.hl
ICT-based orchestration of structured learning activity flows as a way to foster students' autonomy: a contradiction?
In this talk, I will discussed two technologies developed as part of the Learn3/EEE Spanish projects: QuesTInSitu and The Signal Orchestration System. Both technologies orchestrate students' actions along a set of learning activities. The activities are structured according to a design previously defined by the teacher, however the experimental results show that teachers' and students' perception when conducting the activities is of increased autonomous behaviour.
Proyecto EEE (TIN2011-28308-C03-03)
http://es.reactproject.eu/conference_es/conferencias-y-presentaciones/
---
Synopsis: La orquestación mediada por tecnología de flujos de aprendizaje estructurados puede fomentar la autonomía de los estudiantes: una contradicción?
En esta presentación, discutiré dos tecnologías desarrolladas como parte de los proyectos españoles Learn3 y EEE: QuesTInSitu y el Sistema para la Orquestación mediante Señales (SOS, SignalOrchestration System). Ambas tecnologías permiten orquestar acciones de estudiantes en un conjunto de actividades de aprendizaje.
A hands-on approach to digital tool criticism: Tools for (self-)reflectionMarijn Koolen
Digital tool criticism is a recent and important discussion in Digital Humanities research. We define digital tool criticism as the reflection on the role of digital tools in the research methodology and the evaluation of the suitability of a given digital tool for a specific research goal. The aim is to understand the impact of any limitation of the tool on the specific goal, not to improve a tool’s performance. That is, ensuring as a scholar to be aware of the impact of a tool on research design, methods, interpretations and outcomes. Our goal with developing digital tool criticism as a method is to help scholars better understand how research methods, tools and activities shape our interpretations. Based on our experiences with two hands-on workshops on digital tool criticism, we find that reflection on using digital tools and data in all phases of the research process is key.
Reflection urges scholars to consider digital data and tools as part of the overall research goals and design, and interdependent with other elements of research design, namely research questions and methods. As scholars go through their research process, assumptions on the research design and the connection between tools, data and questions are constantly challenged, forcing updates in the design and the interpretation of data and question.
The Innovation Engine for Team Building – The EU Aristotele Approach From Ope...ARISTOTELE
ARISTOTELE approach has been presented at the Innovation Adoption Forum for Industry and Public Sector within the 6th IEEE International Conference on Digital Ecosystem Technologies (IEEE DEST - CEE 2012). The presentation about ARISTOTELE has been held by Paolo Ceravolo and Ernesto Damiani (University of Milan) during the keynote "The Innovation Engine for Team Building – The EU Aristotele Approach". Learn more on http://www.aristotele-ip.eu/
"Survival Analysis" for Online Learning Data Shalin Hai-Jew
Everything exists in time. “Survival analysis” is a statistical technique long used in the health sciences. As “time-to-event analysis,” it enables the asking of questions like: How much time passes before (an event) occurs, if it occurs, and what does this data suggest about various in-world phenomena?
In an online learning context, with LMS data, questions such as the following may be answered:
How long does it take for an online learner to (find his or her rhythm) in an online course? (if it happens)
How long does it take for an online instructor (to get to know) a particular student in a more person-to-person way? (if it happens)
How long does it take for an online learner to (form basic facility) with a new software tool? (if it happens)
How long does it take for a student researcher to (achieve breakout capacity) in (a particular skill)? (if it happens)
How long does it take for a doctoral student to (publish his / her first peer-reviewed paper)? (if it happens)
And what are observable variables that may affect whether the particular observed “state” is achieved or not? And if achieved, whether the occurrence is “early” or “late” in comparison with other comparable events?
This presentation will introduce survival analysis, its basic assumptions, its practice (using SPSS), its strengths and limitations, data “censoring” (to avoid “survivorship bias”), and ways to interpret related linegraphs and other related data visualizations.
Education must capitalize on the trend within technology toward big data. New types of data are becoming available. From evidence approaches to xAPI and the whole Training and Learning Architecture(TLA) big data is the foundation of all.
Vision Based Analysis on Trajectories of Notes Representing Ideas Toward Work...Yuji Oyamada
Paper info: https://www.jstage.jst.go.jp/article/pjsai/JSAI2019/0/JSAI2019_2C5E504/_article/-char/ja/
Paper (pdf): https://www.jstage.jst.go.jp/article/pjsai/JSAI2019/0/JSAI2019_2C5E504/_pdf/-char/ja
Data-Driven Education 2020: Using Big Educational Data to Improve Teaching an...Peter Brusilovsky
Modern educational settings from regular classrooms to MOOCs produce a a rapidly increasing volume of data that captures individual learning progress of millions of students at different level of granularity. This presence of this data opens a unique opportunity to re-engineer traditional education and build and develop a range of efficient data-driven approaches to support teaching and learning. In my talk, I will present several ways to use big educational data explored in our lab. The focus will be on open social learning modeling and identifying individual differences through sequential pattern mining, but several other approaches will be mentioned. Open social learning modeling and sequential pattern mining provides two considerably different examples on using educational data. One offers an immediate use of class interaction history to develop more engaging content access while another shows how big data could be used to uncover important individual differences that could be used to optimize the process for individual leaners.
Personalized Online Practice Systems for Learning ProgrammingPeter Brusilovsky
Computer programming is quickly transitioning from being just a key competency in computer and information science majors to being a desired skill for students in a wide range of fields. Yet, it is also one of the most challenging subjects to learn. While learning by doing is a critical component in mastering programming skills, neither the traditional educational process nor standard learning support tools provide sufficient opportunities for programming practice. In this talk, I will present our research on personalized programming practice systems for Java, Python, and SQL, which attempt to bridge this known gap in learning programming. A programming practice system engages students in practicing programming skills beyond a relatively small number of graded assignments and exams. To support learning by doing, an online practice system offers a range of interactive “smart content” such as program animations, worked examples, and various kinds of programming problems with an automatic assessment. The main challenges for online practice systems are to motivate students to practice and to guide them to the most appropriate smart content given their course goals and knowledge levels. In this talk, I will review a range of AI technologies, such as student modeling, navigation support, social comparison, and content recommendation, which support efficient programming practice. I will also discuss how personalized practice system could support COVID-19-influenced switch to online learning while maintaining an extensive level of feedback expected from an efficient learning process.
Theory Building in RE - The NaPiRE InitiativeDaniel Mendez
Talk I gave on the "Naming the Pain in Requirements Engineering" initiative (www.re-survey.org) at the Seminar on Forty Years of Requirements Engineering – Looking Forward and Looking Back (RE@40) in Kappel am Albis, Switzerland
Questinsitu - Signal Orchestration System React-conference-2012davinia.hl
ICT-based orchestration of structured learning activity flows as a way to foster students' autonomy: a contradiction?
In this talk, I will discussed two technologies developed as part of the Learn3/EEE Spanish projects: QuesTInSitu and The Signal Orchestration System. Both technologies orchestrate students' actions along a set of learning activities. The activities are structured according to a design previously defined by the teacher, however the experimental results show that teachers' and students' perception when conducting the activities is of increased autonomous behaviour.
Proyecto EEE (TIN2011-28308-C03-03)
http://es.reactproject.eu/conference_es/conferencias-y-presentaciones/
---
Synopsis: La orquestación mediada por tecnología de flujos de aprendizaje estructurados puede fomentar la autonomía de los estudiantes: una contradicción?
En esta presentación, discutiré dos tecnologías desarrolladas como parte de los proyectos españoles Learn3 y EEE: QuesTInSitu y el Sistema para la Orquestación mediante Señales (SOS, SignalOrchestration System). Ambas tecnologías permiten orquestar acciones de estudiantes en un conjunto de actividades de aprendizaje.
Remote Collaborative Multi-User Informal Learning Experiences: Design and Ev...davinia.hl
Arroyo, E.; Righi, V.; Tarrago, R.; Santos, P.; Hernández-Leo, D.; Blat, J.; Remote Collaborative Multi-user Informal Learning Experiences: Design and Evaluation. In: Proceedings of 6th European Conference on Technology Enhanced Learning, EC-TEL 2011, Palermo, Italy, September 2011, pp. 43-56.
This paper presents a customizable system used to develop a
collaborative multi-user problem solving game. It addresses the increasing
demand for appealing informal learning experiences in museum-like settings.
The system facilitates remote collaboration by allowing groups of learners to
communicate through a videoconferencing system and by allowing them to
simultaneously interact through a shared multi-touch interactive surface. A user
study with 20 user groups indicates that the game facilitates collaboration
between local and remote groups of learners. The videoconference and multitouch
surface acted as communication channels, attracted students’ interest,
facilitated engagement, and promoted inter- and intra-group collaboration—
favoring intra-group collaboration. Our findings suggest that augmenting
videoconferencing systems with a shared multitouch space offers new
possibilities and scenarios for remote collaborative environments and
collaborative learning.
Charla Invitada JENUI 2011, Jornadas de Enseñanza Universitaria de la Informática http://jenui2011.us.es/index.php?option=com_content&view=article&id=64&Itemid=60
CD4TEL 2011 – Computational Design for Technology Enhanced Learning is a technical session organized as part of the International Conference on Computational Science and its Applications (ICCSA 2011).
Hernández-Leo, D.; Abenia, P.; Moreno, P.; Chacón, J.; Blat, J. Let’s shake on it: can we support co-edition and sharing using diverse learning design editors within the same platform? Presented at “The Art & Science of Learning Design” Workshop, LKL, London, 13-14 October 2011
Paper available at http://www.slideshare.net/yish/asld2011-hernndezleoabeniamorenochacnbla
LdShake is a Web tool that enables the co-edition and social network-oriented sharing of learning designs created using a general rich text editor. Use cases for LdShake include joint design and sharing of learning designs in projects or communities across institutions, co-design by teams of teachers in charge of teaching the same course with different groups of students or co-creation of designs that require the integration of knowledge and skills developed by students in previous subjects with different teachers. In this workshop paper, we propose that instead of extending the general editor provided by LdShake to enhance specific aspects of its performance support for learning design, it can adopt existing learning design authoring tools which support diverse pedagogical approaches, are compliant with different computational representations or exporting formats, are specific to particular subject matters, etc. On the other hand, these existing tools are usually dispersed in different websites or product providers, and do not typically offer co-edition and social network sharing features. In the frame of this problem statement this paper poses the interest of supporting co-edition and sharing using diverse existing learning design editors within the same platform. As a proof of concept functional implementation the paper presents an extension of LdShake as an integrative platform providing two additional existing tools (WebCollage and eXeLearning) which, as a result of its integration in LdShake, are visualized within the same contextual interface and adopt the co-edition and sharing features of LdShake. The integrated whole has been shown to different stakeholders so that they could point out their opinion about the interest of such an approach and the quality of the resulting integrated interface and features
Tools and techniques in qualitative and quantitative researchDeepikakohli10
The presentation is about different Tools and techniques used for Research. It will help students, teachers, researchers and teacher educators to select appropriate tools and techniques for their research purpose.
Educational Data Mining/Learning Analytics issue brief overviewMarie Bienkowski
An overview of the Draft Issue Brief prepared by SRI International for the US Department of Education on Educational Data Mining and Learning Analytics
Learning Analytics – Research challenges arising from a current review of LA useRiina Vuorikari
The JRC published a report on the use of Learning Analytics in education. These slides talk about the research challenges that arise from that report.
Ferguson, R., Brasher, A., Clow, D., Cooper, A., Hillaire, G., Mittelmeier, J., Rienties, B., Ullmann, T., Vuorikari, R., Research Evidence on the Use of Learning Analytics and Their Implications for Education Policy. (2016), Joint Research Centre Science for Policy Report.
https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical-research-reports/research-evidence-use-learning-analytics-implications-education-policy
Chapter 9: Evaluation techniques
from
Dix, Finlay, Abowd and Beale (2004).
Human-Computer Interaction, third edition.
Prentice Hall. ISBN 0-13-239864-8.
http://www.hcibook.com/e3/
It gives a brief idea of what case study is about, its process to follow, instruments and other elements that surely will help the reader get a better idea of what this type of approach is.
Preservation Planning using Plato, by Hannes Kulovits and Andreas RauberJISC KeepIt project
This presentation, part of an extensive practical tutorial on logical and bit-stream preservation using Plato (a preservation planning tool) and EPrints (software for creating digital repositories), reviews preservation planning workflow, shows how to identify requirements using a mindmap approach and then how to upload the output to Plato to run experiments and produce results. The presentation was given as part of module 4 of a 5-module course on digital preservation tools for repository managers, presented by the JISC KeepIt project. For more on this and other presentations in this course look for the tag ’KeepIt course’ in the project blog http://blogs.ecs.soton.ac.uk/keepit/
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Francesca Gottschalk - How can education support child empowerment.pptx
Tenc Winterschool09 Davinia Slideshare
1. Analysis of Multiple Pilots for ICT-supported Lifelong Competence Development Davinia Hernández-Leo [email_address] Winter School 2009, 1-6 February 2009 Innsbruck, Austria http://www.tencompetence.org/node/167
2.
3. Overview Experiences and motivation Research questions Reasons for doing research / possible outcomes Literature review Context of the research /conceptual framework Methods to answer research questions
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5. Overview, experimentation in ICT Experiences and motivation Research questions Reasons for doing research / possible outcomes Context of the research /conceptual framework Experimental validation methods Literature review Experimental Methods Observational Historical Controlled
11. Multi-pilot evaluation (cycle 1) Comp. dev. for social inclusion Agora LLL in the film industry Digital Cinema Incr. capacity of w.m. professionals UNESCO-IHE Water Management Continuing learning of teachers ICT Teacher Learning ISSUE: See if the TENCompetence concept is feasible and capable of being exploited in a useful manner Cycle 1 LLL in the film industry 1)LD system 2)PCM1.0 Experiment, two groups. Questionnaires Continuing learning of teachers 1) PCM1.0 Experiment, two groups. Questionnaires Better job (performance), prof. setting, incl. workplace, certificate, CoP blended Better job (performance), informal setting, incl. workplace, distance
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13. Multi-pilot evaluation (cycle 2) PCM2.0 PDP, LD system, TENTube Web container Better job (performance), share; informal setting, incl. workplace Continuing learning of teacher s PCM2.0 (PDP, LearnWeb2) Better job (performance), prof. setting, incl. workplace, certificate,CoP blended CoP for special education CD Special Education Bulgaria Comp. dev. for social inclusion Agora LLL in the film industry Digital Cinema Incr. capacity of w.m. professionals UNESCO-IHE Water Management LLL in the film industry Comp. dev. for social inclusion Incr. capacity of w.m. professionals Continuing education of teachers ICT Teacher Learning
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18. Overview, experimentation in ICT Experiences and motivation Research questions Reasons for doing research / possible outcomes Context of the research /conceptual framework Experimental validation methods Literature review Experimental Methods Data collection instruments Data analysis Observational Historical Controlled Questionnaires Interviews Log files … Qualitative Quantitative
31. Data sources for the evaluation of the Agora pilot Records of opinions and observations of what was being perceived in Àgora once the pilot had finished (collected by Àgora staff) Observations post-pilot Qualitative descriptions of the context characteristics in which the pilot is framed Description of the Àgora context TENCompetence server logs, analysis of 512 sessions (a session is considered one usage period of a user from login to logout) Log files Qualitative: experts’ opinions two weeks before the end of the pilot Focus group with experts Qualitative: participants’ opinions two weeks before the end of the pilot Focus group with participants Record of observations (technical issues, about the activities, interactions with experts and other participants, behaviour, other incidents, etc.) The observations were done by 6 different experts (Àgora staff, UPF researchers) Observations during the pilot Quantitative participant characteristics, expectations and evaluation. Questionnaires before (pre-test) and after (post-test) the pilot experience Type of data Data source
40. Data sources for the evaluation of the WM pilot Learners’ outcomes as described by the pilot implementers Final learners’ outcomes Qualitative descriptions of the context characteristics in which the pilot is framed Context TENCompetence server logs, analysis of 4095 sessions (a session is considered one usage period of a user from login to logout) Log files Record of observations by pilot implementers (technical incidents, about the activities, etc.) Observations during the pilot Quantitative participant characteristics, expectations and evaluation Questionnaires before (pre-test) and after (post-test) the pilot experience Type of data Data source
42. Main results of the WM pilot - Participants were homogeneous : highly educated , relatively young, and for most of them the motivation to join the pilot was job-related (study for a new function or job or improve their current job level, keep up to date within my existing function or job…) - Heterogeneous : from 47 different countries, different number of years of experience in the profession - The participants also recognized that they learnt with respect to the various competence types - Participants used shared blogs for communication purposes and rated it as (very) useful - The majority of the participants were very active in the pilot and more than a half of them were able to complete it 1. The TENC infrastructure can be used in LLL situation involving professionals in the WM area from all over the World with different job-related experience Partial results Findings