Koper Learning Network Services for Professional Development

1. Auflage 2009
ISBN: 978-3-642-00978-5
Verlag: Springer
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 414 Seiten

A 'Learning Network' is a community of people who help each other to better understand and handle certain events and concepts in work or life. As a result - and sometimes also as an aim - participating in learning networks stimulates personal development, a better understanding of concepts and events, career development, and employability. 'Learning Network Services' are Web services that are designed to facilitate the creation of distributed Learning Networks and to support the participants with various functions for knowledge exchange, social interaction, assessment and competence development in an effective way. The book presents state-of-the-art insights into the field of Learning Networks and Web-based services which can facilitate all kinds of processes within these networks.

Rob Koper is professor in the field of learning technologies and the Dean of the Centre for Learning Sciences and Technologies (CELSTEC) at the Open University of the Netherlands. Rob has more than 20 years of experience in the field of learning sciences and technologies, and published over 200 publications. In the past he was responsible for the development of new learning technologies like the Educational Modelling Language (now IMS Learning Design), and methods and technologies to facilitate self-organized learning networks for lifelong learning. His current research is in the area of personal competence development, and he is co-ordinating the Integrated EU project TENCompetence that is building a web-based infrastructure for lifelong competence development.

Autoren/Hrsg.

Koper, Rob

Inhaltsverzeichnis

1;Contents;5
2;Contributors;8
3; Introduction;12
4;1 Introduction;13
4.1;1.1 Rationale of the Book;13
4.2;1.2 Aim of the Book and Target Readers;15
4.3;1.3 Learning Networks;16
4.4;1.4 How to Read the Book;18
5;Section I Social Interaction in Learning Networks;22
5.1;2 From Lurker to Active Participant;25
5.1.1;2.1 Introduction;25
5.1.2;2.2 The Moto Guzzi V7 Enthusiasts;26
5.1.3;2.3 The Long-Term Perspective;27
5.1.4;2.4 The Short-Term Perspective;29
5.1.5;2.5 Conclusion;31
5.1.6;References;32
5.2;3 Guidelines to Foster Interaction in Online Communities;34
5.2.1;3.1 Introduction;34
5.2.2;3.2 The European Environmental Sustainability Community;36
5.2.3;3.3 Guidelines to Foster Sustainability of Online Communities;36
5.2.3.1;3.3.1 Facilitate Participants with the Creation and Management of Their Own Presence as Well as Their Contributions Within the Community self-management ;37
5.2.3.2;3.3.2 Facilitate Participants’ Interaction with Others and Support Knowledge Co-construction Between Them;40
5.2.3.3;3.3.3 Help Participants to Classify and Evaluate Their Own Contributions but Also Those from Others;42
5.2.3.4;3.3.4 Allow Participants to Control the Level of Privacy of (Their);42
5.2.4;3.4 Guidelines to Support Interpersonal Trust Formation;43
5.2.4.1;3.4.1 Promote the Exchange of Off-Task Personal Information;44
5.2.4.2;3.4.2 Show and Exchange Information on the Reputation;45
5.2.4.3;3.4.3 Show Information About Presence, Activities,;46
5.2.4.4;3.4.4 Show Information About the Characteristics;46
5.2.5;3.5 Conclusion;47
5.2.6;References;48
5.3;4 Knowledge Dating and Knowledge Sharing in Ad-Hoc Transient Communities;50
5.3.1;4.1 Introduction;50
5.3.2;4.2 Knowledge Dating in Learning Networks;52
5.3.3;4.3 Knowledge Dating in Ad-Hoc Transient Communities;53
5.3.3.1;4.3.1 Heterogeneity;53
5.3.3.2;4.3.2 Roles;55
5.3.4;4.4 Knowledge Sharing Through Ad-Hoc Transient Communities;57
5.3.4.1;4.4.1 Accountability;57
5.3.4.2;4.4.2 Goal Orientation;59
5.3.5;4.5 Conclusion;60
5.3.6;References;61
5.4;5 How to Trigger Emergence and Self-Organisationin Learning Networks;63
5.4.1;5.1 Introduction;63
5.4.2;5.2 Addressing the Solution;65
5.4.2.1;5.2.1 Steps Involved;65
5.4.2.2;5.2.2 Peer Selection Criteria;67
5.4.2.3;5.2.3 A Tutor Locator: Example Implementation of the Model;69
5.4.2.3.1;5.2.3.1 Indexing Component;69
5.4.2.3.2;5.2.3.2 Request Component;70
5.4.2.3.3;5.2.3.3 Population Component;71
5.4.2.3.4;5.2.3.4 Community Component;73
5.4.3;5.3 Conclusion;76
5.4.4;References;78
6;Section II Navigation Services for Learning Networks;79
6.1;6 Individualised Navigation Services in Learning Networks;81
6.1.1;6.1 Introduction;81
6.1.2;6.2 Learning Technologies for Personalised Recommendations;84
6.1.2.1;6.2.1 Relevant Work;84
6.1.2.2;6.2.2 Learning Technology Specifications;85
6.1.2.3;6.2.3 Recommendation Techniques;88
6.1.3;6.3 Modelling and Experimenting with Navigation Services;91
6.1.3.1;6.3.1 Model for Navigation Services;92
6.1.3.2;6.3.2 Experimentation with the Model;94
6.1.4;6.4 Conclusion;95
6.1.5;References;97
6.2;7 Evaluating the Effectiveness of Personalised Recommender Systems in Learning Networks;100
6.2.1;7.1 Introduction;100
6.2.2;7.2 Experimental Design;102
6.2.2.1;7.2.1 An Evaluation Framework for Recommender Systems in Learning Networks;103
6.2.2.2;7.2.2 An Exemplary Experimental Setup to Evaluate a Recommender System in a Learning Network;104
6.2.3;7.3 Statistical Analysis;106
6.2.3.1;7.3.1 Analysis of Effectiveness and Efficiency;107
6.2.3.2;7.3.2 Analysis of Variety of Learning Paths;108
6.2.3.3;7.3.3 Analysis of Satisfaction with the Recommender System;109
6.2.4;7.4 Suitable Recommendation Systems and Techniques;110
6.2.4.1;7.4.1 Available Recommender Systems;110
6.2.4.2;7.4.2 The Techniques We Used in the ISIS Experiment;113
6.2.4.3;7.4.3 The Virtual Learning Environment;115
6.2.5;7.5 Conclusion;116
6.2.6;References;117
6.3;8 How to Set Up Simulations for Designing Light-Weight Personalised Recommender Systems;119
6.3.1;8.1 Introduction;119
6.3.1.1;8.1.1 PRS in e-Learning;121
6.3.1.2;8.1.2 Simulations for PRS in e-Learning;122
6.3.2;8.2 Conceptual Simulation Models and Setting Up Simulations;122
6.3.2.1;8.2.1 Method Step 1: Benefits of Hybrid RS;123
6.3.2.1.1;8.2.1.0 Results Step 1;127
6.3.2.2;8.2.2 Method Step 2: Fine-Tuning Hybrid RS;135
6.3.2.3;8.2.3 Method Step 3: Benefits of Ratings-Based Hybrid RS;142
6.3.3;8.3 Conclusion;148
6.3.3.1;8.3.1 Important Findings and Discussion;149
6.3.3.2;8.3.2 Practical Implications;150
6.3.3.3;8.3.3 Limitations;151
6.3.3.4;8.3.4 Future Plans;152
6.3.4;References;152
6.4;9 How to Find and Follow Suitable Learning Paths;155
6.4.1;9.1 Introduction;155
6.4.2;9.2 Scenario;157
6.4.3;9.3 Key Elements to Describe Learning Paths;159
6.4.4;9.4 The Learning Path Specification in Practice;161
6.4.4.1;9.4.1 Finding a Learning Path;162
6.4.4.2;9.4.2 Following a Learning Path;165
6.4.5;9.5 How to Create Your Own Learning Path;166
6.4.6;9.6 Conclusion;167
6.4.7;References;169
7;Section III Assessment and Placement Services in Learning Networks;171
7.1;10 A Process-Oriented Approach to Support Multi-Role Multi-Stage E-Assessment: A Case Study;174
7.1.1;10.1 Introduction;174
7.1.2;10.2 A Use Case of Performance Assessment;178
7.1.3;10.3 Modelling Assessment Based on OUNL/CITO Model;180
7.1.3.1;10.3.1 Assessment Design Assessment design ;180
7.1.3.2;10.3.2 Item Construction Item construction ;181
7.1.3.3;10.3.3 Assessment Construction Assessment construction ;182
7.1.3.4;10.3.4 Assessment Run Assessment run ;183
7.1.3.5;10.3.5 Response Processing Response processing ;183
7.1.3.6;10.3.6 Decision Making Decision making ;184
7.1.4;10.4 Authoring an Assessment Process Model with an Assessment Process Modelling Language;184
7.1.4.1;10.4.1 Assessment Process Modelling Language Assessment Process Modelling Language ;185
7.1.4.2;10.4.2 Specifying a Formal Assessment Process Model;190
7.1.5;10.5 Execution of an Assessment Process Model in an Execution Environment;193
7.1.5.1;10.5.1 A LD+QTI Compatible Run-Time Environment;194
7.1.5.2;10.5.2 Execution of the Use Case in SLeD;194
7.1.6;10.6 Conclusion;196
7.1.7;References;196
7.2;11 Placement Services for Learning Networks;198
7.2.1;11.1 Introduction;198
7.2.2;11.2 Contributions to the Learning Network;199
7.2.3;11.3 Placement and Accreditation of Prior Learning;200
7.2.4;11.4 Design of Placement Services in Learning Networks;204
7.2.5;11.5 Methodological Considerations;207
7.2.6;11.6 Conclusion;209
7.2.7;References;210
7.3;12 Tools and Techniques for Placement Experiments;212
7.3.1;12.1 Placement Support with Language Technology: Probabilistic Reasoning About Prior Knowledge Based on Semantic Analysis;212
7.3.2;12.2 Corpora and Datasets for Placement Experiments;214
7.3.3;12.3 Applications for Placement Support Experiments;216
7.3.3.1;12.3.1 The R Implementation;217
7.3.3.2;12.3.2 The PHP_Lsa Implementation;219
7.3.3.3;12.3.3 The Placement Web Service Prototype;222
7.3.4;12.4 Implementation;222
7.3.5;12.5 Conclusion;224
7.3.6;References;225
7.4;13 A Validation Scenario for a Placement Service in LearningNetworks;227
7.4.1;13.1 Introduction;227
7.4.2;13.2 Validating a Placement Service in Learning Networks;228
7.4.2.1;13.2.1 Testing the Sensitivity of the Service;230
7.4.2.1.1;13.2.1.1 Conclusion;234
7.4.2.2;13.2.2 Testing the Reliability and Validity of a Placement Service;235
7.4.3;13.3 Fit in APL Procedures;238
7.4.4;13.4 Conclusion;238
7.4.5;References;239
8;Section IV Contextualized Learning Network Services;241
8.1;14 Towards Contextualized Learning Services;243
8.1.1;14.1 Introduction;243
8.1.2;14.2 The Changing Landscape for Adaptive Learning;245
8.1.3;14.3 Classification of Adaptive Educational Methods;247
8.1.4;14.4 Contextualization Complements Personalisation;251
8.1.5;14.5 Conclusion;253
8.1.6;References;254
8.2;15 Mobile Social Software to Support Authenticity;256
8.2.1;15.1 Introduction;256
8.2.2;15.2 Problems in Distributed Learning Support;257
8.2.3;15.3 Mobile Learning Support Based on Reference Model;259
8.2.3.1;15.3.1 Application 1: Sharing Content and Knowledge;261
8.2.3.2;15.3.2 Application 2: Facilitating Discussion and Brainstorming;262
8.2.3.3;15.3.3 Application 3: Improving Social Awareness;264
8.2.3.4;15.3.4 Application 4: Guiding Communication;265
8.2.3.5;15.3.5 Application 5: Increasing Engagement and Immersion;265
8.2.3.6;15.3.6 Comparing Applications Types;267
8.2.4;15.4 A Technical Framework for Contextualized Learning Support A Technical Framework for Contextualized Learning Support;267
8.2.5;15.5 Conclusion;270
8.2.6;References;270
8.3;16 Supporting Authentic Learning Contexts Beyond Classroom Walls;274
8.3.1;16.1 Learning Beyond Classrooms;274
8.3.2;16.2 Authentic and Situated Approaches to Learning;275
8.3.2.1;16.2.1 The Remotely Accessed Field Trips Project (RAFT);276
8.3.2.2;16.2.2 The Sydney Olympic Park Project;280
8.3.2.2.1;16.2.2.1 The Geography Challenge;281
8.3.2.3;16.2.3 Killalea State Park Expeditions Killalea State Park Expeditions ;283
8.3.3;16.3 Lessons Learnt from Learning Network Design and Implementation Process;285
8.3.4;16.4 Effectively Linking the World and Classrooms;286
8.3.5;16.5 Conclusion;286
8.3.6;References;287
8.4;17 Awareness and Reflection in Mobile Learning Support;290
8.4.1;17.1 Introduction;290
8.4.2;17.2 Awareness and Reflection;292
8.4.3;17.3 Peripheral Information;294
8.4.4;17.4 Contextualization, Situation, and Learning;296
8.4.5;17.5 Interaction Footprints and Navigation Support;299
8.4.6;17.6 Waylay and Social Affordance;300
8.4.7;17.7 An Architecture for Peripheral Information;301
8.4.8;17.8 team.sPod;302
8.4.9;17.9 Interaction and Peripheral Information;305
8.4.10;17.10 Situated Reflection in team.sPod;305
8.4.10.1;17.10.1 team.sPod Support in Context;306
8.4.10.2;17.10.2 Embedded Reflection Support;308
8.4.11;17.11 Conclusion;309
8.4.12;References;310
9;Section V Learning Networks Integrated;312
9.1;18 A Conceptual Model of Learning Networks;314
9.1.1;18.1 Introduction;314
9.1.2;18.2 The Use Case Model;315
9.1.3;18.3 The Conceptual Model;317
9.1.3.1;18.3.1 The Concept of Competence;319
9.1.3.2;18.3.2 The Concept of Competence Development;325
9.1.4;18.4 The Domain Model for Learning Network Services;326
9.1.5;18.5 Conclusion;328
9.1.6;References;329
9.2;19 The TENCompetence Infrastructure: A Learning Network Implementation;330
9.2.1;19.1 Introduction;330
9.2.2;19.2 Overview Learning Network Server;331
9.2.3;19.3 Using the Domain Entity Services;332
9.2.3.1;19.3.1 Principles of the API TENCompetence API ;335
9.2.3.2;19.3.2 Discovery of Servers;336
9.2.3.3;19.3.3 Authentication;339
9.2.3.4;19.3.4 Authorisation;340
9.2.3.5;19.3.5 Putting It All Together;346
9.2.4;19.4 Inside the Domain Entity Services;349
9.2.4.1;19.4.1 The Main Process: Handling Messages;349
9.2.4.2;19.4.2 Grouping: Logical Parts of the System;352
9.2.5;19.5 Example: Creating a New Service;352
9.2.6;19.6 Conclusion;357
9.2.7;References;358
10;Section VI Implementation Examples;359
10.1;20 The Personal Competence Manager;361
10.1.1;20.1 Introduction to the PCM;361
10.1.2;20.2 PCM Implementation;362
10.1.3;References;368
10.2;21 Personal Development Planner;369
10.2.1;21.1 Personal Development Planner: An Overview;369
10.2.2;21.2 Some Implementation Details of the PDP;374
10.2.3;References;377
10.3;22 Learning Design Authoring Tools in the TENCompetenceProject;378
10.3.1;22.1 Background to the ReCourse Editor;378
10.3.2;22.2 The Development Process;379
10.3.3;22.3 The Functionality of ReCourse;379
10.3.3.1;22.3.1 User Interface;380
10.3.4;22.4 Elimination of Import-Export;381
10.3.5;22.5 Modular Plug-In Architecture;381
10.3.5.1;22.5.1 Supporting Workflow with Additional Plug-Ins;382
10.3.5.2;22.5.2 OpenDocument.net;382
10.3.5.3;22.5.3 Publishing and Provisioning;382
10.3.5.4;22.5.4 QTI Editor;382
10.3.5.5;22.5.5 Authoring Services;383
10.3.6;22.6 Progress Towards an Infrastructure for IMS LD;383
10.3.7;References;385
10.4;23 IMS QTI Authoring;387
10.4.1;23.1 Support for QTI and Assessment;387
10.4.2;23.2 The Benefits to Use QTI;388
10.4.2.1;23.2.1 Powerful Expressiveness;388
10.4.2.2;23.2.2 Supporting Interoperability and Reusability;388
10.4.2.3;23.2.3 Integration with Learning/Teaching Processes;389
10.4.3;23.3 Specifying an Assessment with a QTI Authoring Tool;389
10.4.3.1;23.3.1 Creating a Questionnaire;391
10.4.3.2;23.3.2 Editing a Question;392
10.4.4;23.4 Implementation and Integration with ReCourse;392
10.4.4.1;23.4.1 Implementation;393
10.4.4.2;23.4.2 Integration;394
10.4.5;References;394
11;Conclusion of the Book;395
11.1;24 Conclusion of the Book;396
11.1.1;24.1 Requirements for Learning Networks;396
11.1.2;24.2 Overview of Knowledge Gained So Far;396
11.1.2.1;24.2.1 Conclusions of Section I: Social Interaction in Learning Networks;398
11.1.2.2;24.2.2 Conclusions of Section II: Navigation Services for Learning Networks;400
11.1.2.3;24.2.3 Conclusions of Section III: Assessment and Placement Services in Learning Networks;402
11.1.2.4;24.2.4 Conclusions of Section IV: Contextualized Learning Network Services;403
11.1.2.5;24.2.5 Conclusions of Section V: Learning Networks Integrated;404
11.1.2.6;24.2.6 Conclusions of Section VI: Implementation Examples;405
11.1.3;24.3 Analysis and Conclusions;405
12;Index;408