Experiences with GRAIL::Learning Design support in .LRN

The IMS-LD specification allow the transcription of almost any pedagogical model in a "Unit of Learning" (UoL), which is a package where contents and methodology are combined together in order to be deployed in a compliant software. Making use of GRAIL as the supporting tool inside the .LRN Learning Management System, this paper presents two real experiences of use where IMS-LD has been used to deploy pedagogical models with different levels of complexity

Current Research on IMS Learning Design and Lifelong Competence Development Infrastructures

These proceedings consist of the papers presented at the Third TENCompetence Open Workshop which were accepted after peer reviewing. The workshop theme was Current Research on IMS Learning Design and Lifelong Competence Development Infrastructures. The workshop took place at the Universitat Pompeu Fabra, Barcelona, Spain, on the 21st and 22nd of June 2007

Current Research on IMS Learning Design and Lifelong Competence Development Infrastructures

These proceedings consist of the papers presented at the Third TENCompetence Open Workshop which were accepted after peer reviewing. The workshop theme was Current Research on IMS Learning Design and Lifelong Competence Development Infrastructures. The workshop took place at the Universitat Pompeu Fabra, Barcelona, Spain, on the 21st and 22nd of June 2007

Towards a practitioner-centered approach to the design of e-learning competence editors

Girardin, F., Ayman, M., & Josep, B. (2007). Towards a practitioner-centered approach to the design of e-learning competence editors. In T. Navarrete, J. Blat & R. Koper (Eds.), Proceedings of the 3rd TENComptence Open workshop 'Current Research on IMS Learning Design and Lifelong Competence Development Infrastucture' (pp. 99-104). June, 20-21, 2007, Barcelona, Spain: TENCompetence.This article reports on the background research on requirements and current approaches to editors for learning curriculum designers. First we take a critique look at the state of the art in the domain of learning activity editors. We then look back in the information visualization and interaction literature to discuss the design challenged of such tools. From these current theories and applied works we define a set a rules that are crucial for the design of CDP editors based developed on top of complex e-learning models. Finally, we exemplify the set of design rules with a prototype integrating tightly coupled map-based and Gantt chart views.The work on this publication has been sponsored by the TENCompetence Integrated Project that is funded by the European Commission's 6th Framework Programme, priority IST/Technology Enhanced Learning. Contract 027087 [http://www.tencompetence.org

Supporting orchestration of blended CSCL scenarios in distributed learning environments

El diseño y gestión en tiempo real de escenarios de aprendizaje colaborativo soportado por ordenador (en inglés, CSCL) es una tarea compleja y difícilmente realizable por profesores no expertos, que en los últimos años ha dado en denominarse "orquestación". La presente tesis doctoral profundiza en este concepto de orquestación, y de hecho la primera contribución de la tesis es un marco conceptual para caracterizar la orquestación, destinada a su uso por científicos en el campo del CSCL, validado mediante dos paneles de científicos del CSCL. La tesis también propone los "patrones atómicos" como herramientas conceptuales para que profesores no expertos realicen dicha orquestación, y que se han validado mediante cuatro talleres con profesores de educación primaria y superior. Finalmente, se propone GLUE!-PS, una infraestructura tecnológica para el despliegue y gestión en tiempo real de escenarios CSCL, validada a través de talleres y experiencias auténticas con profesorado universitario.Departamento de Teoría de la Señal y Comunicaciones e Ingeniería Telemática2012-11-2

Proceedings of the First International Workshop on Mashup Personal Learning Environments

Wild, F., Kalz, M., & Palmér, M. (Eds.) (2008). Proceedings of the First International Workshop on Mashup Personal Learning Environments (MUPPLE08). September, 17, 2008, Maastricht, The Netherlands: CEUR Workshop Proceedings, ISSN 1613-0073. Available at http://ceur-ws.org/Vol-388.The work on this publication has been sponsored by the TENCompetence Integrated Project (funded by the European Commission's 6th Framework Programme, priority IST/Technology Enhanced Learning. Contract 027087 [http://www.tencompetence.org]) and partly sponsored by the LTfLL project (funded by the European Commission's 7th Framework Programme, priority ISCT. Contract 212578 [http://www.ltfll-project.org

Supporting Mobile Connectivity: from Learning Scenarios to Multichannel Devices: Special Issue on "Learning as a Ubiquitous and Continuous Communication Attitude"

Guest Editor: Piet KommersInternational audienceThe introduction of distance learning does not only bring a wider audience, but also much more diversity among the learners: first, because it can be integrated more easily into a Life-long Learning strategy; secondly, because the learners are not restricted to a sing le area and thus learners from different countries and with different cultures follow the curriculum. We have observed this in various DL diplomas in which we participate. In this article, we will shed some light on the difficulties and challenges arising from these multi-cultural settings. Based on our research work, we would like to insist on two particular points which are the necessity to adapt the pedagogical settings (e.g. pedagogical scenarios) according to the learners' behaviour to overcome unforeseen problems due to cultural differences and the importance of considering mobile technologies to overcome limited access to the technology in developing countries and to ensure continuous interaction among learners and with tutors