Research and Development of a Positioning Service for Learning Networks for Lifelong Learning

Kalz, M. (2006). Research and Development of a Positioning Service for Learning Networks for Lifelong Learning. Presentation given at the Doctoral Consortium of the First European Conference on Technology Enhanced Learning. October, 1-4, 2006, Crete.Presentation at the Doctoral Consortium of the First European Conference for Technology Enhanced Learning

Self-regulated and technology-enhanced learning: a European perspective

Self-regulation of learning, learning to learn, and their potential stimulation by specific Information and Communication Technologies (ICTs), are main topics in European policy. This issue of the ‘European Educational Research Journal’ (EERJ) focuses on research to develop, integrate, and evaluate self-regulation of learning and the potential and actual uses of ICTs in educational practice. In this paper, we introduce five articles on self-regulated and technology-enhanced learning representing development and research conducted in preschools, primary and secondary schools, and universities of various countries. This research was presented at two symposia of the ‘European Conference on Educational Research’ (ECER) in Cádiz (2012). The symposia were part of the ECER network 16 ‘ICT in education and training’. The research exemplifies three different models of ICT-based learning, ranging from ‘traditional’ via ‘more flexible’ to ‘optimal’ learning. We discuss the main characteristics and outcomes of the five articles. We conclude with theoretical and methodological aspects that may promote further development and research of self-regulated and technology-enhanced learning in a European perspective

Self-regulated and Technology-enhanced learning: a European perspective

Self-regulation of learning, learning to learn, and their potential stimulation by specific Information and Communication Technologies (ICTs), are main topics in European policy. This issue of the ‘European Educational Research Journal’ (EERJ) focuses on research to develop, integrate, and evaluate self-regulation of learning and the potential and actual uses of ICTs in educational practice. In this paper, we introduce five articles on self-regulated and technology-enhanced learning representing development and research conducted in preschools, primary and secondary schools, and universities of various countries. This research was presented at two symposia of the ‘European Conference on Educational Research’ (ECER) in Cádiz (2012). The symposia were part of the ECER network 16 ‘ICT in education and training’. The research exemplifies three different models of ICT-based learning, ranging from ‘traditional’ via ‘more flexible’ to ‘optimal’ learning. We discuss the main characteristics and outcomes of the five articles. We conclude with theoretical and methodological aspects that may promote further development and research of self-regulated and technology-enhanced learning in a European perspective

Awareness Is Not Enough: Pitfalls of Learning Analytics Dashboards in the Educational Practice

Presentation at 12th European Conference on Technology enhanced learning (EC-TEL 2017

Understanding the meaning of awareness in Research Networks

Reinhardt, W., Mletzko, C., Sloep, P. B., & Drachsler, H. (2012). Understanding the meaning of awareness in Research Networks. In A. Moore, V. Pammer, L. Pannese, M. Prilla, K. Rajagopal, W. Reinhardt, Th. D. Ullman, & Ch. Voigt (Eds.), Proceedings of the 2nd Workshop on Awareness and Reflection in Technology Enhanced Learning. In conjunction with the 7th European Conference on Technology Enhanced Learning: 21st Century Learning for 21st Century Skills (ARTEL/EC-TEL 2012) (pp. 13-30). September, 18, 2012, Saarbrücken, Germany. Available online at http://ceur-ws.org/Vol-931/ . [Please see also http://hdl.handle.net/1820/4729]underpinning and description of a tool that helps researchers become aware of their research context and reflect upon i

Preface to Proceedings of the 1st Workshop on Recommender Systems in Technology Enhanced Learning (RecSysTEL 2010)

AbstractTechnology enhanced learning (TEL) aims to design, develop and test socio-technical innovations that will support and enhance learning practices of both individuals and organisations. It is an application domain that generally addresses all types of technology research & development aiming to support teaching and learning activities. Information retrieval is a pivotal activity in TEL, and the deployment of recommender systems has attracted increased interest during the past years.Recommendation methods, techniques and systems open an interesting new approach to facilitate and support learning and teaching. There are plenty of resources available on the Web, both in terms of digital learning content and people resources (e.g. other learners, experts, tutors) that can be used to facilitate teaching and learning tasks. The challenge is to develop, deploy and evaluate systems that provide learners and teachers with meaningful guidance in order to help identify suitable learning resources from a potentially overwhelming variety of choices.The 1st Workshop on Recommender Systems for Technology Enhanced Learning (RecSysTEL) builds upon the tradition of a series of workshops on Social Information Retrieval for Technology Enhanced Learning (SIRTEL), Context-Aware Recommendation for Learning and Towards User Modelling and Adaptive Systems for All (TUMAS-A)a. RecSysTEL was organised jointly by the 4th ACM Conference on Recommender Systems (RecSys 2010) and the 5th European Conference on Technology Enhanced Learning (EC-TEL 2010), on 29–30 September 2010 in Barcelona, Spain. Its main goal was to bring together researchers and practitioners who are working on topics related to the design, development and testing of recommender systems in educational settings as well as present the current status of research in this area and create cross-disciplinary liaisons between the RecSys and ECTEL communities. Overall, its contributions outline the rich potential of TEL as an application area for recommender systems and identify the challenges of developing such systems in a TEL context

Learning with the School Library: mapping technology enhanced learning underpinnings

Poster apresentado no Eighteenth European Conference on Technology Enhanced Learning 2023 na Universidade de Aveiro. Produção científica Integrada no âmbito da Rede Académica Internacional WEIWER®, UID4372/FCT Laboratório de Educação a Distância e Elearning, Universidade Aberta.Technology-enhanced learning has been at the center of any global educational agenda for the past decades. More recently, with the COVID-19 pandemics, it has (re)gained a wider interest. However, it has been at the core of the Portuguese School Libraries Network since its creation in 1996, with the mission of promoting learning scenarios that enhance essential literacy skills for 21stcentury learners. Therefore, in Portugal, the school library plays an important role in fostering such technology-enhanced learning environments. But, which underpinnings on technology enhanced-learning are evidenced in the main documents of the Portuguese School Libraries Network, namely in its Learning with the School Library Referential? The objective of our study is to map the underpinnings of technology-enhanced learning present in this framework, particularly in terms of how digital literacy is approached in relation to other literacies. To this end, we will use a qualitative methodology approach in a case study supported by content analysis with a focus on digital literacy. Ultimately, we will conclude that digital literacy is addressed transversally in the Referential, reflecting the innovative use of tools, technologies and learning environments to enhance students’ literacy skills.N/

Some "Lessons Learned" on Social Software for Professional Learning

Research report of the ProLearn Network of Excellence (IST 507310), Deliverable 15.5This deliverable's Conclusion lists some lessons learnt regarding the use of social software for professional learning. The conclusion is based upon experiences and insights reported by PROLEARN members, and also the following three recent items: A report about a workshop conducted at the European conference on Computer-Supported Cooperative Work in Limerick, Ireland tackling the gap between CSCW and Social Software; a report about a track at the Professional Training Facts in Stuttgart, Germany; a questionnaire designed and distributed to get data on the impact of social software on European technology enhanced learning industries

Smart Indicators on Learning Interactions

Glahn, C. (2007). Smart Indicators on Learning Interactions. Presented at Second European Conference on Technology Enhanced Learning, EC-TEL 2007. September, 20, 2007, Hiraklion, Greece.This presentation introduces the key concepts of the Smart Indicator Environment. The presentation focuses on the research motivation, personalisation strategies of interaction indicators, and provides an example strategy for a web2.0 community.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

ReMashed – Recommendations for Mash-Up Personal Learning Environments

Drachsler, H., Pecceu, D., Arts, T., Hutten, E., Rutledge, L., Van Rosmalen, P., Hummel, H. G. K., & Koper, R. (2009). ReMashed - Recommendations for Mash-Up Personal Learning Environments. In U. Cress, V. Dimitrova & M. Specht (Eds.), Learning in the Synergy of Multiple Disciplines. Proceedings of the Fourth European Conference on Technology-Enhanced Learning (EC-TEL 2009) (pp. 788-793). September, 29 - October, 2, 2009, Nice, France. Lecture Notes in Computer Science Vol. 5794. Berlin: Springer-Verlag.The following article presents a Mash-Up Personal Learning Environment called ReMashed that recommends learning resources from emerging information of a Learning Network. In ReMashed learners can specify certain Web2.0 services and combine them in a Mash-Up Personal Learning Environment. Learners can rate information from an emerging amount of Web2.0 information of a Learning Network and train a recommender system for their particular needs. ReMashed therefore has three main objectives: 1. to provide a recommender system for Mash-up Personal Learning Environments to learners, 2. to offer an environment for testing new recommendation approaches and methods for researchers, and 3. to create informal user-generated content data sets that are needed to evaluate new recommendation algorithms for learners in informal Learning Networks.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