Evaluation of the Learning Path Specification

Janssen, J., Berlanga, A. J., & Koper, R. (2011). Evaluation of the Learning Path Specification. International Journal of Educational Technology and Society, 14(3), 218–230.Flexible lifelong learning requires that learners can compare and select learning paths that best meet individual needs, not just in terms of learning goals, but also in terms of planning, costs etc. To this end a learning path specification was developed, which enables to describe both the contents and the structure of any learning path, be it formal, non-formal, informal, or indeed a combination of these. This paper briefly explains the learning path specification and its purpose to then present a framework for the evaluation of the specification based on theories of model quality. A study of learner choice processes (n=15) was carried out to investigate the specification’s semantic and pragmatic quality (clarity, completeness and parsimony) with respect to the selection of a learning path. Results indicate that the specification does not contain any redundant information. Instead, the study has led to improvement of the specification’s (feasible) completeness by further refinement of scheduling information.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

Paving the Way for Lifelong Learning:Facilitating competence development through a learning path specification

Janssen, J. (2010). Paving the Way for Lifelong Learning. Facilitating competence development through a learning path specification. September, 17, 2010, Heerlen, The Netherlands: Open University of the Netherlands, CELSTEC. SIKS Dissertation Series No. 2010-36. ISBN 978-90-79447-43-5Efficient and effective lifelong learning requires that learners can make well informed decisions regarding the selection of a learning path, i.e. a set of learning actions that help attain particular learning goals. In recent decades a strong emphasis on lifelong learning has led educational provision to expand and to become more varied and flexible. Besides, the role of informal learning has become increasingly acknowledged. In light of these developments this thesis addresses the question: How to support learners in finding their way through all available options and selecting a learning path that best fit their needs? The thesis describes two different approaches regarding the provision of way finding support, which can be considered complementary. The first, inductive approach proposes to provide recommendations based on indirect social interaction: analysing the paths followed by other learners and feeding this information back as advice to learners facing navigational decisions. The second, prescriptive approach proposes to use a learning path specification to describe both the contents and the structure of any learning path in a formal and uniform way. This facilitates comparison and selection of learning paths across institutions and systems, but also enables automated provision of way finding support for a chosen learning path. Moreover, it facilitates automated personalisation of a learning path, i.e. adapting the learning path to the needs of a particular learner. Following the first approach a recommender system was developed and tested in an experimental setting. Results showed use of the system significantly enhanced effectiveness of learning. In line with the second approach a learning path specification was developed and validated in three successive evaluations. Firstly, an investigation of lifelong learners’ information needs. Secondly, an evaluation of the specification through a reference (sample) implementation: a tool to describe learning paths according to the specification. Finally, an evaluation of the use and purpose of this tool involving prospective end-users: study advisors and learning designers. Following the various evaluations the Learning Path Specification underwent some changes over time. Results described in this thesis show that the proposed approach of the Learning Path Specification and the reference implementation were well received by end-users.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

ID 7.12 – Revised version of the learning path description and validation plan

Herder, E., Kärger, P., Berlanga, A., Janssen, J., & Heyenrath, S. (2009). ID 7.12 – Revised version of the learning path description and validation plan. TENCompetence.Based on preliminary evaluation results and peer review of the schema, a second iteration of the Leaning Path Specification has evolved. Its applicability and benefits are currently demonstrated by the development of a Learning Path Editor, which allows authors to create learning paths that are structured according to the learning path specification. These learning paths are used by the PDP Planning tool for presenting lifelong learners with a personal development plan that they can further edit toward their needs.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

ID 7.17 – Implementation of the Learning Path Manager and Editor

Herder, E., Kärger, P., Berlanga, A., Janssen, J., & Heyenrath, S. (2009). ID 7.17 – Implementation of the Learning Path Manager and Editor. TENCompetenceBased on preliminary evaluation results and peer review of the schema, a second iteration of the Leaning Path Specification has evolved (ID7.12). Its applicability and benefits are currently demonstrated by the development of a Learning Path Editor, which allows authors to create learning paths that are structured according to the learning path specification. These learning paths are used by the PDP Planning tool for presenting lifelong learners with a personal development plan that they can further edit toward their needs.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

D7.4 Evaluation and Outlook WP7 Results, aggregates internal deliverables ID7.17-ID7.18

Herder, E., Kärger, P., Berlanga, A., Drachsler, H., Janssen, J., Kalz, M., & Heyenrath, S. (2009). D7.4 Evaluation and Outlook WP7 Results, aggregates internal deliverables ID7.17-ID7.18. TENCompetence.Summary of the results of TENCompetence WP7 between M42 and M48. Update of the Learning Path Specification, new version of the Learning Path Editor and evaluation of the Competence Matching ToolThe 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

Multimodal Data Value Chain (M-DVC): A Conceptual Tool to Support the Development of Multimodal Learning Analytics Solutions

Producción CientíficaMultimodal Learning Analytics (MMLA) systems, understood as those that exploit multimodal evidence of learning to better model a learning situation, have not yet spread widely in educational practice. Their inherent technical complexity, and the lack of educational stakeholder involvement in their design, are among the hypothesized reasons for the slow uptake of this emergent field. To aid in the process of stakeholder communication and systematization leading to the specification of MMLA systems, this paper proposes a Multimodal Data Value Chain (M-DVC). This conceptual tool, derived from both the field of Big Data and the needs of MMLA scenarios, has been evaluated in terms of its usefulness for stakeholders, in three authentic case studies of MMLA systems currently under development. The results of our mixed-methods evaluation highlight the usefulness of the M-DVC to elicit unspoken assumptions or unclear data processing steps in the initial stages of development. The evaluation also revealed limitations of the M-DVC in terms of the technical terminology employed, and the need for more detailed contextual information to be included. These limitations also prompt potential improvements for the M-DVC, on the path towards clearer specification and communication within the multi-disciplinary teams needed to build educationally-meaningful MMLA solutions.Junta de Castilla y León (Project VA257P18)Ministerio de Ciencia, Innovación y Universidades (Project TIN2017-85179-C3-2-R)CEITER (grant agreements no. 669074

Active Learning of Points-To Specifications

When analyzing programs, large libraries pose significant challenges to static points-to analysis. A popular solution is to have a human analyst provide points-to specifications that summarize relevant behaviors of library code, which can substantially improve precision and handle missing code such as native code. We propose ATLAS, a tool that automatically infers points-to specifications. ATLAS synthesizes unit tests that exercise the library code, and then infers points-to specifications based on observations from these executions. ATLAS automatically infers specifications for the Java standard library, and produces better results for a client static information flow analysis on a benchmark of 46 Android apps compared to using existing handwritten specifications