Using IMS Learning Design to Model Curricula

Tattersall, C., Janssen, J., van den Berg, B., & Koper, R. (2006). Using IMS Learning Design to model curricula. In R. Koper & K. Stefanov (Eds.). Proceedings of International Workshop in Learning Networks for Lifelong Competence Development (pp. 37-42). March, 30-31, 2006, Sofia, Bulgaria: TENCompetence Conference. Retrieved June 30th, 2006, from http://dspace.learningnetworks.orgThe traditional notion of the curriculum as a fixed list of topics to be studied sequentially is under strain as pressure for flexibility in education increases. However, curriculum flexibility can lead to curriculum complexity, hindering learners in the development of their competences. This article presents a formal model for the description of curricula, designed to underpin guidance support systems for learners. The article compares the model to other work in the area, illustrates its application with a number of case studies and concludes with a discussion of the broader e-learning infrastructure required in implementing the approach.This work has been sponsored by the EU project TENCompetenc

From collaborative virtual research environment SOA to teaching and learning environment SOA

This paper explores the extension of the CORE VRE SOA to a collaborative virtual teaching and learning environment (CVTLE) SOA. Key points are brought up to date from a number of projects researching and developing a CVTLE and its component services. Issues remain: there are few implementations of the key services needed to demonstrate the CVTLE concept; there are questions about the feasibility of such an enterprise; there are overlapping standards; questions about the source and use of user profile data remain difficult to answer; as does the issue of where and how to coordinate, control, and monitor such a teaching and learning syste

A note on organizational learning and knowledge sharing in the context of communities of practice

Please, cite this publication as: Antonova, A. & Gourova, E. (2006). A note on organizational learning and knowledge sharing in the context of communities of practice. Proceedings of International Workshop in Learning Networks for Lifelong Competence Development, TENCompetence Conference. September 12th, Sofia, Bulgaria: TENCompetence. Retrieved June 30th, 2006, from http://dspace.learningnetworks.orgThe knowledge management (KM) literature emphasizes the impact of human factors for successful implementation of KM within the organization. Isolated initiatives for promoting learning organization and team collaboration, without taking consideration of the knowledge sharing limitations and constraints can defeat further development of KM culture. As an effective instrument for knowledge sharing, communities of practice (CoP) are appearing to overcome these constraints and to foster human collaboration.This work has been sponsored by the EU project TENCompetenc

Professionals' Perceptions of the Effectiveness of Online versus Face-to-face Continuing Professional Education Courses

With the increasing use of the computer and the Internet in the training sector, there are constant debates about the effectiveness of e-learning versus traditional face-to-face (FTF) education since the early 1990s. However, limited empirical studies have been conducted for this purpose in the field of Continuing Professional Education (CPE), on which the flexibility in time and place of e-learning have made and will potentially make a greater impact. Even fewer such studies were situated in a non-academic context for professions other than nursing or healthcare. Moreover, the learners‟ voice is often absent in the debates. This exploratory study was designed to a) obtain professionals‟ perceptions concerning the effectiveness of online versus FTF CPE courses from two pedagogical aspects of adult learning: professional knowledge and practice development and technology context link, and b) assess if professionals‟ perceptions varied as a function of their sociocultural and professional contexts. Self-reported perception data were collected through an online survey. Professionals (n=399) from Texas Engineering Extension Service (TEEX) participated in the study. The professional units where the participants worked included Fire Service, Utilities and Public Work, Homeland Security, Safety and Health, Public Safety and Security, Technology, and Search and Rescue. Exploratory factor analysis (Principle Component Analysis), descriptive statistics, t-tests, multivariate analysis and ANOVAs were run for the purpose of data analysis. It was found that the professionals who participated in the study (a) perceived that online CPE courses were less effective in enhancing their professional knowledge and practice development when compared to traditional FTF CPE courses; (b) perceived that online CPE courses were more effective in linking what they had learned to technology contexts that they were in; (c) perceived that online CPE courses were less effective than FTF courses in general; (d) who were female perceived online CPE courses‟ ability in improving their professional knowledge and practice less negatively than male participants; and (e) who were firefighters favored the online CPE courses compared to professionals from the other units in TEEX, while the professionals from Safety and Health were most negative about the effectiveness of online CPE courses. The responses to the two open-ended questions provided information on the measures recommended by surveyed professionals to improve the effectiveness of online and FTF CPE courses