eCustoms Case Study: Mechanisms behind Co-operation Planning

Members of existing e-commerce trading networks constantly assess their network to identify opportunities for increased co-operation and integration of e-commerce IT systems. Failing to identify the mechanisms involved in co-operation compromises correct investment decisions. In this paper, we use Systems Thinking as a reasoning model that helps decision makers to uncover such mechanisms. We use Systems Thinking to analyse a real-world case called eCustoms, an inter-organisational network of customs organisations. The resulting model explains the mechanism of planning co-operation in terms of a feedback loop that comprises political support, operational potential, and information flow. This mechanism also explains why it is important to select potential partners for closer co-operation as early as possible, the importance of willingness to participate, and the gain or loss of decision power that joining a network implies

Fostering Social Capital in a Learning Network: Laying the Groundwork for a Peer-Support Service

Fetter, S., Berlanga, A. J., & Sloep, P. B. (2010). Fostering Social Capital in a Learning Network: Laying the Groundwork for a Peer-Support Service. International Journal of Learning Technology, 5(4), 388-400.In online learning environments communities are desirable, or as is the case for a learning network, even essential. This raises the question of how to attain and sustain these communities. In this article we argue that this can be achieved by fostering the social capital of the learning network. It is argued that this can be achieved by (1) improving the relationship characteristics, (2) increasing the sense of belonging to the community, and (3) heightening the mutual support. It is hypothesized that these improvements can be achieved by using so called Ad-Hoc Transient Groups (AHTGs). These groups are a means through which learners are brought together for a specific, learning-related goal (‘ad-hoc’) and for only a limited amount of time (‘transience’). In order to deepen the concept of AHTGs a relevant theoretical background as well as requirements for peer-support service that utilizes Ad-Hoc Transient groups is provided. This is followed by an example on how the service can be implemented in an existing learning network (eTwinning). Finally conclusions are drawn and future research discussed.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

Building the HIVe: disrupting biomedical HIV and AIDS research with gay men, other men who have sex with men (MSM) and transgenders

Networked and digital technologies now mediate the sexual behaviors of many gay men, other men that have sex with men and transgenders, challenging the effectiveness of biomedical HIV/AIDS research and prevention practices. Driven by the normative positivist philosophy of science, these approaches—while paramount to fighting the epidemic—have neglected to rethink their ontological and epistemological assumptions when confronting the social drivers of HIV. Building the HIVe responds by forefronting community-based and led sociological HIV/AIDS research and prevention that addresses digitally mediated and driven sexual behaviors. The HIVe disrupts biomedical approaches by building an accessible and dynamic social science research community engaged in reflexive performativity to improve the health and human rights of marginalized communities disproportionately at risk of HIV/AIDS

The genesis and development of mobile learning in Europe

In the past two decades, European researchers have conducted many significant mobile learning projects. The chapter explores how these projects have arisen and what each one has contributed, so as to show the driving forces and outcomes of European innovation in mobile learning. The authors identify context as a central construct in European researchers’ conceptualizations of mobile learning and examine theories of learning for the mobile world, based on physical, technological, conceptual, social and temporal mobility. The authors also examine the impacts of mobile learning research on educational practices and the implications for policy. Finally, they suggest future challenges for researchers, developers and policy makers in shaping the future of mobile learning

ID8.17 - Validation results of policies to stimulare self-organisation and the feeling of autonomy in a network

Brouns, F., Van Rosmalen, P., Berlanga, A. J., Fetter, S., Nadeem, D., Bitter-Rijpkema, M. E., Sloep, P. B., & Kester, L., Aleksieva-Petrova, A., & Petrov, M. (2009). ID8.17 - Validation results of policies to stimulare self-organisation and the feeling of autonomy in a network. Heerlen, The Netherlands: Open University of the Netherlands, TENCompetence.This deliverable provides a theoretical validation of the network management model, policies and guidelines, complimented with outcomes of simulation, consultation of experts, surveys and experiments with students.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

Vakschool 2.0:sustainable and quality vocational training

Lower vocational-oriented education is under pressure in the Netherlands. Small educational institutions are looking for sustainable quality solutions for offering high quality curricula. Cloud computing and social media may be one part of the solution. This research contributes to develop a sustainable quality vocational education 2.0 concept that can be used in small vocational oriented education. Different experts contributed to a concept, called Vakschool1 2.0, in three different sessions. The concept can be applied within small vocational oriented education in the Netherlands

Effects of peer-tutor competences on learner cognitive load and learning performance during knowledge sharing

In Learning Networks, learners need to share knowledge with others to build knowledge. In particular, when working on complex tasks, they often need to acquire extra cognitive resources from others to process a high task load. However, without support high task load and organizing knowledge sharing themselves might easily overload learners’ limited cognitive capacities because learners first have to find relevant peer tutors (i.e., those who provide help) and then maintain the social interaction. We propose to design a peer-support system that selects tutors and provides support during knowledge sharing. The pilot study reported here investigated the effects of two peer tutor competences, tutoring skills vs. content knowledge, on tutees’ (i.e., those who need help) cognitive load and learning performance. The results show that tutees supported by tutors with tutoring skills experienced lower cognitive load and had better learning performance than did tutees supported by tutors with content knowledge. This is in line with our assumption, but for confirmation we need to gather more data in a full study. We need to first use a task that requires learners to rely on others to trigger higher cognitive skills to deal with high task load. Secondly we need to find a modus to ensure that the tutors follow the instructions to apply the particular competence

Innovation in Mobile Learning: A European Perspective

In the evolving landscape of mobile learning, European researchers have conducted significant mobile learning projects, representing a distinct perspective on mobile learning research and development. Our paper aims to explore how these projects have arisen, showing the driving forces of European innovation in mobile learning. We propose context as a central construct in mobile learning and examine theories of learning for the mobile world, based on physical, technological, conceptual, social and temporal mobility. We also examine the impacts of mobile learning research on educational practices and the implications for policy. Throughout, we identify lessons learnt from European experiences to date