From MASK knowledge management methodology to learning activities described with IMS - LD

In this paper we present how knowledge capitalized using the Knowledge Management Mask methodology can be used to design E-learning activities by matching Mask models and the concepts proposed by the IMS-Learning Design modelling language. Our study consists in highlighting the e-learning aspects encapsulated in these MASK models carried out around a domain of activity, via a writing these elements in the description language IMS - Learning Design, in a preoccupation of reusability and reengineering.Knowledge Management, E-learning

Visual modelling and designing for cooperative learning and development of team competences

This paper proposes a holistic approach to designing for the promotion of team and social competences in blended learning courses. Planning and modelling cooperative learning scenarios based on a domain specific modelling notation in the style of UML activity diagrams, and comparing evaluation results with planned outcomes allows for iterative optimization of a course's design. In a case study - a course on project management for computer science students - the instructional design including individual and cooperative learning situations was modelled. Specific emphasis was put on visualising the hypothesised development of team competences in the course design models. These models were subsequently compared to evaluation results obtained during the course. The results show that visual modelling of planned competence promotion enables more focused design, implementation and evaluation of collaborative learning scenarios

Patterns, designs and activities: unifying descriptions of learning structures

In this paper, we examine emerging ways to describe and structure learning material, learning tasks and learning situations. In particular, we consider three different approaches, looking at common issues and differences in emphasis. These approaches are: learning patterns, inspired by the architectural patterns of Alexander; learning design, as described in the IMS Learning Design specification and which itself draws on Educational Modelling Language (EML) developed at The Open University of the Netherlands and learning activities as used in the Learning Activity Management System (LAMS)

From MASK knowledge management methodology to learning activities described with IMS - LD

In this paper we present how knowledge capitalized using the Knowledge Management Mask methodology can be used to design E-learning activities by matching Mask models and the concepts proposed by the IMS-Learning Design modelling language. Our study consists in highlighting the e-learning aspects encapsulated in these MASK models carried out around a domain of activity, via a writing these elements in the description language IMS - Learning Design, in a preoccupation of reusability and reengineering

Managerial learning and management development in New Zealand SMEs

Objectives: Managerial capability in New Zealand SMEs has been perceived by policy makers as a factor that has constrained SME growth and development (MED, 2008). The New Zealand Centre for SME Research (NZSMERC) has undertaken a programme of research on managerial capability in New Zealand SMEs. This paper reports findings from the Centre’s 2009 annual survey of 1500 SMEs, the BusinesSMEasure. The survey builds on a previous qualitative study and is part of a programme of research which had the following objectives: (1) to understand how SME owner-managers assess their development needs and how they meet these needs; (2) to assess the extent of participation in management development; and (3) to assess the perceived impact of management development on their business. Prior Work: Previous literature and research evidence with SME owner managers suggests a low take up of formal managerial development programmes and a reliance on incidental and informal managerial learning processes (Massey et al, 2005). NZSMERC’s previous qualitative study with 25 SME owner-managers (Battisti, et al, 2009), enabled the development of a conceptual framework and typology to explain orientation to learning and management development. Further, it allowed the identification of variables that affected attitudes to managerial learning and participation in management development. The survey has enabled the testing of some of the propositions from the qualitative stage, such as the importance of sources of managerial learning and the importance of variables that influence owner manager participation in management development. Approach: The 2009 BusinesSMEasure survey involved 4,165 firms (including 694 firms who responded in the 2007 and 743 firms who responded in 2008 survey). There were 1447 usable responses after excluding 297 ineligible and unreachable firms, which gave an overall response rate of 35%, Building on the previous qualitative study and utilising the adapted theoretical framework, we have applied non-parametric analysis to examine the significance of SME profile characteristics affecting against typologies of learning and management development. Exploratory factor analysis has been undertaken on the range of variables affecting managerial learning and development to reveal clusters of variables driving managerial learning and development. Hypotheses generated by literature and theory have been tested and regression modelling completed. Results: Survey findings suggest incidental and informal managerial learning processes were predominant modes of owner-manager learning. These types of learning were associated with practice-based and proximal sources of learning, as opposed to more distal sources. Significant variables that affected the type and sources of SME managerial learning were gender, age, learning orientation and a belief of self improvement. There was a strong link between innovation and engagement in management development. Firms with at least one type of innovation activity reported to be more engaged in management development across all three types of learning i.e. incidental, informal and formal. Theoretical developments in the literature are used to provide the basis for testing hypotheses associated with learning orientation and belief in self improvement Implications: The research undertaken by the Centre was driven by a policy imperative: to investigate the causes of an underlying trend in New Zealand SMEs which suggested that there was a lack of managerial capability in SMEs and a failure of SMEs to engage with formal management development initiatives. Having revealed the drivers of managerial development and sources of learning we develop implications for supply side management development programmes and policy interventions

E- LEARNING IN BUSINESS ORGANISATIONS – NEW CONCEPTS, TECHNOLOGIES AND MODELS

E-learning systems (EL) have established themselves as a key management instrument in business strategies for human resource management, for the improvement of the efficiency of processes for professional staff development and for the development of corporate knowledge. The aim of this article is to present some of the new concepts for EL – an ecosystem for EL, collaborative learning, lifelong learning, ubiquitous learning, EL as a method for knowledge creation and the generation of collective intelligence.Furthermore, it aims to outline the potential of the key information technologies – mobile technologies, Web 2.0 and cloud services - for the development of efficient strategies and models for EL usage, its transition into an efficient and effective business practice and its establishment as a leading, electronically implemented activity (e-activity). To achieve the objective of the research article the following methods have been used – logical methods such as analysis, synthesis and comparison, and theoretical research methods such as abstracting and summarizing. The main empirical method applied is that of modelling

Random Neural Networks and Optimisation

In this thesis we introduce new models and learning algorithms for the Random Neural Network (RNN), and we develop RNN-based and other approaches for the solution of emergency management optimisation problems. With respect to RNN developments, two novel supervised learning algorithms are proposed. The first, is a gradient descent algorithm for an RNN extension model that we have introduced, the RNN with synchronised interactions (RNNSI), which was inspired from the synchronised firing activity observed in brain neural circuits. The second algorithm is based on modelling the signal-flow equations in RNN as a nonnegative least squares (NNLS) problem. NNLS is solved using a limited-memory quasi-Newton algorithm specifically designed for the RNN case. Regarding the investigation of emergency management optimisation problems, we examine combinatorial assignment problems that require fast, distributed and close to optimal solution, under information uncertainty. We consider three different problems with the above characteristics associated with the assignment of emergency units to incidents with injured civilians (AEUI), the assignment of assets to tasks under execution uncertainty (ATAU), and the deployment of a robotic network to establish communication with trapped civilians (DRNCTC). AEUI is solved by training an RNN tool with instances of the optimisation problem and then using the trained RNN for decision making; training is achieved using the developed learning algorithms. For the solution of ATAU problem, we introduce two different approaches. The first is based on mapping parameters of the optimisation problem to RNN parameters, and the second on solving a sequence of minimum cost flow problems on appropriately constructed networks with estimated arc costs. For the exact solution of DRNCTC problem, we develop a mixed-integer linear programming formulation, which is based on network flows. Finally, we design and implement distributed heuristic algorithms for the deployment of robots when the civilian locations are known or uncertain

Modelling and visualising traces for reflexivity in synchronous collaborative systems

Lauréat du Best Paper AwardInternational audienceThis article addresses issues related to traces modelling and visualisation in synchronous collaborative learning. The objective is to propose models and tools for representing, transforming, sharing and visualizing traces of users' experiences. The traces here represent the users' activities in their interactions with the learning platform. Our proposition is based on reflexive learning defined as the ability to interact with the situation, in order to meet one's own limitations. This work takes place in the ITHACA project which aims at developing an online learning platform that uses interaction traces as knowledge sources on, and for, the learners' learning as individuals or groups. In this paper, we propose a general framework for trace management and sharing, a generic model of synchronous collaborative activity based on the notion of interaction modes, which we specialized for whiteboard sharing and text chatting. We modelled an IRC client and developed a first implementation

Learning together through international collaboration in teacher education in Malaysia. Report of a project to develop a Bachelor of Education (Honours) in Primary Mathematics

Copyright University of Hertfordshire, School of Education 2011Learning together through international collaboration in teacher education in Malaysia is the report of an enterprising partnership between the University of Hertfordshire, UK, the Ministry of Education Malaysia and two Institutes of Teacher Education in Malaysia. Working collaboratively with colleagues in Malaysia, the University of Hertfordshire School of Education designed, validated, supported and quality assured a Bachelor of Education (Honours) degree programme for initial teacher training for a single cohort of 120 students over four years. All the students graduated in 2010. Learning together through international collaboration in teacher education in Malaysia provides a record of the project itself. It also documents in-depth insights from contributors to the project in two main areas: the collaborative approach to working together and issues relating to learning and teaching, including the Action – Reflection – Modelling (ARM) pedagogical approach, which underpinned the degree programme. Senior managers, teacher educators and lecturers share some of their learning from working together to develop and implement the new degree programme. Student teachers voice some experiences from their school placements. They describe how they used ARM; highlight some of the benefits of the approach and identify some of the challenges associated with introducing a different pedagogy in schools as they were 'learning to teach'. There are glimpses of 'lively and attractive' classes in which 'pupils enjoy and feel comfortable to learn' and 'are eager to answer my questions'. School mentors provide additional insights into the student teachers' learning and teaching practice. The richness of the contributions is reflected in the many quotations included in the report. The successful completion of this project was due to the dedication and expertise of many contributors. The findings documented in this report are relevant for all those engaged in international collaboration and teacher education.Final Published versio

Utilising ontology-based modelling for learning content management

Learning content management needs to support a variety of open, multi-format Web-based software applications. We propose multidimensional, model-based semantic annotation as a way to support the management of access to and change of learning content. We introduce an information architecture model as the central contribution that supports multi-layered learning content structures. We discuss interactive query access, but also change management for multi-layered learning content management. An ontology-enhanced traceability approach is the solution