TENCompetence: Construyendo la Red Europea para el Desarrollo Continuo de Competencias

Burgos, D., Herder, E., & Olmedilla, D. (2007). TENCompetence: Construyendo la Red Europea para el Desarrollo Continuo de Competencias. Inteligencia Artificial, Revista Iberoamericana de Inteligencia Artificial (AEPIA).El proyecto TENCompetence (The European Network for Lifelong Competence Development) apoya a personas e instituciones europeas en el desarrollo de competencias profesionales más allá de la formación reglada oficial. El desarrollo de habilidades específicas y competencias laborales que enriquecen un curriculum y mejoran la valoración del individuo y sus capacidades profesionales centran el núcleo del proyecto. Como tal, existen dos áreas de trabajo principales: por un lado la implementación e integración de una estructura de servicios; por otro, la investigación de nuevas soluciones y técnicas a los problemas habituales en la materia. Específicamente, en referencia a la investigación, existen cuatro áreas complementarias de actuación, con diferente grado de granularidad: 1) Compartición y Administración de Recursos de Conocimiento, 2) Actividades y Unidades de Aprendizaje, 3) Programas de Desarrollo de Competencias, y 4) Redes para el Desarrollo de Competencias. Este artículo presenta los principales problemas por resolver para el desarrollo contínuo de competencias y describe las líneas de investigación definidas en el proyecto TENCompetence para abordarlos, incluyendo las principales técnicas en uso o de aplicación inmediata.This work has been sponsored by the EU project TENCompetence [www.tencompetence.org

A hybrid method for the analysis of learner behaviour in active learning environments

Software-mediated learning requires adjustments in the teaching and learning process. In particular active learning facilitated through interactive learning software differs from traditional instructor-oriented, classroom-based teaching. We present behaviour analysis techniques for Web-mediated learning. Motivation, acceptance of the learning approach and technology, learning organisation and actual tool usage are aspects of behaviour that require different analysis techniques to be used. A hybrid method based on a combination of survey methods and Web usage mining techniques can provide accurate and comprehensive analysis results. These techniques allow us to evaluate active learning approaches implemented in form of Web tutorials

A conceptual architecture for interactive educational multimedia

Learning is more than knowledge acquisition; it often involves the active participation of the learner in a variety of knowledge- and skills-based learning and training activities. Interactive multimedia technology can support the variety of interaction channels and languages required to facilitate interactive learning and teaching. A conceptual architecture for interactive educational multimedia can support the development of such multimedia systems. Such an architecture needs to embed multimedia technology into a coherent educational context. A framework based on an integrated interaction model is needed to capture learning and training activities in an online setting from an educational perspective, to describe them in the human-computer context, and to integrate them with mechanisms and principles of multimedia interaction

Web-Mediated Education and Training Environments: A Review of Personalised Interactive Learning.

This chapter reviews the concept of personalised eLearning resources in relation to integrating interactivity into asynchronous learning. Personalised eLearning resources are learning resources which are selected to suit a specific student or trainee’s individual learning requirements. The affordance of personalised eLearning would provide educators with the opportunity to shift away from eLearning content that is retrieved and move towards the provision of personalised interactive content to provide a form of asynchronous learning to suit students at different degree levels. A basic introduction to the concept of ePedagogy in online learning environments is explored and the impacts these systems have on students learning experiences are considered. Issues, controversies, and problems associated with the creation of personalised interactive eLearning resources are examined, and suggested solutions and recommendations to the identified issues, controversies, and problems are reviewed. Personalised interactive asynchronous learning resources could potentially improve students’ learning experiences but more research on the human computer interface of these authoring tools is required before personalised eLearning resources are available for use by non-technical authors

Orchestrating learning activities using the CADMOS learning design tool

This paper gives an overview of CADMOS (CoursewAre Development Methodology for Open instructional Systems), a graphical IMS-LD Level A & B compliant learning design (LD) tool, which promotes the concept of “separation of concerns” during the design process, via the creation of two models: the conceptual model, which describes the learning activities and the corresponding learning resources, and the flow model, which describes the orchestration of these activities. According to the feedback from an evaluation case study with 36 participants, reported in this paper, CADMOS is a user-friendly tool that allows educational practitioners to design flows of learning activities using a layered approach

Introducing teachers and instructional developers to learning objects Four suggested shifts in prevailing discourse

peer reviewedBeing convinced that the learning objects yields value creation promises for e-learning, the author, drawing on state-of-the art literature, his experience of two European projects dealing with learning objects and his experience as a teacher, documents 4 issues regarding teachers' awareness and acceptance of this emergent instructional design approach.iClas

2D Barcode and Augmented Reality Supported English Learning System

This study aims to construct a 2D barcode and handheld augmented reality supported learning system called HELLO (Handheld English Language Learning Organization), to improve students ’ English level. The HELLO integrates the 2D barcodes, the Internet, augmented reality, mobile computing and database technologies. The proposed system consists of two subsystems: an English learning management system and a mobile learning tools system. A four-week pilot study and questionnaire survey were conducted in college to evaluate effects of proposed learning system and student learning attitudes. Furthermore, the evaluation results indicate that 2D barcodes and augmented reality technology are useful for English learning. 1

Treating the End of the Data Life Cycle as a First-Class Citizen in Data Engineering

Evolving regulatory frameworks, digital decarbonization, or new management challenges due to exponential data growth are bringing end-of-life data management to the forefront and making it an important building block in data engineering. However, the end of the data life cycle and in particular its management has received little attention in literature and practice. We argue this is partly due to the lack of an overarching model that creates a common understanding that data engineering experts and practitioners can build upon. We present Destroy Claims, which provides a standardized and comprehensive description of the end of the data life cycle and a corresponding architectural proposal for its integration. We demonstrate the feasibility of the solution through a use case inspired by practice, an evaluation gathered from expert discussions, and a survey. The results indicate that the proposed solution is a promising approach to support end-of-life data management in practice

Design Support for non-expert authors in the creation of units of learning - a first exploration

[unpublished]Diverse approaches have been proposed to model educational resources using design rules into IMS Learning Design units of learning. Although varied, these approaches have found limited practical application by teachers, in today’s e-learning. The tools remains tied to the specification with little to no design support for non-experts in the specification. As a result, today’s IMS LD tools cater to LD experts and serve as reference implementations of the specification rather than supporting the non-experts’ engagement in the design process. Consequently, non-experts in the specification cannot undertake the creation of units of learning and remain outside the fold of the IMS LD community. This paper presents features and characteristics of an IMS LD authoring environment to actualize the active participation of non-expert authors in the design of instruction using IMS LD, by addressing the paucity of support afforded to this group with the application of learning design rules to capture the their knowledge. The paper presents an alternate classification of the approaches used in IMS LD authoring tools to support the engagement of non-experts, and based on the salient features of the approaches proposed, the paper reviews the state-of-the-art in IMS LD tools, exemplifying the paucity of IMS LD tools for non-expert authors.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