Swarm-based adaptation: wayfinding support for lifelong learners

Please refer to the orinigal publication in: Tattersall, C. Van den Berg, B., Van Es, R., Janssen, J., Manderveld, J., Koper, R. (2004). Swarm-based adaptation: wayfinding support for lifelong learners. In P. de Bra & W. Nejdl, Adaptive Hypermedia and Adaptive Web-Based Systems (LNCS3137), (pp. 336-339). Heidelberg: Springer. http://www.springerlink.com/index/UW0DUG7KHTU0KBX9.This article introduces an approach to adaptive wayfinding support for lifelong learners based on self-organisation theory. It describes an architecture which supports the recording, processing and presentation of collective learner behaviour designed to create a feedback loop informing learners of successful paths towards the attainment of their learning objectives. The approach is presented as an alternative to methods of achieving adaptation in hypermedia-based learning environments which involve learner modelling

Swarm-based adaptation:wayfinding support for lifelong learners

Please refer to the orinigal publication in: Tattersall, C. Van den Berg, B., Van Es, R., Janssen, J., Manderveld, J., Koper, R. (2004). Swarm-based adaptation: wayfinding support for lifelong learners. In P. de Bra & W. Nejdl, Adaptive Hypermedia and Adaptive Web-Based Systems (LNCS3137), (pp. 336-339). Heidelberg: Springer. http://www.springerlink.com/index/UW0DUG7KHTU0KBX9.This article introduces an approach to adaptive wayfinding support for lifelong learners based on self-organisation theory. It describes an architecture which supports the recording, processing and presentation of collective learner behaviour designed to create a feedback loop informing learners of successful paths towards the attainment of their learning objectives. The approach is presented as an alternative to methods of achieving adaptation in hypermedia-based learning environments which involve learner modelling

Swarm-based wayfinding support in open and distance learning

Please refer to the original source: Tattersall, C. Manderveld, J., Van den Berg, B., Van Es, R., Janssen, J., & Koper, R. (2005). Swarm-based wayfinding support in open and distance learning. In Alkhalifa, E.M. (Ed). Cognitively Informed Systems: Utilizing Practical Approaches to Enrich Information Presentation and Transfer. Information Science Publishing, USA. (pp. 166-183). [http://www.silvertair.com/CIS/Contents.htm] OR Tattersall, C. Manderveld, J., Van den Berg, B., Van Es, R., Janssen, J., & Koper, R. (2008). Swarm-based Wayfinding Support in Open and Distance Learning. In Sugumaran, V. (Ed). Intelligent Information Technologies: Concepts, Methodologies, Tools, and Applications. Information Science Reference, Hershey New York. (pp 846-857).Open and Distance Learning (ODL) gives learners freedom of time, place and pace of study, putting learner self-direction centre-stage. However, increased responsibility should not come at the price of over-burdening or abandonment of learners as they progress along their learning journey. This paper introduces an approach to wayfinding support for distance learners based on self-organisation theory. It describes an architecture which supports the recording, processing and presentation of collective learner behaviour designed to create a feedback loop informing learners of successful paths towards the attainment of learning goals. The approach is presented as an alternative to methods of achieving adaptation in hypermedia-based learning environments which involve learner modelling

Swarm-based Sequencing Recommendations in E-learning

To be presented at the International Workshop on Recommender Agents and Adaptive Web-based Systems (RAAWS 2005) held in conjunction with the Intelligent Systems Design and Applications 2005 Conference (ISDA 2005), Wroclaw, Poland, September 8-10, 2005. Proceedings 5th International Conference on Intelligent Systems Design and Applications, (Eds) Kwasnicka, H. & Paprzycki, M., IEEE Computer Society, 2005, pp.488-493Open and distance Learning (ODL) gives learners freedom of time, place and pace of study, putting learner self-direction centre-stage. However, increased responsibility should not come at the price of over-burdening or abandonment of learners as they progress along their learning journey. This paper introduces an approach to recommending the sequencing of e-learning modules for distance learners based on self-organisation theory. It describes an architecture which supports the recording, processing and presentation of collective learner behaviour designed to create a feedback loop informing learners of successful paths towards the attainment of learning goals. The article includes initial results from a large-scale experiment designed to validate the approach

Wayfinding: How Ecological Perspectives of Navigating Dynamic Environments Can Enrich Our Understanding of the Learner and the Learning Process in Sport

Wayfinding is the process of embarking upon a purposeful, intentional, and self-regulated journey that takes an individual from an intended region in one landscape to another. This process is facilitated through an individual’s capacity to utilise temporally structured, functional actions embedded within a particular environmental niche. Thus, individuals learn of their performance landscapes by experiencing them through interactions, detecting and exploiting its many features to ‘find their way’. In this opinion piece, we argue that these ecological and anthropological conceptualisations of human navigation can, metaphorically, deepen our understanding of the learner and the learning process in sport, viewed through the lens of ecological dynamics. Specifically, we consider sports practitioners as (learning) landscape designers, and learners as wayfinders; individuals who learn to skilfully self-regulate through uncharted fields (composed of emergent problems) within performance landscapes through a deeply embodied and embedded perception-action coupling. We contend that, through this re-configuration of the learner and the learning process in sport, practitioners may better enact learning designs that afford learners exploratory freedoms, learning to perceive and utilise available opportunities for action to skilfully navigate through emergent performance-related problems. We conclude the paper by offering two practical examples in which practitioners have designed practice landscapes that situate learners as wayfinders and the learning process in sport as wayfinding

Proceedings of the 3rd Workshop on Social Information Retrieval for Technology-Enhanced Learning

Learning and teaching resource are available on the Web - both in terms of digital learning content and people resources (e.g. other learners, experts, tutors). They can be used to facilitate teaching and learning tasks. The remaining challenge is to develop, deploy and evaluate Social information retrieval (SIR) methods, techniques and systems that provide learners and teachers with guidance in potentially overwhelming variety of choices. The aim of the SIRTEL’09 workshop is to look onward beyond recent achievements to discuss specific topics, emerging research issues, new trends and endeavors in SIR for TEL. The workshop will bring together researchers and practitioners to present, and more importantly, to discuss the current status of research in SIR and TEL and its implications for science and teaching