Towards a competency model for adaptive assessment to support lifelong learning

Adaptive assessment provides efficient and personalised routes to establishing the proficiencies of learners. We can envisage a future in which learners are able to maintain and expose their competency profile to multiple services, throughout their life, which will use the competency information in the model to personalise assessment. Current competency standards tend to over simplify the representation of competency and the knowledge domain. This paper presents a competency model for evaluating learned capability by considering achieved competencies to support adaptive assessment for lifelong learning. This model provides a multidimensional view of competencies and provides for interoperability between systems as the learner progresses through life. The proposed competency model is being developed and implemented in the JISC-funded Placement Learning and Assessment Toolkit (mPLAT) project at the University of Southampton. This project which takes a Service-Oriented approach will contribute to the JISC community by adding mobile assessment tools to the E-framework

Student-Centered Learning: Functional Requirements for Integrated Systems to Optimize Learning

The realities of the 21st-century learner require that schools and educators fundamentally change their practice. "Educators must produce college- and career-ready graduates that reflect the future these students will face. And, they must facilitate learning through means that align with the defining attributes of this generation of learners."Today, we know more than ever about how students learn, acknowledging that the process isn't the same for every student and doesn't remain the same for each individual, depending upon maturation and the content being learned. We know that students want to progress at a pace that allows them to master new concepts and skills, to access a variety of resources, to receive timely feedback on their progress, to demonstrate their knowledge in multiple ways and to get direction, support and feedback from—as well as collaborate with—experts, teachers, tutors and other students.The result is a growing demand for student-centered, transformative digital learning using competency education as an underpinning.iNACOL released this paper to illustrate the technical requirements and functionalities that learning management systems need to shift toward student-centered instructional models. This comprehensive framework will help districts and schools determine what systems to use and integrate as they being their journey toward student-centered learning, as well as how systems integration aligns with their organizational vision, educational goals and strategic plans.Educators can use this report to optimize student learning and promote innovation in their own student-centered learning environments. The report will help school leaders understand the complex technologies needed to optimize personalized learning and how to use data and analytics to improve practices, and can assist technology leaders in re-engineering systems to support the key nuances of student-centered learning

Metadata and ontologies for organizing students’ memories and learning: standards and convergence models for context awareness

Este artículo trata de las ontologías que sirven para la comprensión en contexto y la Gestión de la Información Personal (PIM)y su aplicabilidad al proyecto Memex Metadata(M2). M2 es un proyecto de investigación de la Universidad de Carolina del Norte en Chapel Hill para mejorar la memoria digital de los alumnos utilizando tablet PC, la tecnología SenseCam de Microsoft y otras tecnologías móviles(p.ej. un dispositivo de GPS) para capturar el contexto del aprendizaje. Este artículo presenta el proyecto M2, dicute el concepto de los portafolios digitales en las actuales tendencias educativas, relacionándolos con las tecnologías emergentes, revisa las ontologías relevantes y su relación con el proyecto CAF (Context Awareness Framework), y concluye identificando las líneas de investigación futuras.This paper focuses on ontologies supporting context awareness and Personal Information Management (PIM) and their applicability in Memex Metadata (M2) project. M2 is a research project of the University of North Carolina at Chapel Hill to improve student digital memories using the tablet PC, Microsoft’s SenseCam technology, and other mobile technologies (e.g., a GPS device) to capture context. The M2 project offers new opportunities studying students’ learning with digital technologies. This paper introduces the M2 project; discusses E-portfolios and current educational trends related to pervasive computing; reviews relevant ontologies and their relationship to the projects’ CAF (context awareness framework), and concludes by identifying future research directions

A literature review of the use of Web 2.0 tools in Higher Education

This review focuses on the use of Web 2.0 tools in Higher Education. It provides a synthesis of the research literature in the field and a series of illustrative examples of how these tools are being used in learning and teaching. It draws out the perceived benefits that these new technologies appear to offer, and highlights some of the challenges and issues surrounding their use. The review forms the basis for a HE Academy funded project, ‘Peals in the Cloud’, which is exploring how Web 2.0 tools can be used to support evidence-based practices in learning and teaching. The project has also produced two in-depth case studies, which are reported elsewhere (Galley et al., 2010, Alevizou et al., 2010). The case studies focus on evaluation of a recently developed site for learning and teaching, Cloudworks, which harnesses Web 2.0 functionality to facilitate the sharing and discussion of educational practice. The case studies aim to explore to what extent the Web 2.0 affordances of the site are successfully promoting the sharing of ideas, as well as scholarly reflections, on learning and teaching

Web 2.0 technologies for learning: the current landscape – opportunities, challenges and tensions

This is the first report from research commissioned by Becta into Web 2.0 technologies for learning at Key Stages 3 and 4. This report describes findings from an additional literature review of the then current landscape concerning learner use of Web 2.0 technologies and the implications for teachers, schools, local authorities and policy makers

Exploring metadata standards for competence descriptions in the business & management domain

This paper explores the development and use of competency metadata standards. As there has recently been a surge of a number of standards to address the challenge of representing competencies and there is a rising need to develop a common methodology, as well as methods and tools for developing, reusing, adapting, integrating such standards, this research is now becoming important and timely. We explore this within the context of the OpenScout project, which is building a federation of repositories with content in the areas of business and management. Thus this study is limited to metadata standards for competencies in the business and management fields, but it is aimed that the lessons from this domain can transfer to other fields and will inform the wider debate on the development and use of such standards. The paper revisits a set of standards for competence descriptions and provides recommendations as to which standard would suit better the nature of the repository, the requirements of stakeholders, and the Open Content resources. In particular, the paper proposes an adaptation and extension of the IEEE-RCD model, employing an application profiling approach, and taking into account the granularity of the European Qualifications Framework and the requirements of Open Content resources.OpenScout project (Contract no.: 428016, “Skill based scouting of open user-generated and community-improved content for management education and training”

Challenging the five-stage model for e-learning: a new approach

The five‐stage approach to e‐moderating has provided a coherent model upon which to base online learning design in higher education. However, despite its growing popularity, there are concerns that the model is becoming a dominant discourse, being adapted as a template for the design of all online teaching and learning, to the exclusion of other ideas. It is suggested that the five‐stage model may not be the panacea it appears and alternative models of e‐learning cannot be ignored. This paper reviews the five‐stage model and contrasts it with a new conceptual model, ‘the e‐learning ladder’, conceived as part of research with healthcare students in the higher education setting

Fostering Open Educational practices in cross-cultural contexts

The open content movement is breaking down traditional barriers to learning and resource sharing by promoting free access to Open Educational Resources (OERs) such as digital educational content and technological tools for teaching and learning. OERs have the potential to enable learners to champion their own learning by providing free access to educational content and tools that enable them to create, use and share knowledge. However, the design and uptake of OERs is often hampered by limited understanding of issues relating to the context in which learners access and use OERs. This paper discusses some of the approaches taken to foster open educational practices in learner use of OERs offered by The Open University’s open content initiative, OpenLearn. Drawing on these experiences, we then consider future ideas about supporting open educational practices in cross-cultural contexts, and, in collaboration with Tshwane University of Technology, examine potential impact of OERs in Africa

Pattern-based software architecture for service-oriented software systems

Service-oriented architecture is a recent conceptual framework for service-oriented software platforms. Architectures are of great importance for the evolution of software systems. We present a modelling and transformation technique for service-centric distributed software systems. Architectural configurations, expressed through hierarchical architectural patterns, form the core of a specification and transformation technique. Patterns on different levels of abstraction form transformation invariants that structure and constrain the transformation process. We explore the role that patterns can play in architecture transformations in terms of functional properties, but also non-functional quality aspects

The pedagogical challenges to collaborative technologies

Collaborative technologies offer a range of new ways of supporting learning by enabling learners to share and exchange both ideas and their own digital products. This paper considers how best to exploit these opportunities from the perspective of learners' needs. New technologies invariably excite a creative explosion of new ideas for ways of doing teaching and learning, although the technologies themselves are rarely designed with teaching and learning in mind. To get the best from them for education we need to start with the requirements of education, in terms of both learners‘ and teachers‘ needs. The argument put forward in this paper is to use what we know about what it takes to learn, and build this into a pedagogical framework with which to challenge digital technologies to deliver a genuinely enhanced learning experience