ID2.1 Initial Requirements Report

This internal deliverable contains two main parts: 1. Functional Requirements for the TENCompetence integrated system (which includes the descriptions of the high level use cases and the main components of the system) 2. Non Functional Requirements for the TENCompetence inte-grated systemThe 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

Empowering Learners for Lifelong Competence Development

Sligte, H. W., & Koper, R. (2008). Empowering Learners for Lifelong Competence Development: pedagogical, organisational and technological issues. Proceedings of the 4th TENCompetence Open Workshop. April, 10-11, 2008, Madrid, Spain: SCO-Kohnstamm Instituut, Amsterdam, The Netherlands.These proceedings consist of the peer reviewed papers presented at the Fourth TENCompetence Open Wokrshop. This workshop was organised by the EU 6th Framework integrated project TENCompetence, and took place in the Hotel Santo Domingo, Madrid, Spain, on the 10th and 11th of April 10 2008. The objective of the workshop was to identify and analyse current research and technologies in the fields that provide design guidelines and evidence for powerful interfaces, interaction and navigation support, and tailormade competence development opportunities for individual learners, teams and organisations. These actors and organisations (will) use open source infrastructures that contain all the services to (further) develop their competences, using all the distributed knowledge resources (including actors), learning activities, units of learning and learning routes/ programmes that are available online. The main theme of this workshop is to provide an overview on current research on support and empowerment of learners in relation to their competence development. The papers are grouped in the following thematic sections: 1) Pilots & Practices; 2) The Integrated Architecture; 3) Group interaction and group learning; 4) Assessment.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

D10.3 - Report with an assessment of the WP results including ID10.7-ID10.11

Kew, C., & Griffiths, D. (2009). D10.3 - Report with an assessment of the WP results including ID10.7-ID10.11. TENCompetence.This report summarises Dissemination work carried out by the TENCompetence Project between months 30 and 42. It includes sections on workshops and events, standardisation of project outcomes, awareness raising and the TENCompetence Foundation, business models and interim sustainability plan.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

A Model for European e-Competence Framework

The paper describes a model of implementation of the European e-Competence Framework in Sofia University by using the methodology and tools developed in the frames of the EC Sixth Framework European Integrated Project Ten- Competence. The work is a follow up activity of an internal university project for implementation a curricula in computing based on the ACM/IEEE recommendations

Usage profile Social Help

Design and description of the social help usage profile for the TENCompetence infrastructure.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

Combining Social- and Information-based Approaches for Personalised Recommendation on Sequencing Learning Activities

Lifelong learners who assign learning activities (from multiple sources) to attain certain learning goals throughout their lives need to know which learning activities are (most) suitable and in which sequence these should be performed. Learners need support in this way finding process (selection and sequencing), and we argue this could be provided by using personalised recommender systems. To enable personalisation, collaborative filtering could use information about learners and learning activities, since their alignment contributes to learning efficiency. A model for way finding has been developed that presents personalised recommendations in relation to information about learning goals, learning activities and learners. A personalised recommender system has been developed accordingly, and recommends learners on the best next learning activities. Both model and system combine social-based (i.e., completion data from other learners) and information-based (i.e., metadata from learner profiles and learning activities) approaches to recommend the best next learning activity to be completed