How to promote informal learning in the workplace? The need for incremental design methods

Informal Learning in the Workplace (ILW) is ensured by the everyday work activities in which workers are engaged. It accounts for over 75 per cent of learning in the workplace. Enterprise Social Media (ESM) are increasingly used as informal learning environments. According to the results of an implementation we have conducted in real context, we show that ESM are appropriate to promote ILW. Nevertheless, social aspects must be reconsidered to address users' needs regarding content and access, quality information indicators, moderation and control

Innovation in Mobile Learning: A European Perspective

In the evolving landscape of mobile learning, European researchers have conducted significant mobile learning projects, representing a distinct perspective on mobile learning research and development. Our paper aims to explore how these projects have arisen, showing the driving forces of European innovation in mobile learning. We propose context as a central construct in mobile learning and examine theories of learning for the mobile world, based on physical, technological, conceptual, social and temporal mobility. We also examine the impacts of mobile learning research on educational practices and the implications for policy. Throughout, we identify lessons learnt from European experiences to date

Towards a task model for mobile learning: a dialectical approach

Our approach to understanding mobile learning begins by describing a dialectical approach to the development and presentation of a task model using the socio-cognitive engineering design method. This analysis synthesises relevant theoretical approaches. We then examine two field studies which feed into the development of the task model

The genesis and development of mobile learning in Europe

In the past two decades, European researchers have conducted many significant mobile learning projects. The chapter explores how these projects have arisen and what each one has contributed, so as to show the driving forces and outcomes of European innovation in mobile learning. The authors identify context as a central construct in European researchers’ conceptualizations of mobile learning and examine theories of learning for the mobile world, based on physical, technological, conceptual, social and temporal mobility. The authors also examine the impacts of mobile learning research on educational practices and the implications for policy. Finally, they suggest future challenges for researchers, developers and policy makers in shaping the future of mobile learning

Co-Reflective System: Supporting Collaborative Critical Thinking and Knowledge Building

Service-learning pedagogy provides practical learning experience for students by integrating community service with academic learning. However, experience is not enough, reflection on that experience is essential to produce new understanding. The concept of collaborative reflection has been recognized recently however, there is lack of research on how to structure guided collaborative reflection to view the process of knowledge building and how technologies can support it. To shed light on this issue, this study proposed a computational workflow of structured collaborative reflection which is adopted from integrated collaborative reflection model and implement a prototype (i.e. named as ‘Co-Reflective’) to proof the concept how Computer Supported Collaborative Reflection System (CSCRS) is supporting collaborative critical thinking and knowledge building. For this purpose, design science research methodology was employed in this study. The evaluation of Co-Reflective is provided where we asked our participants to evaluate their experience and give feedback about system. Based on the positive feedback of participants we conclude that Co-Reflective can effectively support for guided collaborative reflection activities to promote collaborative critical thinking and knowledge building. Implementation of Co-Reflective not only addresses the limitations of current technologies but also contribute in the body of knowledge by presenting the concept of integrated collaborative reflection model that promotes collaborative critical thinking and knowledge building. Keywords—collaborative knowledge building, collaborative reflection, Computer Supported Collaborative Reflection System (CSCRS), service learning

Enhancing competence development for social inclusion Using the TENCompetence Web tools

Louys, A., Hernández-Leo, D., Sligte, H., Pérez-Sanagustín, M., & Schoonenboom, J. (2010). Enhancing competence development for social inclusion Using the TENCompetence Web tools. In D. Griffiths, & R. Koper (Eds.), Rethinking Learning and Employment at a Time of Economic Uncertainty. Proceedings of the 6th TENCompetence Open workshop (pp. 60-72). November, 19-20, 2009, Manchester, UK. Bolton, UK: Institute for Educational Cybernetics, The University of Bolton. For the complete book please see http://hdl.handle.net/1820/3191This paper describes the study of two pilot studies centred on technology-enhanced competence development in lifelong education carried out in the challenging context of the Association of Participants Àgora. The comparison between both pilot studies reinforces the first conclusion drawn from the 1st pilot experience, which puts in evidence that the use of the TENCompetence infrastructure provides significant learning benefits for adult participants with low educational profiles and who are traditionally excluded from the use of innovative learning technologies and the knowledge society. The participants had the opportunity to develop and improve competences related to English language, ICT and Basic Spanish (only 2nd pilot). The tools employed switched from being a Rich client to a Web client also integrating new functionality related to self-assessment, activities organization and resources sharing. The paper introduces the context and the pilot scenario, indicates the evaluation methodology applied and discusses the most significant findings and the comparison of the two pilot studies. The results of the second pilot reinforce the conclusion that TENCompetence provides a relevant solution for competence development in support of social inclusion.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

Rethinking learning and employment at a time of economic uncertainty:Proceedings of the 6th TENCompetence Open Workshop, Manchester, UK, 19th and 20th November 2009

These proceedings consist of the peer reviewed papers presented at the Sixth TENCompetence Open Workshop. This was the final event of TENCompetence, which was an Integrated Project funded by the EU 6th Framework Programme with the goal of developing a European, open-source infrastructure to support the lifelong development of competences. The workshop took place at the Edwardian Hotel, Manchester, UK, on the 19th and 20th November 2009. The theme chosen was “Rethinking Learning and Employment at a Time of Economic Uncertainty”, reflecting the environment in which results of the project were to be deployed. The eight papers are grouped into three thematic sections: (1) strategic issues related to the provision competence development activities; (2) aspects of the technical infrastructure required to provide flexible support for competence development; (3) the results of pilots which make use of TENCompetence tools to provide competence development opportunities in four contrasting contexts of lifelong learning, outside the traditional context of formal education

May I Suggest? Comparing Three PLE Recommender Strategies

Personal learning environment (PLE) solutions aim at empowering learners to design (ICT and web-based) environments for their learning activities, mashingup content and people and apps for different learning contexts. Widely used in other application areas, recommender systems can be very useful for supporting learners in their PLE-based activities, to help discover relevant content, peers sharing similar learning interests or experts on a specific topic. In this paper we examine the utilization of recommender technology for PLEs. However, being confronted by a variety of educational contexts we present three strategies for providing PLE recommendations to learners. Consequently, we compare these recommender strategies by discussing their strengths and weaknesses in general