Understanding the ontological requirements for collaborative web-based experiential learning

The challenge of human-computer interaction forces educationalists to think of new ways to understand the social, historical and contextual nature of learning. Discussion and exchange of ideas enable learners to learn together. However, the granularity of the Webbased learning context is extensive; consequently, e- Courseware design faces new dilemmas. Only through targeted research will it be known with any certainty whether Web-based learning gives rise to a new type of learning dissonance [1]. It has been proposed that converged theoretical paradigms that underpin particular digitised or context-mediated learning systems are forcing learners into new ways of thinking [2]. This paper presents an overview of the plans for an experimental project designed to understand the ontological requirements for experiential instructional environments. This project is a joint research initiative involving three Universities in the Asia/Pacific region. Results will be used to inform educationalists interested in developing instructional strategies for a global community.<br /

Case-based analysis in user requirements modelling for knowledge construction

Context: Learning can be regarded as knowledge construction in which prior knowledge and experience serve as basis for the learners to expand their knowledge base. Such a process of knowledge construction has to take place continuously in order to enhance the learners’ competence in a competitive working environment. As the information consumers, the individual users demand personalised information provision which meets their own specific purposes, goals, and expectations. Objectives: The current methods in requirements engineering are capable of modelling the common user’s behaviour in the domain of knowledge construction. The users’ requirements can be represented as a case in the defined structure which can be reasoned to enable the requirements analysis. Such analysis needs to be enhanced so that personalised information provision can be tackled and modelled. However, there is a lack of suitable modelling methods to achieve this end. This paper presents a new ontological method for capturing individual user’s requirements and transforming the requirements onto personalised information provision specifications. Hence the right information can be provided to the right user for the right purpose. Method: An experiment was conducted based on the qualitative method. A medium size of group of users participated to validate the method and its techniques, i.e. articulates, maps, configures, and learning content. The results were used as the feedback for the improvement. Result: The research work has produced an ontology model with a set of techniques which support the functions for profiling user’s requirements, reasoning requirements patterns, generating workflow from norms, and formulating information provision specifications. Conclusion: The current requirements engineering approaches provide the methodical capability for developing solutions. Our research outcome, i.e. the ontology model with the techniques, can further enhance the RE approaches for modelling the individual user’s needs and discovering the user’s requirements

Rethinking university assessment

Developments in globalisation and new technologies are making significant impacts in higher education. Universities in a global market are increasingly concerned to reorient their degree programmes to meet the vocational needs of the Knowledge Economy. A growing adoption of technology enhanced learning, through blended and networked learning, has the potential to transform higher education practice – but assessment methods have been slow to change. This paper argues the case for universities to align assessment methods to meet the needs of 21st Century knowledge workers. It identifies skills and dispositions associated with graduate occupations in the Knowledge Economy, informing a new conceptual model for assessment. Radical recommendations are made to faculty staff and university policymakers: instead of centring assessment on the personal, academic achievements of individuals at the end of a degree course, the focus should instead be on the quality of the collective, applied achievements of students operating in project teams

Knowledge formalization in experience feedback processes : an ontology-based approach

Because of the current trend of integration and interoperability of industrial systems, their size and complexity continue to grow making it more difficult to analyze, to understand and to solve the problems that happen in their organizations. Continuous improvement methodologies are powerful tools in order to understand and to solve problems, to control the effects of changes and finally to capitalize knowledge about changes and improvements. These tools involve suitably represent knowledge relating to the concerned system. Consequently, knowledge management (KM) is an increasingly important source of competitive advantage for organizations. Particularly, the capitalization and sharing of knowledge resulting from experience feedback are elements which play an essential role in the continuous improvement of industrial activities. In this paper, the contribution deals with semantic interoperability and relates to the structuring and the formalization of an experience feedback (EF) process aiming at transforming information or understanding gained by experience into explicit knowledge. The reuse of such knowledge has proved to have significant impact on achieving themissions of companies. However, the means of describing the knowledge objects of an experience generally remain informal. Based on an experience feedback process model and conceptual graphs, this paper takes domain ontology as a framework for the clarification of explicit knowledge and know-how, the aim of which is to get lessons learned descriptions that are significant, correct and applicable

ICS Materials. Towards a re-Interpretation of material qualities through interactive, connected, and smart materials.

The domain of materials for design is changing under the influence of an increased technological advancement, miniaturization and democratization. Materials are becoming connected, augmented, computational, interactive, active, responsive, and dynamic. These are ICS Materials, an acronym that stands for Interactive, Connected and Smart. While labs around the world are experimenting with these new materials, there is the need to reflect on their potentials and impact on design. This paper is a first step in this direction: to interpret and describe the qualities of ICS materials, considering their experiential pattern, their expressive sensorial dimension, and their aesthetic of interaction. Through case studies, we analyse and classify these emerging ICS Materials and identified common characteristics, and challenges, e.g. the ability to change over time or their programmability by the designers and users. On that basis, we argue there is the need to reframe and redesign existing models to describe ICS materials, making their qualities emerge

Models for Learning (Mod4L) Final Report: Representing Learning Designs

The Mod4L Models of Practice project is part of the JISC-funded Design for Learning Programme. It ran from 1 May – 31 December 2006. The philosophy underlying the project was that a general split is evident in the e-learning community between development of e-learning tools, services and standards, and research into how teachers can use these most effectively, and is impeding uptake of new tools and methods by teachers. To help overcome this barrier and bridge the gap, a need is felt for practitioner-focused resources which describe a range of learning designs and offer guidance on how these may be chosen and applied, how they can support effective practice in design for learning, and how they can support the development of effective tools, standards and systems with a learning design capability (see, for example, Griffiths and Blat 2005, JISC 2006). Practice models, it was suggested, were such a resource. The aim of the project was to: develop a range of practice models that could be used by practitioners in real life contexts and have a high impact on improving teaching and learning practice. We worked with two definitions of practice models. Practice models are: 1. generic approaches to the structuring and orchestration of learning activities. They express elements of pedagogic principle and allow practitioners to make informed choices (JISC 2006) However, however effective a learning design may be, it can only be shared with others through a representation. The issue of representation of learning designs is, then, central to the concept of sharing and reuse at the heart of JISC’s Design for Learning programme. Thus practice models should be both representations of effective practice, and effective representations of practice. Hence we arrived at the project working definition of practice models as: 2. Common, but decontextualised, learning designs that are represented in a way that is usable by practitioners (teachers, managers, etc).(Mod4L working definition, Falconer & Littlejohn 2006). A learning design is defined as the outcome of the process of designing, planning and orchestrating learning activities as part of a learning session or programme (JISC 2006). Practice models have many potential uses: they describe a range of learning designs that are found to be effective, and offer guidance on their use; they support sharing, reuse and adaptation of learning designs by teachers, and also the development of tools, standards and systems for planning, editing and running the designs. The project took a practitioner-centred approach, working in close collaboration with a focus group of 12 teachers recruited across a range of disciplines and from both FE and HE. Focus group members are listed in Appendix 1. Information was gathered from the focus group through two face to face workshops, and through their contributions to discussions on the project wiki. This was supplemented by an activity at a JISC pedagogy experts meeting in October 2006, and a part workshop at ALT-C in September 2006. The project interim report of August 2006 contained the outcomes of the first workshop (Falconer and Littlejohn, 2006). The current report refines the discussion of issues of representing learning designs for sharing and reuse evidenced in the interim report and highlights problems with the concept of practice models (section 2), characterises the requirements teachers have of effective representations (section 3), evaluates a number of types of representation against these requirements (section 4), explores the more technically focused role of sequencing representations and controlled vocabularies (sections 5 & 6), documents some generic learning designs (section 8.2) and suggests ways forward for bridging the gap between teachers and developers (section 2.6). All quotations are taken from the Mod4L wiki unless otherwise stated

How can I produce a digital video artefact to facilitate greater understanding among youth workers of their own learning-to-learn competence?

In Ireland, youth work is delivered largely in marginalised communities and through non-formal and informal learning methods. Youth workers operate in small isolated organisations without many of the resources and structures to improve practice that is afforded to larger formal educational establishments. Fundamental to youth work practice is the ability to identify and construct learning experiences for young people in non-traditional learning environments. It is therefore necessary for youth workers to develop a clear understanding of their own learning capacity in order to facilitate learning experiences for young people. In the course of this research, I attempted to use technology to enhance and support the awareness among youth workers of their own learning capacity by creating a digital video artifact that explores the concept – learning-to-learn. This study presents my understanding of the learning-to-learn competence as, I sought to improve my practice as a youth service manager and youth work trainer. This study was conducted using an action research approach. I designed and evaluated the digital media artifact – “Lenny’s Quest” in collaboration with staff and trainer colleagues in the course of two cycles of action research, and my research was critiqued and validated throughout this process

Type 2 diabetes mellitus and online learning : a patient-centred approach

Type 2 diabetes mellitus is one of the most pressing global health problems. It is often considered to be a ‘lifestyle condition’ associated with distinct patterns of nutritional and physical activity. Treatment options can be biomedical or a combination of educational and biomedical approaches. Treatment strategies that focus on educational interventions in a health context tend to focus on psychological constructs (self-efficacy, for example) but are often under-theorised in terms of learning theory. Technology-based interventions are also similarly lacking in their employment of learning theory as they often tend to focus on the transactional nature of information flow between the user and adopted technology platform. This project, on the other hand, places learning theory at the core of the design of an online-based, patient-centred learning community for people with type 2 diabetes. The project adopted a design-based research approach and the objective was to provide an environment conducive to the development of a community of practice and learning for participants with type 2 diabetes and to explore if the characteristics of transformative learning could be identified. Interviews, self-efficacy surveys and focus groups were conducted during various stages of the design. The analytical approach included activity theory and the community of inquiry framework. The results demonstrate that a design-based research process can be effectively utilised for the development of an online patient-centred learning environment in the context of type 2 diabetes. It was shown that the adoption of the theory of transformative learning can help to frame the various types of learning that take place during the process associated with self-management of a chronic disease such as diabetes. Analysis of the engagement with the learning community Type 2 diabetes mellitus and online learning: a patient-centred approach indicates that the characteristics of transformative learning were partially realised although a community of practice was not established. The study illustrates the role that a theory-rich patient-centred learning environment can play in the ongoing process of patient care in the context of type 2 diabetes. Interventions in other chronic disease contexts may also benefit from the results of this study