A Model-driven Approach to the development of a PBL Script Editor

Designing a pedagogically sound and technically executable collaboration script is a highly complex, time-consuming and error-prone task. This paper presents a model-driven approach to enable practitioners to design online PBL courses. Adopting this technical approach, we developed a PBL scripting language that provides natural concepts for the teacher to use in PBL practices. Based on the PBL scripting language, we developed a PBL script editor that facilitates teachers to design, communicate, customize, and reuse PBL scripts. In addition, it provides functions to transform a PBL script to a unit of learning (UoL) represented in IMS Learning Design (LD), which can be executed in an IMS LD run-time environment to scaffold PBL processes

Facilitating Work Based Learning Projects: A Business Process Oriented Knowledge Management Approach

The knowledge generated and acquired in workplaces differs from that generated and sustained within formal academic and disciplinary structures. It is interdisciplinary and situated, and cannot be organized and structured as a traditional discipline-based course. This paper proposes to use the business process as a framework to structure and organize work-based knowledge for facilitating the creation, transfer, and use of knowledge across work-based learning (WBL) projects within the networked learning community. This approach supports to represent and record externalized tacit and explicit knowledge and to find context-sensitive and task-relevant knowledge resources. We argue that IMS Learning Design (LD), with appropriate changes, can be used to represent WBL project plans and facilitate the creation and use of work-based knowledge through execution of the WBL project plan represented in LD

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

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

Griffiths, D., & Koper, R. (2010). Rethinking Learning and Employment at a Time of Economic Uncertainty. Proceedings of the 6th TENCompetence Open Workshop. Bolton, UK: Institute for Educational Cybernetics, The University of Bolton.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.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

Understanding 'success' and 'failure' in two case studies of collaborative technology : contexts, narrative and lenses

After first setting the scene for the development of IMS Learning Design (LD), this thesis details the creation of a LD test environment, along with interviews carried out with some of those involved in the development, implementation and research use of the specification. The creation of SPONGE (the Simplest Possible ONline Grouping Environment), a new software platform developed in response to the LD interview findings, is then documented. The rejection of SPONGE by teachers in a school environment provides the catalyst for an in-depth exploration of that school and the (largely non-technological) reasons for SPONGE's apparent failure. MegaTech and MiniTech, two explanatory lenses based on the work of van Langenhove and Harré, Heidegger, and Popper, are then created and used to revisit the rejection of LD and SPONGE (as two examples of functionally sound educational technologies) by practitioners. This research uses a multi-methodology (Mingers) approach, informed by Case Study (Yin), Realistic Evaluation (Pawson and Tilley) and Narratives (Clough). In addition, reflective elements are embedded at key moments in the thesis to facilitate a personal discussion of the challenges faced by this author and which prompted a significant change in research direction. This research makes the following contributions to knowledge. C1 A new analysis of why LD has not been widely adopted beyond the research community. [Chapters 5, 7, 8 and 9] C2 The initial validation of the analysis in C1 through its application in a contrasting educational and technical context (Hazelmere School). [Chapters 7, 8 and 9] C3 The in-depth picture of the use of educational technology in an extremely demanding environment (Hazelmere School). [Chapters 7 and 9] C4 The creation of MegaTech and MiniTech as explanatory lenses. [Chapter 8] C5 The application of MegaTech and MiniTech to more clearly explain the fate of LD and SPONGE. [Chapters 8 and 9] C6 The creation of SPONGE as a homogenous and open-standards compliant toolbox that focuses on immediacy and facilitates the spontaneous use of collaborative tools. [Chapter 6] C7 The creation of a self-contained and easily deployed LD test environment. [Chapter 4