1,323 research outputs found
Stimulating Personal Development and Knowledge Sharing
Koper, R., Stefanov, K., & Dicheva, D. (Eds.) (2009). Proceedings of the 5th International TENCompetence Open Workshop "Stimulating Personal Development and Knowledge Sharing". October, 30-31, 2008, Sofia, Bulgaria: TENCompetence Workshop.The fifth open workshop of the TENCompetence project took place in Sofia, Bulgaria, from 30th to 31st October 2008. These proceedings contain the papers that were accepted for publication by the Program Committee.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
Participatory learner modelling design: a methodology for iterative learner models development
Learner models are built to offer personalised solutions related to learning. They are often
developed in parallel to the development of adaptive learning systems and thus, linked to
the system’s development. The adaptive learning systems literature reports numerous
accounts of learner model development, but there are no reports on the methodological
aspects of developing learner models and the relation between the development of the
learner model component and the rest of the system. This paper presents the
Participatory Learner Modelling Design methodology, which outlines the steps for learner
model development and their relation to the development of the system. The methodology
is illustrated with a case study of an adaptive educational system
Dimensions of personalisation in technology-enhanced learning: a framework and implications for design
Personalisation of learning is a recurring trend in our society, referred to in government speeches, popular media, conference and research papers and technological innovations. This latter aspect—of using personalisation in technology-enhanced learning (TEL)—has promised much but has not always lived up to the claims made. Personalisation is often perceived to be a positive phenomenon, but it is often difficult to know how to implement it effectively within educational technology.
In order to address this problem, we propose a framework for the analysis and creation of personalised TEL. This article outlines and explains this framework with examples from a series of case studies. The framework serves as a valuable resource in order to change or consolidate existing practice and suggests design guidelines for effective implementations of future personalised TEL
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