Learning Design: reflections on a snapshot of the current landscape

The mounting wealth of open and readily available information and the swift evolution of social, mobile and creative technologies warrant a re-conceptualisation of the role of educators: from providers of knowledge to designers of learning. This need is being addressed by a growing trend of research in Learning Design. Responding to this trend, the Art and Science of Learning Design workshop brought together leading voices in the field and provided a forum for discussing its key issues. It focused on three thematic axes: practices and methods, tools and resources, and theoretical frameworks. This paper reviews some definitions of Learning Design and then summarises the main contributions to the workshop. Drawing upon these, we identify three key challenges for Learning Design that suggest directions for future research

Toward an Integrated Competence-based System Supporting Lifelong Learning and Employability: Concepts, Model, and Challenges

Miao, Y., Van der Klink, M., Boon, J., Sloep, P. B., & Koper, R. (2009). Toward an Integrated Competence-based System Supporting Lifelong Learning and Employability: Concepts, Model, and Challenges. In M. Spaniol, Q. Li, R. Klamma & R. W. H. Lau (Eds.), Proceedings of the 8th International Conference Advances in Web Based Learning - ICWL 2009 (pp. 265-276). August, 19-21, 2009, Aachen, Germany. Lecture Notes in Computer Science 5686; Berlin, Heidelberg: Springer-Verlag.Efficient and effective lifelong learning requires that people can make informed decisions about their continuous personal development in the different stages of their lives. In this paper we state that lifelong learners need to be characterized as decision-makers. In order to improve the quality of their decisions we propose the development of an integrated lifelong learning and employment support system, which traces learners’ competence development and provides a decision support environment. An abstract conceptual model has been developed and the main design ideas have been documented using Z notation. Moreover, we analyzed the main technical challenges for the realization of the target system: competence information fusion, decision analysis models, spatial indexing structures and browsing structures and visualization of competence related information objects.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

Depth-varying rupture properties of subduction zone megathrust faults

Subduction zone plate boundary megathrust faults accommodate relative plate motions with spatially varying sliding behavior. The 2004 Sumatra-Andaman (M_w 9.2), 2010 Chile (Mw 8.8), and 2011 Tohoku (M_w 9.0) great earthquakes had similar depth variations in seismic wave radiation across their wide rupture zones – coherent teleseismic short-period radiation preferentially emanated from the deeper portion of the megathrusts whereas the largest fault displacements occurred at shallower depths but produced relatively little coherent short-period radiation. We represent these and other depth-varying seismic characteristics with four distinct failure domains extending along the megathrust from the trench to the downdip edge of the seismogenic zone. We designate the portion of the megathrust less than 15 km below the ocean surface as domain A, the region of tsunami earthquakes. From 15 to ∼35 km deep, large earthquake displacements occur over large-scale regions with only modest coherent short-period radiation, in what we designate as domain B. Rupture of smaller isolated megathrust patches dominate in domain C, which extends from ∼35 to 55 km deep. These isolated patches produce bursts of coherent short-period energy both in great ruptures and in smaller, sometimes repeating, moderate-size events. For the 2011 Tohoku earthquake, the sites of coherent teleseismic short-period radiation are close to areas where local strong ground motions originated. Domain D, found at depths of 30–45 km in subduction zones where relatively young oceanic lithosphere is being underthrust with shallow plate dip, is represented by the occurrence of low-frequency earthquakes, seismic tremor, and slow slip events in a transition zone to stable sliding or ductile flow below the seismogenic zone

Landing and catalytic characterization of individual nanoparticles on electrode surfaces

We demonstrate a novel and versatile pipet-based approach to study the landing of individual nanoparticles (NPs) on various electrode materials without any need for encapsulation or fabrication of complex substrate electrode structures, providing great flexibility with respect to electrode materials. Because of the small electrode area defined by the pipet dimensions, the background current is low, allowing for the detection of minute current signals with good time resolution. This approach was used to characterize the potential-dependent activity of Au NPs and to measure the catalytic activity of a single NP on a TEM grid, combining electrochemical and physical characterization at the single NP level for the first time. Such measurements open up the possibility of studying the relation between the size, structure and activity of catalyst particles unambiguously

Orchestrating learning activities using the CADMOS learning design tool

This paper gives an overview of CADMOS (CoursewAre Development Methodology for Open instructional Systems), a graphical IMS-LD Level A & B compliant learning design (LD) tool, which promotes the concept of “separation of concerns” during the design process, via the creation of two models: the conceptual model, which describes the learning activities and the corresponding learning resources, and the flow model, which describes the orchestration of these activities. According to the feedback from an evaluation case study with 36 participants, reported in this paper, CADMOS is a user-friendly tool that allows educational practitioners to design flows of learning activities using a layered approach

Aging dynamics in reentrant ferromagnet: Cu0.2_{0.2}Co0.8_{0.8}Cl2_{2}-FeCl3_{3} graphite bi-intercalation compound

Aging dynamics of a reentrant ferromagnet Cu$_{0.2}$Co$_{0.8}$Cl$_{2}$-FeCl$_{3}$ graphite bi-intercalation compound has been studied using AC and DC magnetic susceptibility. This compound undergoes successive transitions at the transition temperatures $T_{c}$ ($= 9.7$ K) and $T_{RSG}$ ($= 3.5$ K). The relaxation rate $S(t)$ exhibits a characteristic peak at $t_{cr}$ close to a wait time $t_{w}$ below $T_{c}$, indicating that the aging phenomena occur in both the reentrant spin glass (RSG) phase below $T_{RSG}$ and the ferromagnetic (FM) phase between $T_{RSG}$ and $T_{c}$. The relaxation rate $S(t)$ ($=\text{d}\chi_{ZFC}(t)/\text{d}\ln t$) in the FM phase exhibits two peaks around $t_{w}$ and a time much shorter than $t_{w}$ under the positive $T$-shift aging, indicating a partial rejuvenation of domains. The aging state in the FM phase is fragile against a weak magnetic-field perturbation. The time ($t$) dependence of $\chi_{ZFC}(t)$ around $t \approx t_{cr}$ is well approximated by a stretched exponential relaxation: $\chi_{ZFC}(t) \approx \exp[-(t/\tau)^{1-n}]$. The exponent $n$ depends on $t_{w}$, $T$, and $H$. The relaxation time $\tau$ ($\approx t_{cr}$) exhibits a local maximum around 5 K, reflecting a chaotic nature of the FM phase. It drastically increases with decreasing temperature below $T_{RSG}$.Comment: 16 pages,16 figures, submitted to Physical Review

Designing Contextualized Learning

Specht, M. (2008). Designing Contextualized Learning. In H. H. Adelsberger, Kinshuk, J. M. Pawlowski & D. Sampson (Eds.), Handbook on Information Technologies for Education and Training (2th ed., pp. 101-111). Springer, Berlin Heidelberg 2008: International Handbook on Information Systems Series.Contextualized and ubiquitous learning are relatively new research areas that combine the latest developments in ubiquitous and context aware computing with pedagogical approaches relevant to structure more situated and context aware learning support. Searching for different backgrounds of mobile and contextualized learning authors have identified the relations between existing educational paradigms and new classes of mobile appli- cations for education (Naismith, Lonsdale, Vavoula, & Sharples, 2004). Furthermore best practices of mobile learning applications have been iden- tified and discussed in focused workshops (Stone, Alsop, Briggs, & Tomp- sett, 2002; Tatar, Roschelle, Vahey, & Peunel, 2002). Especially in the area of educational field trips (Equator Project, 2003; RAFT, 2003) in the last years innovative approaches for intuitive usage of contextualized mo- bile interfaces have been developed. The following paper describes the motivation and background for con- textualizing learning and illustrates the implementation of a service based and flexible learning toolkit developed in the RAFT project for supporting contextualized collaborative learning support