Towards a Learning Path Specification

This poster presentation summarizes the approach taken in the PhD project "Learning Paths: developing a specification to facilitate way finding in lifelong learning"

Evaluation of the Learning Path Specification

Janssen, J., Berlanga, A. J., & Koper, R. (2011). Evaluation of the Learning Path Specification. International Journal of Educational Technology and Society, 14(3), 218–230.Flexible lifelong learning requires that learners can compare and select learning paths that best meet individual needs, not just in terms of learning goals, but also in terms of planning, costs etc. To this end a learning path specification was developed, which enables to describe both the contents and the structure of any learning path, be it formal, non-formal, informal, or indeed a combination of these. This paper briefly explains the learning path specification and its purpose to then present a framework for the evaluation of the specification based on theories of model quality. A study of learner choice processes (n=15) was carried out to investigate the specification’s semantic and pragmatic quality (clarity, completeness and parsimony) with respect to the selection of a learning path. Results indicate that the specification does not contain any redundant information. Instead, the study has led to improvement of the specification’s (feasible) completeness by further refinement of scheduling information.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

Flexible provisioning for adult learners

In adult education there is a continuous, growing demand for learning opportunities that fit the specific characteristics and preferences of particular learner groups or individual learners. This requires educational institutions to rethink their business and educational models, and develop more flexible online course solutions using ICT. An important downside of this trend is an increasingly complex logistic process that is very difficult to manage, in particular with respect to the provisioning process: which teaching and learning services and facilities should be made available, to whom, when, and how. Rather than implementing provisioning rules directly in the software applications that make up the online delivery environment, we propose a model for an educational provisioning system (EPS) that allows for highly flexible provisioning and reduces the workload drastically. This system is responsible for both expressing and processing provisioning rules that meet the demands of new (online) course models. It supports the use of so-called course access levels that enable to address and provision various learning target groups separately by means of a single course. For reasons of efficiency we suggest an architecture in which the EPS is loosely coupled to the applications in the teaching and learning environment. A first EPS implementation at the Open University of the Netherlands is presented and discussed

Flexible provisioning for adult learners

In adult education there is a continuous, growing demand for learning opportunities that fit the specific characteristics and preferences of particular learner groups or individual learners. This requires educational institutions to rethink their business and educational models, and develop more flexible online course solutions using ICT. An important downside of this trend is an increasingly complex logistic process that is very difficult to manage, in particular with respect to the provisioning process: which teaching and learning services and facilities should be made available, to whom, when, and how. Rather than implementing provisioning rules directly in the software applications that make up the online delivery environment, we propose a model for an educational provisioning system (EPS) that allows for highly flexible provisioning and reduces the workload drastically. This system is responsible for both expressing and processing provisioning rules that meet the demands of new (online) course models. It supports the use of so-called course access levels that enable to address and provision various learning target groups separately by means of a single course. For reasons of efficiency we suggest an architecture in which the EPS is loosely coupled to the applications in the teaching and learning environment. A first EPS implementation at the Open University of the Netherlands is presented and discussed

Towards a learning path specification

Janssen, J., Berlanga, A., Vogten, H., & Koper, R. (2008). Towards a learning path specification. International Journal of Continuing Engineering Education and Lifelong Learning, 18(1), 77–97.Flexible lifelong learning requires comparability and exchangeability of courses, programmes and other types of learning actions both in a national and international context. This paper argues that in order to achieve comparability and exchangeability a uniform and meaningful way to describe learning paths towards attainment of learning outcomes is needed. The paper identifies the requirements for a learning path specification drawing on a study of literature in the field of curriculum design and lifelong learning, and lessons learned from recent initiatives which aimed to enhance comparability and exchangeability of learning actions. Two existing specifications designed to describe learning programmes, XCRI and IMS-LD, are investigated to see whether they can fulfil the identified requirements. The fact that IMS-LD has a generic way to define completion of learning paths and its constituent parts as well as an expression language to describe all kinds of conditions make IMS-LD a more likely candidate. A learning path model is presented identifying the main elements of a learning path specification and mapping them onto IMS-LD.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

Arterial complications, venous thromboembolism and deep venous thrombosis prophylaxis after anterior cruciate ligament reconstruction: A systematic review

AIM To summarize the current knowledge on vascular complications and deep venous thrombosis (DVT) prophylaxis after anterior cruciate ligament (ACL) reconstruction. METHODS A systematic review was conducted according to the Preferred Reporting Items for Systematic reviews and Meta-Analyses statement. MEDLINE, EMBASE, Cochrane, Web of Science, CINAHL, PubMed publisher, and Google scholar medical literature databases were searched up to November 10, 2015. Any arthroscopic surgical method of primary or revision intra-articular ACL reconstruction of all graft types in humans was included. A risk of bias assessment was determined. RESULTS Fourty-seven studies were included in the review. Pseudaneurysms were the most frequently reported arterial complication after ACL reconstruction, irrespective of graft type or method of graft fixation with an incidence of 0.3%. The time to diagnosis of arterial complications after ACL reconstruction varied from days to mostly weeks but even years. After ACL reconstruction without thromboprophylaxis, the incidence of DVT was 9.7%, of which 2.1% was symptomatic. The incidence of pulmonary embolism was 0.1%. Tourniquet time > 2 h was related to venous thromboembolism. Thromboprophylaxis is indicated in patients with risk factors for venous thromboembolism. CONCLUSION After ACL reconstruction, the incidence of arterial complications, symptomatic DVT and pulmonary embolism was 0.3%, 2.1% and 0.1% respectively. Arterial complications may occur with all types of arthroscopic ACL reconstruction, methods of graft fixation as well as any type of graft. Patients considered to be at moderate or high risk of venous thromboembolism should routinely receive thromboprophylaxis after ACL reconstruction