Adaptive Bücher für das kooperative Lernen Anwendungen – Konzepte – Erfahrungen

aus der Einführung: "Im Zeitalter von Internet und elektronischen Medien und Reform didaktischer Prinzipien sind die althergebrachten Formen des Lehrens und Lernens neu zu überdenken. Gerade an den Hochschulen müssen Potenziale effektiven und realitätsnahen Lernens geschaffen werden, um die Studierenden auf die veränderte Berufswelt vorbereiten zu können und sie zu einem „lebenslangen Lernen“ zu befähigen. Daher ist es geboten, die traditionellen Lehr- und Lernszenarien, dominiert von Frontalunterricht und Dozentenzentriertheit, die an deutschen Hochschulen überwiegen, in Frage zu stellen und neue, kooperative und internetbasierte Formen zu entwickeln.

May I Suggest? Comparing Three PLE Recommender Strategies

Personal learning environment (PLE) solutions aim at empowering learners to design (ICT and web-based) environments for their learning activities, mashingup content and people and apps for different learning contexts. Widely used in other application areas, recommender systems can be very useful for supporting learners in their PLE-based activities, to help discover relevant content, peers sharing similar learning interests or experts on a specific topic. In this paper we examine the utilization of recommender technology for PLEs. However, being confronted by a variety of educational contexts we present three strategies for providing PLE recommendations to learners. Consequently, we compare these recommender strategies by discussing their strengths and weaknesses in general

May I Suggest? Comparing Three PLE Recommender Strategies

Personal learning environment (PLE) solutions aim at empowering learners to design (ICT and web-based) environments for their learning activities, mashingup content and people and apps for different learning contexts. Widely used in other application areas, recommender systems can be very useful for supporting learners in their PLE-based activities, to help discover relevant content, peers sharing similar learning interests or experts on a specific topic. In this paper we examine the utilization of recommender technology for PLEs. However, being confronted by a variety of educational contexts we present three strategies for providing PLE recommendations to learners. Consequently, we compare these recommender strategies by discussing their strengths and weaknesses in general

Metodologias Participativas: Os media e a educação Participatory Methodologies: Media and education

RadioActive101: Adapting the ‘space’ of radio as participatory media to promote inclusion, informal learning and employability. This chapter describes how the ‘whole space’ of the radio production process has been adapted, following a participatory media approach, to function as a motivating and innovative pedagogy that promotes the informal learning of 21st century skills. This has been achieved with the help of two Community Action Research projects, namely RadioActive UK and RadioActive Europe, that have been funded by the Nominet Trust in the UK and the EC Lifelong Learning Programme, respectively

Reflections on the acceptance and success of RadioActive101: Motivation through problematisation, improved well-being,emancipation and extreme learning

One way to tackle the often neglected and also ‘slippery’ and complex concept of motivation in Technology Enhanced Learning (TEL) is to reflect on what motivational and affective factors led, or may have led, to the acceptance and success of a TEL innovation. This article does this, through presenting the implementation and evaluation of a ‘radical’ TEL intervention, called RadioActive101, an active international internet radio hub that is an educational intervention which promotes inclusion and informal learning through giving a voice to disenfranchised groups in mostly urban areas throughout Europe, with a particular focus on at-risk and unemployed young people. This paper will: contextualize RadioActive101 from a motivation perspective; describe this project along with its strikingly positive evaluation so far; and reflect on the motivational and affective factors that are implicated. These motivational factors and forces, as our title indicates, are linked to our design approach (the problematisation), improvements in confidence and well-being, the perceived and actual value of the learning (as emancipation) and the motivation bought about through ‘extreme’ learning

May I suggest? Three PLE recommender strategies in comparison

Personal learning environment (PLE) solutions aim at empowering learners to design (ICT and web-based) environments for their activities in different learning contexts and even for transitions between these contexts. Hereby, recommender systems which are highly successful in other application areas comprise one relevant technology for supporting learners in PLE-based activities. In this paper we examine the utilization of recommender technology for PLEs. However, being confronted by a variety of educational contexts and due to different research approaches dealing with recommenders, we present three strategies for providing PLE recommendations to learners. Consequently, we compare these recommender strategies by discussing their strengths and weaknesses in general

RadioActive Europe: promoting engagement, informal learning and employability of at risk and excluded people across Europe through internet radio and social media (RadioActive101)

RadioActive is an innovative education project that has developed and implemented a radical technology-enabled pedagogy to promote the inclusion, engagement and informal learning of excluded people, or those at-risk of exclusion, across Europe. It does this through harnessing primarily internet radio and also social media, or, as our motto states: "RadioActive101: Learning through radio, learning for life!" The project developed, implemented and is sustaining a pan-European Internet Radio platform, incorporating Web 2.0 ideas and features. This is linked to innovative community based pedagogies to address inclusion, employability and active citizenship in an original and exciting way, whilst recognising informal learning through electronic Open badges. The consortium was led by the University of East London (UK), with other partners from Portugal (CIMJ), Germany (UKL), the UK (Pontydysgu), Romania (ODIP) and Malta (KIC). These partners have direct links and ongoing collaborations with 13 primary Associate Partner organisations and a network of 39 mostly grass-roots organisations that facilitate access to the RadioActive101 participants, or 'radio-activists' as we define them. So the Associate Partners perform and deliver RadioActive 'on the ground' and are the vehicle for the learning experiences required for their production. These represent a particularly diverse range of groups and this was deliberate to allow us to test and refine our model, and show that it potentially works with virtually all excluded groups, and across Europe. We actively developed, implemented and ran five national RadioActive 'stations' (or hubs) that are accessible via the European Support Hub (ESH). Through making the radio shows the target groups (schools, vocational education, Higher Education, informal and adult education) are developing digital competencies and employability skills 'in vivo' that are transferable to the 21st Century workplace. These competencies and skills align with six of the EU Key Competencies for Lifelong Learning and we have developed a progression and accreditation model linking the key competencies to RadioActive activities and performances that are recognised through Open electronic 'badges'. These badges provide concrete recognition measures and represent proficiencies that are relevant to further education or employment in particular related to the knowledge and creative and digital industries. Evaluation findings were obtained through conducting a phased evaluation incorporating a full in depth ‘prototype’ evaluation in the UK during year one, a similar evaluation in Portugal and a smaller one in Germany in year two, that were followed by a broader and larger international survey of radio-activists (subjects) towards the end of the project. All these showed particularly positive and interesting results, such as the delivery of additional impact and value beyond the informal learning of technical and employability skills. Additionally, we found improvements in confidence, self-esteem and general self-efficacy of individuals, plus additional improvements in groups and organisations. It appears that once our excluded groups developed the confidence and competence to perform activities they often thought were beyond them, they seem then empowered, to learn many other things and to develop a number of key competencies. At the European and national levels we have produced an extensive amount of dissemination activities to make the RadioActive Europe project public and well known, and also won two additional funding awards towards the end of the project.Other exploitation activities include embedding locally and internationally, with the latter being realised through the establishment of an international Foundation that will also support and advise about funding models to support further expansion at the European level

Personalization of Mathematical Documents

completely and in full detail. In fact, each course and each problem will require specific parts of mathematical knowledge