Leertechnologie in de lage landen

Op het terrein van onderwijs en ICT investeren onderwijsinstellingen, bedrijven, brancheorganisaties en overheden in het bewerkstelligen van leertechnologie-afspraken. Het doel van die gezamenlijke inspanning is om het onderwijs te kunnen verbeteren en efficiënter te maken. Gedeelde opvattingen, vastgelegd in specificaties en standaarden, maken uitwisseling van gegevens mogelijk tussen uiteenlopende systemen. Dat biedt grote kansen voor onderwijsvernieuwing. Basisgegevens hoeven slechts op één plek onderhouden te worden, maar zijn toch voor iedere instelling bruikbaar: eenmaal gemaakte lesmaterialen kunnen in verschillende leeromgevingen worden ingezet, studenten kunnen zich flexibel inschrijven voor cursussen aan verschillende instellingen terwijl hun studievoortgang zonder probleem wordt geregistreerd. Deze processen zijn essentiële voorwaarden voor een duurzame ontwikkeling van e-learning in de Lage Landen. Als samenwerkingsorganisatie voor het hoger onderwijs in Nederland neemt SURF deel aan de mars naar standaardisatie binnen de leertechnologie. De SURF SiX expertisegroep, een Special Interest Group van SURF, onderneemt activiteiten om realisatie en gebruik van leertechnologie-afspraken te bevorderen die voor het Nederlandse hoger onderwijs bruikbaar en nuttig zijn en die blijvende aansluiting van Nederland bij internationale e-learningontwikkelingen garanderen. Met dit boek geeft SURF SiX een brede groep onderwijsontwikkelaars en geïnformeerde eindgebruikers inzicht in de huidige Nederlandse situatie op het gebied van leertechnologie-afspraken. Daarnaast wil dit boek laten zien dat leertechnologiespecificaties en standaarden meerwaarde hebben.Stichting Sur

The Influence of Coalition Formation on Idea Selection in Dispersed Teams: A Game Theoretic Approach

Sie, R. L. L., Bitter-Rijpkema, M., & Sloep, P. B. (2009). The Influence of Coalition Formation on Idea Selection in Dispersed Teams: A Game Theoretic Approach. In U. Cress, V. Dimitrova & M. Specht (Eds.), Learning in the Synergy of Multiple Disciplines. Proceedings of the Fourth European Conference on Technology-Enhanced Learning (EC-TEL 2009) (pp. 732-737). September, 29 - October, 2, 2009, Nice, France. Lecture Notes in Computer Science Vol. 5794. Berlin: Springer-Verlag.In an open innovation environment, organizational learning takes place by means of dispersed teams which expand their knowledge through collaborative idea generation. Research is often focused on finding ways to extend the set of ideas, while the main problem in our opinion is not the number of ideas that is generated, but a non-optimal set of ideas accepted during idea selection. When selecting ideas, coalitions form and their composition may influence the resulting set of accepted ideas. We expect that computing coalitional strength during idea selection will help in forming the right teams to have a grand coalition, or having a better allocation of accepted ideas, or neutralising factors that adversely influence the decision making process. Based on a literature survey, this paper proposes the application of the Shapley value and the nucleolus to compute coalitional strength in order to enhance the group decision making process during collaborative idea selection. This document does not represent the opinion of the European Union, and the European Union is not responsible for any use that might be made of its content.The idSpace project is partially supported/co-funded by the European Union under the Information and Communication Technologies (ICT) theme of the 7th Framework Programme for R&

Towards a Social Trust-Aware Recommender for Teachers

Fazeli, S., Drachsler, H., Brouns, F., & Sloep, P. B. (2014). Towards a Social Trust-aware Recommender for Teachers. In N. Manouselis, H. Drachsler, K. Verbert & O. C. Santos (Eds.), Recommender Systems for Technology Enhanced Learning (pp. 177-194): Springer New York.Online communities and networked learning provide teachers with social learning opportunities, allowing them to interact and collaborate with others in order to develop their personal and professional skills. However, with the large number of learning resources produced everyday, teachers need to find out what are the most suitable ones for them. In this paper, we introduce recommender systems as a potential solution to this . The setting is the Open Discovery Space (ODS) project. Unfortunately, due to the sparsity of the educational datasets most educational recommender systems cannot make accurate recommendations. To overcome this problem, we propose to enhance a trust-based recommender algorithm with social data obtained from monitoring the activities of teachers within the ODS platform. In this article, we outline the re-quirements of the ODS recommender system based on experiences reported in related TEL recommender system studies. In addition, we provide empirical ev-idence from a survey study with stakeholders of the ODS project to support the requirements identified from a literature study. Finally, we present an agenda for further research intended to find out which recommender system should ul-timately be deployed in the ODS platform.NELLL, EU 7th framework Open Discovery Spac

FAIR-compliant clinical, radiomics and DICOM metadata of RIDER, interobserver, Lung1 and head-Neck1 TCIA collections

Purpose: One of the most frequently cited radiomics investigations showed that features automatically extracted from routine clinical images could be used in prognostic modeling. These images have been made publicly accessible via The Cancer Imaging Archive (TCIA). There have been numerous requests for additional explanatory metadata on the following datasets — RIDER, Interobserver, Lung1, and Head–Neck1. To support repeatability, reproducibility, generalizability, and transparency in radiomics research, we publish the subjects’ clinical data, extracted radiomics features, and digital imaging and communications in medicine (DICOM) headers of these four datasets with descriptive metadata, in order to be more compliant with findable, accessible, interoperable, and reusable (FAIR) data management principles. Acquisition and validation methods: Overall survival time intervals were updated using a national citizens registry after internal ethics board approval. Spatial offsets of the primary gross tumor volume (GTV) regions of interest (ROIs) associated with the Lung1 CT series were improved on the TCIA. GTV radiomics features were extracted using the open-source Ontology-Guided Radiomics Analysis Workflow (O-RAW). We reshaped the output of O-RAW to map features and extraction settings to the latest version of Radiomics Ontology, so as to be consistent with the Image Biomarker Standardization Initiative (IBSI). Digital imaging and communications in medicine metadata was extracted using a research version of Semantic DICOM (SOHARD, GmbH, Fuerth; Germany). Subjects’ clinical data were described with metadata using the Radiation Oncology Ontology. All of the above were published in Resource Descriptor Format (RDF), that is, triples. Example SPARQL queries are shared with the reader to use on the online triples archive, which are intended to illustrate how to exploit this data submission. Data format: The accumulated RDF data are publicly accessible through a SPARQL endpoint where the triples are archived. The endpoint is remotely queried through a graph database web application at http://sparql.cancerdata.org. SPARQL queries are intrinsically federated, such that we can efficiently cross-reference clinical, DICOM, and radiomics data within a single query, while being agnostic to the original data format and coding system. The feder

The Mind’s Eye on Personal Profiles: A Cognitive Perspective on Profile Elements that Inform Initial Trustworthiness Assessments in Virtual Project Teams

Rusman, E., Van Bruggen, J., Sloep, P., Valcke, M., & Koper, R. (2013). The Mind’s Eye on Personal Profiles: A Cognitive Perspective on Profile Elements that Inform Initial Trustworthiness Assessments and Social Awareness in Virtual Project Teams. Computer Supported Cooperative Work (CSCW), 22(2-3), 159-179.Collaboration in virtual project teams heavily relies on interpersonal trust, for which perceived trustworthiness is an important determinant. This study provides insight in the information that trustors value to assess a trustee’s professional trustworthiness in the initial phase of a virtual project team. We expect trustors in virtual teams to value those particular information elements that provide them with relevant cues of trust warranting properties of a trustee. We identified a list of commonly highly valued information elements to inform trustworthiness assessments (n=226). We then analysed explanations for preferences with the help of a theory-grounded coding scheme. Results show that respondents value those particular information elements that provide them with multiple cues to assess the trustworthiness of a trustee. This enables them to become aware of and assess the trustworthiness of another. Information elements that provide unique cues could not be identified. Insight in these information preferences can inform the design of artefacts, such as personal profile templates, to support acquaintanceships in the initial phase of a virtual project team

Worldviews and evolution in the biology classroom

This study examined what worldviews are present among Dutch students and teachers and how the students cope with scientific knowledge acquired in the biology classroom. Furthermore, we investigated what learning and teaching strategies teachers adopt when they teach about evolution and worldviews. For this survey, 10 schools for higher general secondary education or pre-university level were selected. The data showed that most teachers did not have an articulated learning and teaching strategy. Controversial topics and discussions with students about their own worldviews were ignored in the classroom. Furthermore, the data revealed that students and teachers have a large variety of different worldviews. Some students acknowledged having difficulties coping with the knowledge gained from the classroom, because it contradicted their own worldviews. These results support our hypothesis that there is need for an explicit learning and teaching strategy that supports both teachers and students to teach and learn about evolution in multiple contexts. Keywords: Evolution; Worldviews; Religion; Learning and teaching strategy; Context-based science education