Ellen Rusman

Positioning of Learners in Learning Networks with Content, Metadata and Ontologies

Positioning in learning networks is a process that assists learners in finding a starting point and an efficient route through the network that will foster competence building. In the past we have explored computational approaches to positioning based on the contents of the learning network and the behaviour of those participating in it, more or less ignoring different efforts to stimulate positioning and competence development from a top-down perspective. In this paper we introduce a research agenda for positioning in learning networks, discuss several cases and give an outlook on the development of a positioning service for learning networks.

Guidelines to Foster Interaction in Online Communities

This chapter focuses on the communities that arise within the confines of a Learning Network. As they are not preconfigured, members and all, but are thought to emerge spontaneously, out of their own volition as it were, the question arises how their continued existence may be safe-guarded. What measures and tools, or Learning Network Services, may foster the well-being of communities once they have emerged? How can one make sure that a community, which its members consider valuable, does not disappear because the costs of maintaining it become prohibitive? As Learning Networks predominantly support non-formal learning in which mainly professional and lifelong learners will participate, the Learning Network Services should take into account their specific characteristics (Koper and Tattersall 2004), in particular in should ensure that learners:

Bridging the Gap between Instructional Design and Double Loop Learning

Spoelstra, H., Matera, M., Rusman, E., Van Bruggen, J., & Koper, R. (2006). Bridging the gap between instructional design and double loop learning. Proceedings of IV International Conference on Multimedia and Information and Communication Technologies in Education (m-ICTE2006). November, 22-25, 2006, Seville, Spain.

Content-Based Positioning in Learning Networks

Positioning in learning networks is a process that assists learners in finding a starting point and an efficient route in the network that will foster their competence building. In order to avoid labor-intense routines in the network we explore computational approaches to services such as positioning that are based on the contents of the learning network and the behavior of those participating in it, rather than in predefined procedures and (meta-) data. We present a content-based approach to positioning that uses latent semantic analysis to compare learner portfolios to contents offered in the learning network. Initial results indicate the feasibility of the approach, but a number of important caveats are discussed.

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

Collaboration in virtual project teams heavily relies on interpersonal trust, for which perceived professional trustworthiness is an important determinant. In face to face teams colleagues form a first impression of each others trustworthiness based on signs and signals that are ‘naturally’ available. However, virtual project team members do not have the same opportunities to assess trustworthiness. This study provides insight in the information elements that virtual project team members value to assess professional trustworthiness in the initial phase of collaboration. The trustworthiness formed initially is highly influential on interpersonal trust formed during latter collaboration. We expect trustors in virtual teams to especially value information elements (= small containers for personal data stimulating the availability of specific information) that provide them with relevant cues of trust warranting properties of a trustee. We identified a list with fifteen information elements that were highly valued across trustors (n = 226) to inform their trustworthiness assessments. We then analyzed explanations for preferences with the help of a theory-grounded coding scheme for perceived trustworthiness. Results show that respondents value those particular information elements that provide them with multiple cues (signaling multiple trust warranting properties) to assess the trustworthiness of a trustee. Information elements that provide unique cues (signaling for a specific trust warranting property) could not be identified. Insight in these information preferences can inform the design of artefacts, such as personal profile templates, to support acquaintanceships and social awareness especially in the initial phase of a virtual project team.

Mobile inquiry-based learning for sustainability education in secondary schools

This paper reports about experiences and lessons learned from a recently conducted pilot study about sustainability education with mobile inquiry-based learning in a secondary school in the Netherlands. In the pilot study learners were involved in a mobile location-based game that was conducted in reserved time-slots over 5 weeks. Mobile devices of the school and of learners have been combined with a smart-energy meter network to support learning activities covering the full inquiry cycle. Analysis of data collected shows that the implementation was beneficial for learners with a low prior knowledge level and that future designs should take into account gender aspects in the design phase.

Mobile Inquiry-Based Learning with Sensor-Data in the School: Effects on Student Motivation

The paper discusses the design, implementation and evaluation of a pilot project that integrated inquiry-based learning with mobile game design and introduced mobile devices and sensors into classroom learning. A 5-week classroom inquiry learning project on energy consumption was designed and implemented as a mobile serious game. While engaging in the game and training inquiry skills, students were introduced to basic concepts in the energy domain and to everyday practices of energy consumption in their direct environment. The design was based on a model of inquiry-based science learning with social and open mobile tools developed in the European research project weSPOT. The pilot indicated that using an ubiquitous tool does not necessarily help sustain student motivation. There are indications of gender differences in motivation related to use of mobile devices for learning. These differences should be taken into account in the design of activities. Implementation of the inquiry-based learning model in conjunction with a mobile game scenario into the school practice confirmed the importance of good design with sufficient testing and teacher ownership.

Gauging Teachers' Needs with Regard to Technology- Enhanced Formative Assessment (TEFA) of 21st Century Skills in the Classroom

Several trends in society have led to a request towards schools to integrate 21st Century Skills and technology enhanced formative assessment (TEFA) in their curricula. Although there are frameworks defined at an international level, implementation of technology enhanced formative assessment of 21st Century Skills at school level is seldom. This paper explores the underlying reasons for this hampered implementation by consulting and collaborating with teachers. It provides an overview of these reasons and proposes a collaborative professionalization approach to overcome detected implementation barriers and challenges.

Towards a Pedagogical Model for Science Education: Bridging Educational Contexts through a Blended Learning Approach.

Abstract This paper proposes a design framework to support science education through blended learning, based on a participatory and interactive approach supported by ICT-based tools, called Science Learning Activities Model (SLAM). The development of this design framework started as a response to complex changes in society and education (e.g. high turnover rate of knowledge, changing labour market), which require a more creative response of learners to the world problems that surround them. Many of these challenges are related to science and it would be expected that students are attracted to science, however the contrary is the case. One of the origins of this disinterest can be found in the way science is taught. Therefore, after reviewing the relevant literature we propose the SLAM framework as a tool to aid the design of science courses with high motivational impact on students. The framework is concerned with the assumption that science learning activities should be applicable and relevant to contemporary life and transferable to ‘real-world’ situations. The design framework proposes three design dimensions: context, technology and pedagogy, and aims at integrating learning in formal and informal contexts through blended learning scenarios by using today’s flexible, interactive and immersive technologies (e.g. mobile, augmented reality, virtual reality).

Diensten in het leernetwerk

Dit hoofdstuk geeft een overzicht van diverse diensten die in een leernetwerk kunnen worden aangeboden om het leren te ondersteunen. Beveiliging, autorisatie, authenticatie en gebruikersbeheer zijn uitermate belangrijk voor leernetwerken, maar vallen buiten het bereik van dit hoofdstuk, net als de gebruikelijke communicatiefaciliteiten die nodig zijn in een online infrastructuur (e-mail, discussiefora e.d.). De focus van dit hoofdstuk is gericht op diensten die informeel leren ondersteunen. Diensten die gebruikelijk zijn in formele leeromgevingen, zoals toetsing, blijven in dit hoofdstuk buiten beschouwing. Het gaat bovendien om diensten waarmee we ervaring hebben opgedaan in ontwikkeling en toepassingen. Per dienst wordt beschreven welk probleem opgelost moet worden en met welke technieken dat zou kunnen, zonder in te gaan op details van de technische implementatie. Dit hoofdstuk is gericht op inhoudsdeskundigen en ontwikkelaars. Inhoudsdeskundigen kunnen aan de hand van de voorbeelden bepalen welke diensten ze willen inzetten. Ontwikkelaars die een leernetwerk ontwerpen en implementeren, vinden aanwijzingen over mogelijke implementaties.