Hubert Vogten

Learning Design Tools

Griffiths, D., Blat, J., Garcia, R., Vogten, H. & Kwong, KL. (2005). Learning Design Tools. In: Koper, R. & Tattersall, C., Learning Design: A Handbook on Modelling and Delivering Networked Education and Training (pp. 109-136). Berlin-Heidelberg: Springer Verlag.

A Design Model for Lifelong Learning Networks

The provision of lifelong learning facilities is considered to be a major new direction for higher and distance teaching educational institutes catering for the demands of industry and society. ICT networks will in future support seamless, ubiquitous access to lifelong learning facilities at home, at work, in schools and universities. This implies the development of new ways of organizing learning delivery that goes beyond course and programme-centric models. It envisions a learner-centred, learner-controlled model of distributed lifelong learning. We present a conceptual model for the support of lifelong learning which is based on notions from self-organization theory, learning communities, agent technologies and learning technology specifications such as IMS Learning Design. An exploratory implementation has been developed and used in practice. We reflect on the findings and future directions.

Latent semantic analysis as a tool for learner positioning in learning networks for lifelong learning

When referring to this paper please use the original source: British Journal of Educational Technology, 2004, 35 nr 6, pp. 729 - 738

Towards a learning path specification

Janssen, J., Berlanga, A., Vogten, H. and Koper, R. (2007). Towards a learning path specification. Proceedings of the ePortfolio 2007 Conference. October, 17-19, 2007, Maastricht, The Netherlands. [See also http://hdl.handle.net/1820/1680 ]

CopperCore Service Integration - Integrating IMS Learning Design and IMS Question and Test Interoperability

This article describes a framework for the integration of e-Learning services. There is a need for this type of integration in general, but the presented solution was a direct result of work done on the IMS Learning Design specification (LD). This specification relies heavily on other specifications and services. The presented architecture is described using the example of two of such services: CopperCore, a LD service, and APIS, an IMS Question and Test Interoperability service. One of the design goals of the architecture was to minimize the intrusion for both the services as well as any legacy client that already uses these services.

A Reference Implementation of a Learning Design Engine

Since the release of LD there has been a need for a reference implementation of a player for the specification. CopperCore provides a way for implementers to jumpstart building an LD-compliant learning management system. It provides two major APIs to deal with the processing of LD. One covers administration-related tasks while the other deals with the runtime delivery of LD.

Towards an open framework for adaptive, agent-supported e-learning

Refer to: Van Rosmalen, P., Brouns, F., Tattersall, C.,Vogten, H. Van Bruggen, J, Sloep, P., & Koper, E.J.R. (in press). Towards an Open Framework for Adaptive, Agent-supported e-learning. International Journal of Continuing Engineering Education.

CopperCore Service Integration.

In an e-learning environment there is a need to integrate various e-learning services like assessment services, collaboration services, learning design services and communication services. In this article we present the design and implementation of a generic integrative service framework, called CopperCore Service Integration (CCSI). We will concentrate on the integration of two services: CopperCore, an IMS Learning Design service and an IMS Question and Test Interoperability service called Assessment Provision through Interoperable Segments (APIS). One of the design goals of the architecture was to minimize the intrusion for both the services as well as any legacy client that already uses these services. The result of this work is that the flow of learning activities can be made dependent on test results.

Using the Personal Competence Manager as a Complementary Approach to IMS Learning Design Authoring.

In this article TENCompetence will be presented as a framework for lifelong competence development. More specifically, the relationship between the TENCompetence framework and the IMS Learning Design (LD) specification is explored. LD authoring has proven to be challenging and the toolset currently available is targeting expert users mostly working for institutions of higher educations. Furthermore these tools re-enforce a fairly rigid top-down workflow approach towards design and delivery. This approach it is not always the most suitable model in all circumstances for all practitioners. TENCompetence provides an alternative bottom-up approach to LD authoring via its first implementation: the Personal Competence Manager (PCM). Constructs such as competence profiles and competence development programmes, let users define, modify, and acquire competences they need for achieving their personal goals. We will show how the PCM provides support for these constructs and stimulates the bottom-up development of learning materials. We will also show how these concepts can be mapped towards LD. This allows the ad hoc designs of the PCM to be captured in a unit of learning (UOL). These UOLs can be enhanced and eventually fed back into the PCM, therewith closing the edit cycle. This editing cycle allows for a gradual integration of bottom-up ad hoc designs with more formal top-down designs introducing LD in a gentle fashion.

An Architecture for Learning Design Engines

Vogten, H., Koper, R., Martens, H. & Tattersall, C. (2005). An Architecture for Learning Design Engines. In: Koper, R. & Tattersall, C., Learning Design: A Handbook on Modelling and Delivering Networked Education and Training (pp. 75-90). Berlin-Heidelberg: Springer Verlag.