Jocelyn Manderveld

Educational modelling language: modelling reusable, interoperable, rich and personalised units of learning

Nowadays there is a huge demand for flexible, independent learning without the constraints of time and place. Various trends in the field of education and training are the bases for the development of new technologies for education. This article describes the development of a learning technology specification, which supports these new demands for learning challenging the new technological possibilities. This specification is named Educational Modelling Language (EML) and is developed by the Open University of the Netherlands.

Educational modelling language and learning design: new opportunities for instructional reusability and personalised learning

Learning technologies offer new opportunities to meet the rapidly growing demand for new, constructivist ways of learning (such as competency-based, collaborative or adaptive learning). They have the potential to act as catalysts for more effective exchange and reuse of learning objects to enable personalised learning. This article examines the extent to which current learning technology specifications contribute to educational change to actual sharing and reuse in educational practice. Furthermore, the article describes the need for an Educational Modelling Language centred on learning activities to give instructional meaning to learning objects. To date, specifications for learning objects have primarily been designed to ensure interoperability at a rather low infrastructural level (e.g., test items, meta-data), focusing on technology issues and reuse of learning objects. We argue that more widespread adoption of e-learning specifications and standards calls for a pedagogical framework at a higher infrastructural level (e.g., a complete course), focusing on the instructional value and reuse of learning activities. Such a framework is offered by the new Learning Design (LD) specification. LD enables the description of both learning content and processes from a variety of pedagogical perspectives, both objectivist and constructivist.

Swarm-based sequencing recommendations in e-learning

Open and distance learning (ODL) gives learners freedom of time, place and pace of study, putting learner self-direction centre-stage. However, increased responsibility should not come at the price of over-burdening or abandonment of learners as they progress along their learning journey. This paper introduces an approach to recommending the sequencing of e-learning modules for distance learners based on self-organization theory. It describes an architecture which supports the recording, processing and presentation of collective learner behavior designed to create a feedback loop informing learners of successful paths towards the attainment of learning goals. The article includes initial results from a large-scale experiment designed to validate the approach.

Self Organising Wayfinding Support for Lifelong Learners

Lifelong learning puts learner self-direction centre-stage. However, increased responsibility should not come at the price of over-burdening or abandonment of learners as they progress along their learning journey. This paper introduces an approach to wayfinding support for lifelong learners based on self-organisation theory. It describes an architecture which supports the recording, processing and presentation of collective learner behaviour designed to create a feedback loop informing learners of successful paths towards the attainment of learning goals. The approach is presented as an alternative to methods of achieving adaptation in hypermedia-based learning environments which involve learner modelling. The article concludes with a discussion of the questions being addressed in our ongoing research.

Basic Design Procedures for E-learning Courses

Sloep, P., Hummel, H. & Manderveld, J. (2005). Basic Design Procedures for E-learning Courses. In: Koper, R. & Tattersall, C., Learning Design: A Handbook on Modelling and Delivering Networked Education and Training (pp. 139-160). Berlin-Heidelberg: Springer Verlag.

Swarm-based adaptation: wayfinding support for lifelong learners

This article introduces an approach to adaptive wayfinding support for lifelong learners based on self- organisation theory. It describes an architecture which supports the recording, processing and presentation of collective learner behaviour designed to create a feedback loop informing learners of successful paths towards the attainment of their learning objectives. The approach is presented as an alternative to methods of achieving adaptation in hypermedia-based learning environments which involve learner modelling.