Peter Sloep

A Learner Support Model Based on Peer Tutor Selection

Van Rosmalen, P., Sloep, P., Kester, L., Brouns, F., De Croock, M., Pannekeet, K., et al. (2008). A learner support model based on peer tutor selection. Journal of Computer Assisted Learning, 24(1), 74-86.

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

Facilitating community building in learning networks through peer tutoring in ad hoc transient communities

Learning in a so-called Learning Network is particularly attractive to self-directed learners, who themselves decide on their learning programme as well as the timing, pace and place of their studies. However, such learners may easily become isolated, which is detrimental to their studies. Furthermore, supporting them in their studies rapidly leads to staff overload. This paper discusses ad hoc transient communities as a means of tackling both problems. Such communities are well poised to enhance the sociability of a Learning Network and increase learning effectiveness.

Knowledge matchmaking in Learning Networks: Alleviating the tutor load by mutually connecting Learning Network users

Tutors have only limited time to support the learning process. In this paper, we introduced a model that helps answer the questions of students. The model invoked the knowledge and skills of fellow students, who jointly formed an ad hoc, transient community. The paper situated the model within the context of a Learning Network, a self-organised, distributed system, designed to facilitate lifelong learning in a particular knowledge domain. We discussed the design of the model and explained how we selected and supported capable peers. Finally, we examined the calibration of the model and a simulation, which was intended to verify if the model is fit for use in experiments with students. The results indicate that, indeed, it is possible to identify and support capable peers efficiently and effectively.

Redes de aprendizaje, aprendizaje en red

Las redes de aprendizaje (Learning Networks) son redes sociales en linea mediante las cuales los participantes comparten informacion y colaboran para crear conocimiento. De esta manera, estas redes enriquecen la experiencia de aprendizaje en cualquier contexto de aprendizaje, ya sea de educacion formal (en escuelas o universidades) o educacion no-formal (formacion profesional). Aunque el concepto de aprendizaje en red suscita el interes de diferentes actores del ambito educativo, aun existen muchos interrogantes sobre como debe disenarse el aprendizaje en red para facilitar adecuadamente la educacion y la formacion. El articulo toma este interrogante como punto de partida, y posteriormente aborda cuestiones como la dinamica de la evolucion de las redes de aprendizaje, la importancia de fomentar la confianza entre los participantes y el papel central que desempena el perfil de usuario en la construccion de la confianza, asi como el apoyo entre companeros. Ademas, se elabora el proceso de diseno de una red de aprendizaje, y se describe un ejemplo en el contexto universitario. Basandonos en la investigacion que actualmente se lleva a cabo en nuestro propio centro y en otros lugares, el capitulo concluye con una vision del futuro de las redes de aprendizaje.

Fostering sociability in learning networks through ad-hoc transient communities

Lifelong learners somehow need to fulfil their competence development needs. Traditionally, this has been done mainly in formal settings. However, this paper argues from the assumption that non-formal educational settings are much better suited; particularly so if a Learning Network is used to provide a social environment in which to embed learning opportunities. A Learning Network is not nor consists of communities from the outset; its community-like nature should emerge from the interactions of its inhabitants and evolve over time. How can this be done? Although learners might have several long-term motives to engage socially, the paper notes that little is known about their short-term motives. The notion of ad-hoc transient communities is then introduced as a promising mechanism to drive the emergence and evolution of social behaviour in Learning Networks. Subsequently, various theoretical notions for why such communities can provide the short-term motives sought are discussed. A short discussion of future areas for research closes the paper.

A Model for Online Learner Support Based on Selecting Appropriate Peer Tutors

The definitive version is available at www.blackwell-synergy.com Please cite this as: Van Rosmalen, P., Sloep, P.B, Brouns, F., Kester, L., Berlanga, A., Bitter, M., Koper, R. (2008). A model for online learner support based on selecting appropriate peer tutors. Journal of Computer Assisted Learning 24, 483–493. Available online at doi: 10.1111/j.1365-2729.2008.00283.x

Matchmaking in learning networks: Bringing learners together for knowledge sharing

In this article we describe a system that matches learners with complementary content expertise in reaction to a learner-request for knowledge sharing. It works through the formation of ad hoc, transient communities, that exist for a limited period of time and stimulate learners socially to interact. The matchmaking system consists of a request module, a population module and a community module, all supported by a database that contains learning content, learner information and output of the system. The request module allows the learner to type in a request, the time span in which an answer should be provided and the content it is related to. The population module selects suitable learners to populate the community by determining their content competence, sharing competence, eligibility and availability. Modular Object-orientated Dynamic Learning Environment (MOODLE) is used to host the community. A first experiment is briefly described that shows that content competence can be successfully determined using our method. Future experiments are discussed that aim at establishing the feasibility of the overall design.

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.