Peter Van Rosmalen

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.

ReMashed --- Recommendations for Mash-Up Personal Learning Environments

The following article presents a Mash-Up Personal Learning Environment called ReMashed that recommends learning resources from emerging information of a Learning Network. In ReMashed learners can specify certain Web2.0 services and combine them in a Mash-Up Personal Learning Environment. Learners can rate information from an emerging amount of Web2.0 information of a Learning Network and train a recommender system for their particular needs. ReMashed therefore has three main objectives: 1. to provide a recommender system for Mash-up Personal Learning Environments to learners, 2. to offer an environment for testing new recommendation approaches and methods for researchers, and 3. to create informal user-generated content data sets that are needed to evaluate new recommendation algorithms for learners in informal Learning Networks.

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.

Augmenting the senses: A review on sensor-based learning support

In recent years sensor components have been extending classical computer-based support systems in a variety of applications domains (sports, health, etc.). In this article we review the use of sensors for the application domain of learning. For that we analyzed 82 sensor-based prototypes exploring their learning support. To study this learning support we classified the prototypes according to the Blooms taxonomy of learning domains and explored how they can be used to assist on the implementation of formative assessment, paying special attention to their use as feedback tools. The analysis leads to current research foci and gaps in the development of sensor-based learning support systems and concludes with a research agenda based on the findings.

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.

Using Learning Design to Support Design and Runtime Adaptation

The objective of this chapter was to outline the role of LD in a framework for an e-learning environment which integrates new methods and services for active and adaptive e-learning. LD enables the formal description of any learning design and can be used to communicate between the different actors (authors, tutors and agents) in the framework. The first version of the framework indicates that the approach taken is feasible and that the framework is well worth exploring further in the pursuit of a generic, standards-based framework for e-learning.

A narrative literature review of games, animations and simulations to teach research methods and statistics

Basic competence in research methods and statistics is core for many undergraduates but many students experience difficulties in acquiring knowledge and skills in this area. Interest has recently turned to serious games as providing engaging ways of learning. The CHERMUG project was developed against this background to develop games to support students in learning about research methods and statistics. As a first step in designing the CHERMUG games a narrative literature review was carried out to establish whether similar games, animations and simulations already existed. Search terms used in the literature review included varied terms for digital games, simulations and animations, terms relevant to the twin goals of learning and engagement in games and terms for research methods and statistics. Application of the inclusion criteria led to 26 papers which were considered relevant. Synthesis of the papers suggested that there is reason to be optimistic that a game-based approach might be effective in learning in this area.