The IMS Learning Design specification supports the use of a wide range of pedagogies in online le... more The IMS Learning Design specification supports the use of a wide range of pedagogies in online learning. Rather than attempting to capture the specifics of many pedagogies, it does this by providing a generic and flexible language. This language is designed to enable many different pedagogies to be expressed. The approach has the advantage over alternatives in that only one set of learning design and runtime tools then need to be implemented in order to support the desired wide range of pedagogies.
Learning networks–online social networks where the learner is put central–are well suited for the... more Learning networks–online social networks where the learner is put central–are well suited for the non-formal professional development of academic staff. Our assumption is that learning networks can build on social network sites. Social network sites are becoming very popular and are very effective in connecting people, allowing exchange and sharing of all kinds of information and resources.
This article argues that the TENCompetence ePortfolio definition should integrate rhetorical, ped... more This article argues that the TENCompetence ePortfolio definition should integrate rhetorical, pedagogical, social, and technical perspectives.
Abstract Specifications for eLearning are becoming increasingly sophisticated and complex as they... more Abstract Specifications for eLearning are becoming increasingly sophisticated and complex as they deal with the core of the learning process. With the arrival of the latest specifications and standards for eLearning, the sophistication, expressiveness and complexity has increased considerably. Simple transformations are not adequate to successfully implement these specifications and standards. IMS Learning Design (LD)(IMS, 2003b) is a representative of such a new specification.
The paper describes the use of latent semantic analysis and intelligent agents as means of suppor... more The paper describes the use of latent semantic analysis and intelligent agents as means of supporting learning network users with their needs. These include the need to position themselves in the network, to navigate between activity nodes, to acquire support for content bound questions.
Learning Networks are designed to support the lifelong learner. In such settings, learning needs ... more Learning Networks are designed to support the lifelong learner. In such settings, learning needs to be guided for self-organisational processes to emerge. Using a cognitive load approach it is argued that without guidance, learners have to allocate cognitive capacity to structuring the cooperative process of knowledge sharing, thus diminishing the capacity available for knowledge sharing and learning.
In Learning Networks, learners have to engage in social interactions for sharing knowledge to ach... more In Learning Networks, learners have to engage in social interactions for sharing knowledge to achieve their personalized learning goals. When working on complex tasks, self-organized knowledge sharing imposes too much cognitive load and this is detrimental to learning. According to pedagogical guidelines of cognitive load theory, learning environments should not only avoid activities that distract learner attention but also focus learner attention on relevant activities that contribute to learning.
Dit document beschrijft de inspanningen die binnen het Service Centrum Leven Lang Leren Limburg (... more Dit document beschrijft de inspanningen die binnen het Service Centrum Leven Lang Leren Limburg (Werkpakket 5: E-Portfolio) zijn gedaan om een portfolio in Blackboard te ontwerpen op zo'n manier dat een export van het portfolio relatief eenvoudig te vertalen is naar de E-portfolio NL standaard. Het rapport beschrijft de impact van ontwerpkeuzes binnen het Blackboard portfolio op het exportresultaat.
Prototypes of a tool that should manage ad hoc transient communities, focusing on mutual, peer-to... more Prototypes of a tool that should manage ad hoc transient communities, focusing on mutual, peer-to-peer support of learning network users. Usage of ad hoc transient communities should be a generic device to increase the connectivity of members of networked communities.
This paper presents an alternate classification of the approaches in the design of Units of Learn... more This paper presents an alternate classification of the approaches in the design of Units of Learning based on how the authors can approach the design task and the support afforded to the non-expert authors with the application of learning design rules to capture the authors' knowledge. Based on the classifications, the paper proposes a set of features based on which today's crop of IMS LD tools can be classified, and a new generation of tools to support the non-expert authors can be modelled.
The network policies and network management model has been expanded to include social capital, ef... more The network policies and network management model has been expanded to include social capital, effect on learning network structure, sense of belonging. The social support model is expanded with ad-hoc transient communities, mutual support and different matching algorithms
No part of this reference manual may be reproduced, communicated to the public or made available,... more No part of this reference manual may be reproduced, communicated to the public or made available, in any form or by any means, electronic, mechanical, copying, recording or otherwise, without the prior permission of the OUNL. It is permittted, though, to make a few copies of the reference manual for private use and for non-commercial ends only. Credits: Edubox EML v 1.0 has been developed in the Educational Technology Development Programme of ETEC, a department of the Open University of the Netherlands. Preliminary analysis of educational theory, structure and models: drs. J. M. van Bruggen, drs. H.M. Dekeyser, drs.
This chapter presents some design guidelines to foster (active) participation in learning network... more This chapter presents some design guidelines to foster (active) participation in learning networks.'Lessons learned'over a period of about five years are phrased as recommendations for future learning network implementations.
The intent of this study was to investigate how to maximise the chances of success of an educatio... more The intent of this study was to investigate how to maximise the chances of success of an educational innovation—specifically one based on the implementation of the educational modelling language called EML. This language is both technically and organisationally demanding.
Diverse approaches have been proposed to model educational resources using design rules into IMS ... more Diverse approaches have been proposed to model educational resources using design rules into IMS Learning Design units of learning. Although varied, these approaches have found limited practical application by teachers, in today's e-learning. The tools remains tied to the specification with little to no design support for non-experts in the specification.
Abstract Open and distance learning (ODL) gives learners freedom of time, place and pace of study... more Abstract 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.
In distance education as well as in learning networks, the workload of tutors can increase substa... more In distance education as well as in learning networks, the workload of tutors can increase substantially. The ASA (Agents for support activities) project investigates methods and systems to reduce tutor load of institutional tutors in e-learning by applying new educational technology and ICT. ASA proposes a peer tutoring system and looks at the requirements of the environment and tools to do so. In a first approach peers in the role of tutor respond to questions of students.
The previous chapters of this section discussed why the social structure of Learning Networks is ... more The previous chapters of this section discussed why the social structure of Learning Networks is important and present guidelines on how to maintain and allow the emergence of communities in Learning Networks. Chapter 2 explains how Learning Networks rely on social interaction and active participations of the participants.
The IMS Learning Design specification supports the use of a wide range of pedagogies in online le... more The IMS Learning Design specification supports the use of a wide range of pedagogies in online learning. Rather than attempting to capture the specifics of many pedagogies, it does this by providing a generic and flexible language. This language is designed to enable many different pedagogies to be expressed. The approach has the advantage over alternatives in that only one set of learning design and runtime tools then need to be implemented in order to support the desired wide range of pedagogies.
Learning networks–online social networks where the learner is put central–are well suited for the... more Learning networks–online social networks where the learner is put central–are well suited for the non-formal professional development of academic staff. Our assumption is that learning networks can build on social network sites. Social network sites are becoming very popular and are very effective in connecting people, allowing exchange and sharing of all kinds of information and resources.
This article argues that the TENCompetence ePortfolio definition should integrate rhetorical, ped... more This article argues that the TENCompetence ePortfolio definition should integrate rhetorical, pedagogical, social, and technical perspectives.
Abstract Specifications for eLearning are becoming increasingly sophisticated and complex as they... more Abstract Specifications for eLearning are becoming increasingly sophisticated and complex as they deal with the core of the learning process. With the arrival of the latest specifications and standards for eLearning, the sophistication, expressiveness and complexity has increased considerably. Simple transformations are not adequate to successfully implement these specifications and standards. IMS Learning Design (LD)(IMS, 2003b) is a representative of such a new specification.
The paper describes the use of latent semantic analysis and intelligent agents as means of suppor... more The paper describes the use of latent semantic analysis and intelligent agents as means of supporting learning network users with their needs. These include the need to position themselves in the network, to navigate between activity nodes, to acquire support for content bound questions.
Learning Networks are designed to support the lifelong learner. In such settings, learning needs ... more Learning Networks are designed to support the lifelong learner. In such settings, learning needs to be guided for self-organisational processes to emerge. Using a cognitive load approach it is argued that without guidance, learners have to allocate cognitive capacity to structuring the cooperative process of knowledge sharing, thus diminishing the capacity available for knowledge sharing and learning.
In Learning Networks, learners have to engage in social interactions for sharing knowledge to ach... more In Learning Networks, learners have to engage in social interactions for sharing knowledge to achieve their personalized learning goals. When working on complex tasks, self-organized knowledge sharing imposes too much cognitive load and this is detrimental to learning. According to pedagogical guidelines of cognitive load theory, learning environments should not only avoid activities that distract learner attention but also focus learner attention on relevant activities that contribute to learning.
Dit document beschrijft de inspanningen die binnen het Service Centrum Leven Lang Leren Limburg (... more Dit document beschrijft de inspanningen die binnen het Service Centrum Leven Lang Leren Limburg (Werkpakket 5: E-Portfolio) zijn gedaan om een portfolio in Blackboard te ontwerpen op zo'n manier dat een export van het portfolio relatief eenvoudig te vertalen is naar de E-portfolio NL standaard. Het rapport beschrijft de impact van ontwerpkeuzes binnen het Blackboard portfolio op het exportresultaat.
Prototypes of a tool that should manage ad hoc transient communities, focusing on mutual, peer-to... more Prototypes of a tool that should manage ad hoc transient communities, focusing on mutual, peer-to-peer support of learning network users. Usage of ad hoc transient communities should be a generic device to increase the connectivity of members of networked communities.
This paper presents an alternate classification of the approaches in the design of Units of Learn... more This paper presents an alternate classification of the approaches in the design of Units of Learning based on how the authors can approach the design task and the support afforded to the non-expert authors with the application of learning design rules to capture the authors' knowledge. Based on the classifications, the paper proposes a set of features based on which today's crop of IMS LD tools can be classified, and a new generation of tools to support the non-expert authors can be modelled.
The network policies and network management model has been expanded to include social capital, ef... more The network policies and network management model has been expanded to include social capital, effect on learning network structure, sense of belonging. The social support model is expanded with ad-hoc transient communities, mutual support and different matching algorithms
No part of this reference manual may be reproduced, communicated to the public or made available,... more No part of this reference manual may be reproduced, communicated to the public or made available, in any form or by any means, electronic, mechanical, copying, recording or otherwise, without the prior permission of the OUNL. It is permittted, though, to make a few copies of the reference manual for private use and for non-commercial ends only. Credits: Edubox EML v 1.0 has been developed in the Educational Technology Development Programme of ETEC, a department of the Open University of the Netherlands. Preliminary analysis of educational theory, structure and models: drs. J. M. van Bruggen, drs. H.M. Dekeyser, drs.
This chapter presents some design guidelines to foster (active) participation in learning network... more This chapter presents some design guidelines to foster (active) participation in learning networks.'Lessons learned'over a period of about five years are phrased as recommendations for future learning network implementations.
The intent of this study was to investigate how to maximise the chances of success of an educatio... more The intent of this study was to investigate how to maximise the chances of success of an educational innovation—specifically one based on the implementation of the educational modelling language called EML. This language is both technically and organisationally demanding.
Diverse approaches have been proposed to model educational resources using design rules into IMS ... more Diverse approaches have been proposed to model educational resources using design rules into IMS Learning Design units of learning. Although varied, these approaches have found limited practical application by teachers, in today's e-learning. The tools remains tied to the specification with little to no design support for non-experts in the specification.
Abstract Open and distance learning (ODL) gives learners freedom of time, place and pace of study... more Abstract 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.
In distance education as well as in learning networks, the workload of tutors can increase substa... more In distance education as well as in learning networks, the workload of tutors can increase substantially. The ASA (Agents for support activities) project investigates methods and systems to reduce tutor load of institutional tutors in e-learning by applying new educational technology and ICT. ASA proposes a peer tutoring system and looks at the requirements of the environment and tools to do so. In a first approach peers in the role of tutor respond to questions of students.
The previous chapters of this section discussed why the social structure of Learning Networks is ... more The previous chapters of this section discussed why the social structure of Learning Networks is important and present guidelines on how to maintain and allow the emergence of communities in Learning Networks. Chapter 2 explains how Learning Networks rely on social interaction and active participations of the participants.
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