Showing posts with label Self-directed Learning. Show all posts
Showing posts with label Self-directed Learning. Show all posts

Wednesday, May 11, 2011

Toward a Personal Learning Environment Framework

The paper "Toward a Personal Learning Environment Framework" was selected as the best article from the International Journal of Virtual and Personal Learning Environments (IJVPLE) for the 2010 volume year. More important, the paper is now free and can be downloaded here.

Abstract:

Over the past decade, it has been argued that technology-enhanced learning (TEL) could respond to the needs of the new knowledge society and transform learning. However, despite isolated achievements, TEL has not succeeded in revolutionizing education and learning processes. Most current TEL initiatives still take a centralized technology-push approach in which learning content is pushed to a predefined group of learners in closed environments. A fundamental shift toward a more open and learner-pull model for learning is needed. Recently, the Personal Learning Environment (PLE) concept has emerged to open new doors for more effective learning and overcome many of the limitations of traditional TEL models. In this paper, the authors present theoretical, design, implementation, and evaluation details of PLEF, a framework for mashup personal learning environments. The primary aim of PLEF is to help learners create custom learning mashups using a wide variety of digital media and data.

Thursday, May 05, 2011

PLE Videos

Our students in the eLearning course have created great videos on how they do see their Personal Learning Environments. Below are some examples. Other videos can be found on YouTube tagged with rwth_elearn11.



Wednesday, April 27, 2011

Learning SWOT

We tried yesterday with our students in the eLearning course to come up with a SWOT (Strengths, Weaknesses, Opportunities, Threats)-Matrix for our educational system.




The results of this interactive session are available below:




Tuesday, March 22, 2011

Model-driven mashup personal learning environments


The paper "Model-driven mashup personal learning environments" has been published in the Journal of Technology Enhanced Learning (Vol. 3, No. 1). The paper can be downloaded here.

Abstract:

Mashups have become the driving force behind the development of personal learning environments (PLEs). Creating mashups in an ad hoc manner is, however, for end users with little or no programming background not an easy task. Various tools and platforms have been built in an attempt to support mashup creation. These platforms, however, are still considered complex and do not address crucial challenges in mashup development today, such as scalability, interoperability, reuse, and automatic service invocation and mediation. In this paper, we leverage the possibility to use the concept of model-driven mashup development (MDMD) as an approach that can drastically tackle the aforementioned issues and drive the rapid and user-friendly creation of mashups. We then present the conceptual and technical details of PLEF-Ext as a flexible framework for end-user, model-driven development (MDD) of mashup PLEs.

Thursday, February 24, 2011

WebTech1011

We offered a Web Technologies course in the past semester. We opted this time for a more self-organized learning event by giving our students more control over the whole learning experience. The students took an active role in the organization and assessment of the course. They gave talks on different emerging Web technologies and worked on their own projects using their preferred technologies. They also evaluated each other talks and project presentations. The result was quite impressive.
To be honest I learned much in this course. You can find slides of the technologies presented in course on Slideshare. Some videos of the developed projects are available on YouTube, tagged with webtech1011.

Below are the topics covered in this course:
- Web Standards
- Server-side Technologies (PHP, ASP.NET, JSP/Servlets, Symfony, Struts, Rails)
- Client-side Technologies (RIA, Flash, JavaFX, Silverlight, AJAX, JQuery, Dojo, GWT)
- Web Services (SOA, REST/SOAP, Web APIs, Mashups)
- Emerging Technologies (Mobile Web, Android, iOS, Augmented Reality, Cloud Computing, Web Mining, Recommender Systems)

It's not that everything went as expected. We got several suggestions for improvement that we will definitely take into consideration in the next iterations of the course.




Monday, February 07, 2011

CfPs: The PLE Conference 2011

Call for Papers: The PLE Conference 2011

http://www.pleconf.com

Following the highly successful inaugural event in Barcelona (#PLE_BCN), the next PLE Conference will be held at the University of Southampton, UK (#PLE_SOU) from July 11th to 13th 2011, and will have a lively social programme as well as a highly interactive and innovative technical programme.

The Personal Learning Environment (PLE) Conference is intended to produce a space for researchers and practitioners to exchange ideas, experience and research around the development and implementation of PLEs – including the design of environments and the sociological and educational issues that they raise. Whilst the conference includes a traditional research paper strand, we also encourage proposals for sessions in different formats including workshops, posters, debates, cafe sessions and demonstrations aiming to sustain the dynamic and interactive discussion environment established by the opening event in Barcelona in 2010.

A Personal Learning Environment (PLE) includes the tools, communities, and services that constitute individual educational platforms learners use to direct their own learning and pursue educational goals. This represents a shift away from the traditional model of learning, and towards a model where students draw connections from a growing matrix of online and offline resources that they select and organise. To gain something of the flavour of last year¹s conference search for #PLE_BCN and see http://pleconference.citilab.eu/

CALL FOR PAPERS

Deadline Saturday 26th March

The conference organisers welcome 500-800 word abstracts for full or short research papers. Submissions for other types of presentation, such as workshops, symposia, demonstrations and installations are also encouraged. These can be submitted electronically via ConfTool http://pleconf.cs.uni-paderborn.de/ . The full guidelines for submissions can be downloaded here.

Conference themes include (but are not limited to):

  • Theories and frameworks for Personal Learning Environments
  • Technologies and software for developing Personal Learning Environments
  • PLEs in Practice (case studies, approaches to using PLEs)
  • Educational institutions, change and PLEs
  • Pedagogical approaches to managing personal learning
  • The development and management of Personal Learning Networks
  • Mobile PLEs and augmented reality
  • Supporting informal and contextual learning
  • Using PLEs in organisations
  • Using PLEs for Work Based Learning
  • Mash-up PLEs
  • Presentation formats
  • Future visions: Quo vadis PLE?

The PLE conference is especially looking for originality and relevancy of ideas and for creative proposals, in both form and content. Formats for publication and communication of research are two different things! Independently of the publication format you decide to contribute, full research paper, workshop etc., the organising committee encourages interactive and creative ways of communicating research.

Hence, we invite you to submit your contribution in the publication format you prefer and select your preference regarding the type of presentation you wish to make (e.g.: round table discussion, bring your own laptop, cafe session, etc.) in the submission form. Once the review of papers is concluded, presentations will be organised by topics and session chairs will start liaising with participants regarding the organisation of their session. Our goal is to create spaces for meaningful discussions. In short, the purpose is to create opportunities for delegates to interact with each other and achieve real communication. We aim to promote dialogue and interactivity throughout the conference.

We welcome submissions and ideas for videos, photo collages, podcasts, cartoons, posters – or any other kind of artifacts you can think of. In celebration of User Generated Content we will have a Mediacast Contest during the PLE Conference 2011 with awards for the best three mediacast productions on Personal Learning Environments.

A separate call for pechakucha sessions will be released shortly.

Review Process
All proposals will be subject to a peer review process and all proposals accepted will be published electronically with an ISSN number. In addition to the proceedings, we intend to publish selected conference papers in special editions of the journals that support the conference.
Please note that all submissions should be licensed under a Creative Commons licence.

Each registered participant may submit one full or short paper contribution to the conference, although further proposals in different formats are welcome.

Deadlines
The deadline for proposals is March 26th, 2011.
You will be notified if your submission has been accepted by April 30th.
For those submitting proceedings papers, the deadline for the receipt of the full paper is May 28th.

Full Papers:
If your abstract is accepted, the full paper should be between 3000 and 5000 words. words (including references, tables and figures).

Short Papers/ Extended Abstracts:
The short paper proposals are especially designed to encourage the presentation of work in progress. Short papers should be between 1500 words and 2500 words.

Workshops, Posters, Symposia, Demonstration, Installations, BringYourOwnLaptop sessions and other Formats:
Please submit your proposal indicating that you intend to make a contribution in one of these alternative formats.

If you have any queries please do not hesitate to contact us:

Web: http://www.pleconf.com
Conference Chairs: info@pleconf.com
Programme Committee Chairs: pcchair@pleconf.com
Hashtag:#PLE_SOU

Monday, January 31, 2011

EC-TEL 2011 Call for Papers

EC-TEL 2011

Sixth European Conference on Technology Enhanced Learning

Towards Ubiquitous Learning

http://www.ec-tel.eu

20-23 September 2011, Palermo, Italy

EC-TEL is a unique setting for researchers, practitioners, and policy makers in Technology Enhanced Learning from Europe and other continents to meet together and exchange on the current challenges and advances in the field. At EC-TEL, experts and young researchers in Computer Science, Education, Psychology, Cognitive Science, and Social Science, as well as entrepreneurs have the opportunity to establish collaborations, strengthen their links and
cross-fertilize their core disciplines.

EC-TEL 2011will push further the Ubiquitous Learning paradigm by not only
tackling the challenges of exploiting new trendy devices in various contexts,
but also by investigating ways to meet and support formally and informally the learners in their learning playgrounds and social environments thanks to
innovative scenarios.

CONFERENCE TOPICS

From both research and experience perspective the following topics of interest to the conference include, but are not limited to:

Technological underpinning

  • Large scale sharing and interoperability
  • Personalization, user modeling and adaptation
  • Context-aware systems
  • Social computing
  • Social media
  • Semantic Web
  • Mobile technologies
  • Serious games and 3D virtual worlds
  • Network infrastructures and architectures for TEL
  • Sensors and sensor networks
  • Augmented reaility
  • Roomware and ubiquitous learning
  • Data mining and information retrieval
  • Recommender systems for TEL
  • Natural language processing and latent semantic analysis
  • eLearning specifications and standards
  • Learning analytics

Pedagogical underpinning

  • Problem- and project-based learning / Inquiry based learning
  • Computer supported collaborative learning
  • Collaborative knowledge building
  • Game-based and simulation-based learning
  • Story-telling and reflection-based learning
  • Instructional design and design approaches
  • Communities of learners and communities of practice
  • Teaching techniques and strategies for online learning
  • Learner motivation and engagement
  • Evaluation methods for TEL

Individual, social &organizational learning processes

  • Cognitive mechanisms in knowledge acquisition and construction
  • Self-regulated and self-directed learning
  • Reflective learning
  • Social processes in teams and communities
  • Social awareness
  • Knowledge management and organizational learning
  • Sustainability and TEL business models and cases
  • Business-learning models
  • Trust and reputation in TEL
  • Fitness and evolvability of learning environments

Learning contexts and domains

  • Applications of TEL in various domains
  • Formal education: initial (K-12, higher education), post-initial (continuing education)
  • Workplace learning in small, medium and large companies
  • Aggregated learning at the workplace Distance and online learning
  • Lifelong learning (cradle to grave)
  • Vocational training
  • Informal learning
  • Non-formal learning
  • Ubiquitous learning
  • Knowledge management

TEL in developing countries

  • ICT Inclusion for learning
  • Digital divide and learning
  • Generation divide and learning
  • Education policies
  • Rural learning

TEL, functional diversity and users with special needs

  • Accessible learning for all
  • Visual, hearing and physical impairments
  • Psycho-pedagogic support for users
  • Educational guidance for tutors
  • Adapted learning flow, content and monitoring process
  • Standards about accessibility and learning

DEMONSTRATIONS

The EC-TEL Demonstration is your chance to fully engage EC-TEL attendees at a personal level by letting them see, touch, squeeze, or hear your visions for the future of TEL. We expect that your Demonstration will be a reliably running prototype of your vision ready to be tried out, questioned, and interacted with. In particular, we encourage Demonstration submissions that complement an EC-TEL Paper submission, so that attendees can get a direct experience of your work in addition to the scientific presentation.

WORKSHOP ORGANISATION

EC-TEL 2011 offers the opportunity to host several workshops. Parties interested to organize a workshop are asked to submit a proposal of max. 4 pages outlining the theme of the workshop, workshop format, expected participants and domains addressed, dissemination activities, programme committee, and organizational requirements. A separate call will be published in parallel. Proposals should be submitted via the EasyChair system of EC-TEL.

PROJECT MEETINGS

In addition to the regular sessions and workshops, EC-TEL offers a unique
opportunity for European Projects in TEL to held face-to-face meetings. Please contact the local organization Chair at your earliest convenience to book meeting rooms.

IMPORTANT DATES

  • Paper & demonstration submission: 04 April 2011
  • Paper & demonstration acceptance: 31 May 2011
  • Camera-ready final papers: 30 June 2011
  • Workshop proposals: 04 April 2011
  • Workshop acceptance: 09 May 2011
  • Workshops: 20-21 September 2011
  • Conference: 22-23 September 2011

SUBMISSION FORMATS

All papers will be reviewed through a non-blind review process. Accepted papers will be published in the conference proceedings. Proceedings will be published by Springer within their “Lecture Notes in Computer Science” series which is ranked in the ISI Web of Knowledge. The use of supplied template is mandatory:
http://www.springer.com/computer/lncs?SGWID=0-164-7-72376-0

  • Full Papers (max. 14 pages)
  • Short Papers and Posters (max. 6 pages)

CONFERENCE ORGANISATION

  • General Chair: Martin Wolpers, Fraunhofer FIT, Germany
  • Programme Chairs: Carlos Delgado Kloos, eMadrid/TELSpain/University Carlos III of Madrid, Spain; and Denis Gillet, Ecole Polytechnique Fédérale de Lausanne (EPFL), Switzerland
  • Workshop Chair: Stefanie Lindstaedt, Know-Center Graz, Austria
  • Poster and Demonstration Chair: Fridolin Wild, The Open University, UK
  • Dissemination Chair: Abelardo Pardo, eMadrid/TELSpain/University Carlos III of Madrid, Spain
  • Local Organization Chair: Mario Allegra, Istituto per le Tecnologie Didattiche, Italy
  • Doctoral Consortium Chairs: Katherine Maillet, Télécom SudParis, France; and Mike Sharples, University of Birmingham, UK

Tuesday, January 18, 2011

The 3P Learning Model

The paper "The 3P Learning Model" has been published in the Journal of Educational Technology and Society (Vol. 13, Issue 4). The paper can be downloaded here.

Abstract:

Recognizing the failures of traditional Technology Enhanced Learning (TEL) initiatives to achieve performance improvement, we need to rethink how we design new TEL models that can respond to the learning requirements of the 21st century and mirror the characteristics of knowledge and learning which are fundamentally personal, social, distributed, ubiquitous, flexible, dynamic, and complex in nature. In this paper, we discuss the 3P learning model; a vision of learning characterized by the convergence of lifelong, informal, and personalized learning within a social context. The 3P learning model encompasses three core elements: Personalization, Participation, and Knowledge-Pull. We then present the social software supported learning framework as a framework that illustrates the 3P learning model in action, based on Web 2.0 concepts and social software technologies.

Reference:

Chatti, M. A., Jarke, M. & Specht, M. (2010). The 3P Learning Model. Educational Technology & Society, 13(4), 74-85.

Wednesday, June 09, 2010

Deficiencies in Current TEL Models

In my opinion, the failures of current Technology Enhanced Learning (TEL) models basically result from the heavy emphasis on:

  • Knowledge as a thing.
  • Learning as a predetermined process.
  • TEL as a technology issue.


Knowledge as a Thing


Current TEL approaches are following a static and predefined representation of knowledge and are mainly focusing on content delivery. The view of knowledge as an object that can be stored and reused makes that what is presented as learning management is simply content management under a new label. Content, however, represents only one side of the knowledge equation, namely the information side. Information is explicit knowledge that is easily expressed, captured, stored and reused. In the KM literature, there is wide recognition that explicit knowledge represents only the tip of the iceberg. Only a small fraction of valuable knowledge is explicit and there is a huge mass of high-quality knowledge embedded in people, which is not easily expressible and cannot be recorded in a codified form. This hard-to-articulate knowledge is what Polanyi called tacit knowledge.


Furthermore, capturing and storing knowledge as reusable learning objects in centralized repositories makes that knowledge can be isolated from its context. In the KM literature, it has already been pointed out that knowledge is context sensitive. Nonaka & Konno (1998), for instance, point out that "knowledge is embedded in ba" (p. 40); i.e. the shared space or context. "If knowledge is separated from ba, it turns into information" (p. 41).


Learning as a Predetermined Process


Traditional LMS-driven TEL approaches share the view according to which learning is regarded as a process limited by the duration of the semester or term. The view of learning as a semester-bound process conflicts with the nature of learning. Learning is continuous and fluid and cannot be reduced to a process with clearly defined beginning and end.


Moreover, current TEL solutions share a primary focus on the automation of the learning process. A strong emphasis has often been placed on how to control, centralize, and standardize the learning process using technology. The view of learning as an institution-controlled process has led to the development of instructional design specifications that aim to describe a learning flow in a standardized manner, such as IMS Learning Design (IMS-LD).


The automation of the learning process fails to address the complex and uncertain dimensions of knowledge and learning. The learning process cannot be reduced to a string of predetermined processes. It rather emerges through a series of processes that cannot be predicted or anticipated. Organizing the learning process into units with predefined content and learning outcomes is a clear view of learning as a linear process. The linearity of the institution-controlled learning process is not well adjusted to describing what is actually going on in learning in a world of radical discontinuous change. In each new context, learning is a unique process and is the result of emergent processes that do not follow any particular order.


TEL as a Technology Issue


TEL has been often perceived as merely a technological solution to support and supplement institution-led instruction. Consequently, a significant amount of attention has been placed on implementing repositories to capture, store, manage and reuse learning objects and developing platforms to control and automate the learning process.


There is much evidence that current TEL approaches use technology to increase the efficiency of existing practices rather than to improve the effectiveness of the learning experience.


The LMS is designed with the primary focus on management and control and is driven by the needs of the educational institution. LMS-driven TEL solutions follow a one-size-fits-all approach and suffer from an inability to give learners the opportunity to contribute to the learning process in significant ways, and to satisfy the heterogeneous needs of many learners. Similarly, current TEL 2.0 solutions continue to privilege the teacher/institution, rather than the learner, as the central element in the learning experience. These solutions share a common emphasis on how to best integrate the emergent Web 2.0 technologies into the learning process without influencing the traditional pedagogical principles and policies imposed by formal educational institutions. The result is that technology is often applied in the existing institutional context of learning controlled by the institution and organized into courses with preselected tasks, prescribed tools, and predetermined learning outcomes.


In sum, current TEL models, driven by technology-push, might make the learning experience faster or cheaper but not necessarily better. They aim at efficiency (i.e. doing the thing right) rather than effectiveness (i.e. doing the right thing). They use technology primarily to make the traditional institution-centric learning model more efficient. This model, however, remains untestable, unchallenged, and consequently unchanged.



References:


Nonaka, I., & Konno, N. (1998). The concept of “ba”: Building a foundation for knowledge creation. California Management Review, 40(3), 40–54.


Monday, March 29, 2010

LaaN vs. Actor-Network Theory

Actor-network theory (ANT), also known as the sociology of translation or sociology of associations, proposes a socio-technical account that makes no distinction in approach between the social, the natural and the technological (Callon, 1986; Latour, 1996, 2005; Law, 1992). ANT is based upon the principle of generalized symmetry employing a single conceptual framework when interpreting actors, human and non-human. Latour (1996) writes "an ’actor’ in ANT is a semiotic definition -an actant-, that is, something that acts or to which activity is granted by others. It implies no special motivation of human individual actors, nor of humans in general. An actant can literally be anything provided it is granted to be the source of an action" (p. 370).


However, ANT has several limitations to be applied as a framework for dealing with complex learning environments. ANT explores the ways that heterogeneous networks of both human and non-human actors are constructed and maintained and focuses on tracing the transformation of these heterogeneous networks (Latour, 2005). Central to ANT is the concept of translation which is the process of creation of an actor-network and generation of ordering effects Law (1992). The main problem of ANT’s heavy emphasis on the construction, maintenance and transformation of actor-networks (i.e. translation) is that it reduces all actors into black-boxes, and thus ignores internal actions which are crucial for the creation of PKNs, and hence learning, such as seeing patterns, reflecting, (self-)criticizing, and detecting/correcting errors. These actions build the cornerstones of LaaN.


Moreover, according to Callon (1986), the translation process consists of four major steps: problematisation, interessement, enrolment, and mobilisation. However, the creation of knowledge networks cannot be dictated by a predefined process. It rather requires self-ordering and self-organization. Law (1992), while exploring the strategies of translation, acknowledges the self-ordering nature of knowledge networks. As he puts it: "translation is contingent, local and variable" (p. 387). In contrast to ANT, in LaaN, the creation of knowledge networks is rather undetermined, often unpredictable internal process within the knowledge ecology which is, by definition, a self-controlled, self-maintained, and self-organized entity.


Another limitation of ANT is that it does not distinguish between complex and complicated systems. ANT, particularly in Latour’s work, refuses to make the distinction between human and non-human actors i.e. between complex and complicated entities (Williams, 2007). ANT’s strong emphasis is on the heterogeneous nature of the actor-networks. Latour (2005) stresses that, in ANT, non-human actors, similar to human-actors, are treated as mediators rather than intermediaries. Latour makes a strong distinction between intermediaries and mediators. He writes: "For intermediaries , there is no mystery since inputs predict outputs fairly well: nothing will be present in the effect that has not been in the cause ... For mediators, the situation is different: causes do not allow effects to be deduced as they are simply offering occasions, circumstances, and precedents. As a result, lots of surprising, aliens may pop up in between" (pp. 58-59). Treating non-human actors as mediators makes from them complex entities where cause and effect are intertwined and cannot be separated. Non-human actors, however, are rather complicated entities - or in Latour’s terms intermediaries. All the components of a non-human actor are knowable and cause and effect relationships can be predicted. In LaaN non-human "actors" are just an enabler. At the heart of LaaN lie individual learners and their PKNs.


Another point where it also becomes clear that ANT does not make a distinction between the complex and the complicated is the ANT’s concern with the way in which the social is constantly reconfigured, or in Latour’s words ‘reassembled’ (Latour, 2005). Law (1992) stresses that the core of the actor-network approach is "a concern with how actors and organisations mobilise, juxtapose and hold together the bits and pieces out of which they are composed ... and so turn a network from a heterogeneous set of bits and pieces each with its own inclinations, into something that passes as a punctualised actor" (p. 386). Latour (2005) uses the verb reassemble to describe the same effect. He specifies five major uncertainties (p. 22):

• the nature of groups: there exist many contradictory ways for individuals to be given identity;

• the nature of actions: in each course of action a great variety of agents seem to barge in and displace the original goals;

• the nature of objects: the type of agencies participating in interaction seems to remain wide open;

• the nature of facts: the links of natural sciences with the rest of society seems to be the source of continuous disputes;

• and, finally, about the type of studies done under the label of a science of the social as it is never clear in which precise sense social sciences can be said to be empirical.

Latour argues that if the social is based on layers of uncertainties, then the social needs to be reassembled. However, in the new knowledge intensive era, the relationship between different knowledge nodes or in Law’s terms ‘heterogeneous bits and pieces’ is becoming flexible and is changing rapidly; thus, it cannot be captured through a reconfiguration process. Reconfiguration, or in Latour’s terms reassembling, works well for complicated systems in which different components and associated relationships can be identified and managed. Reconfiguration, however, cannot work while dealing with complex knowledge systems comprising many interacting identities. In the latter case, networking is the solution. In complex knowledge systems, the way the knowledge nodes network with each other results in unpredictable movements in the knowledge ecology. Knowledge ecologies lie at the heart of LaaN.


Furthermore, Latour (2005) claims that "it’s possible to render social connections traceable by following the work done to stabilize the controversies" specified above (p. 16) and that the role of ANT is to trace actor-networks (p. 128). To note here that ’network’ in Latour’s vocabulary means something different. Latour points out that ’network’ is an ambiguous word meaning "a string of actions where each participant is treated as a full-blown mediator" (p. 128). To avoid this confusion, Latour suggests using ’work-net’ rather than ’network’. He writes: "Really, we should say ’work-net’ instead of ’network’. It’s the work, the movement, the flow, and the changes that should be stressed" (p. 143). In complex knowledge systems, however, there is no chance to trace social connections, nor is it possible to follow the actors or their actions. Latour himself acknowledges that following the actors themselves is not an easy task since, as he writes, "the actors to be followed swarm in all directions like a bee’s nest disturbed by a wayward child" (p. 121). Thus, there is no means to trace actors’ actions and connections because their actions are uncertain, unexpected, and often hidden; and their connections are varied, ubiquitous, and open. The role of LaaN is neither to follow actors nor to trace their actions or connections. Its major role is to help learners build and nurture their PKNs and to foster connections between different PKNs in order to form a complex, adaptive, dynamic, open, and living entity; i.e. a knowledge ecology.


References:


Callon, M. (1986). Some elements of a sociology of translation: Domestication of the scallops and the fishermen of st brieuc bay. In J. Law (Ed.) Power, Action and Belief. A New Sociology of Knowledge?, (pp. 196–233). London: Routledge & Kegan Paul.


Latour, B. (1996). On actor-network theory: A few clarifications. Soziale Welt, 47(4), 367, 369–381.


Latour, B. (2005). Reassembling the Social. An Introduction to Actor-Network- Theory. New York: Oxford University Press.


Law, J. (1992). Notes on the theory of actor-network: Ordering, strategy and heterogeneity. Systems Practice, 5(4), 379– 393.


Williams, R. (2007). Managing complex adaptive networks. In Proceedings of the 4th International Conference on Intellectual Capital, Knowledge Management & Organizational Learning, (pp. 441–452).


Related Posts:


- LaaN vs. Situated Learnig

- Knowledge Ecology vs. CoP

- LaaN vs. Activity Theory

- LaaN vs. Social Constructivism

- LaaN Revisited


Monday, March 22, 2010

PKM as Seek-Sense-Share?

Another attempt by Harold Jarche to describe Personal Knowledge Management (PKM); This time as a Seek-Sense-Share process. Harold previously used other sequences to explain PKM as Sort-Categorize-Make Explicit-Retrieve; Connect-Contribute-Exchange; or Aggregate-Filter-Connect.


For Harold "PKM consists of practical methods for making sense of the increasing digital information flows around us". In my eyes, this definition of PKM is simply (personal) information management under a new label. Information, however, represents only one side of the knowledge equation, namely explicit knowledge. In the KM literature, there is wide recognition that explicit knowledge represents only a small fraction of valuable knowledge and that there is a huge mass of high-quality knowledge embedded in people. This type of knowledge is what Michael Polanyi called tacit knowledge. Thus, I believe that PKM should involve a combination of explicit and tacit knowledge and that the major challenge is to properly address the tacit dimension of knowledge (i.e. people).


I cannot understand why Harold still insists on describing PKM as a predetermined process such as seek-sense-share. The focus on PKM as a predetermined process conflicts with the complex nature of knowledge. Seek-sense-share represents only 3 processes that PKM can be in, and misses other crucial processes. This explains why Harold always comes up with a different sequence to explain PKM. Moreover, seek-sense-share is a clear view of PKM as a linear process. This linearity is not well adjusted to describing what is actually going on in PKM. In each new context, PKM is a unique process and is the result of personal and emergent processes that do not follow any particular order.


I totally agree with Harold that PKM is the future of KM, but I don't agree with his strong emphasis on how to "standardize" the PKM process. Harold commented on an earlier post in the same context saying that a definition of PKM, based on a 3 components would make his clients remember them. That might be true but in my opinion it would be better to just help them define their PKM processes themselves. In the end it should be "personal"…

Tuesday, March 16, 2010

EC-TEL 2010 Call for Workshops



EC-TEL 2010
Fifth European Conference on Technology Enhanced Learning
Sustaining TEL: From Innovation to Learning and Practice
[www.ectel2010.org]

28 September - 1 October, 2010, Barcelona, Spain

Description and scope

EC-TEL 2010 will bring together people researching, working on and working with technological developments, learning models, and implementations of new and innovative approaches to training and education. The conference will explore how the synergy of multiple disciplines, such as Computer Science, Education, Psychology, Cognitive Science, and Social Science, can provide new, more effective and more sustainable technology-enhanced learning solutions to learning problems. The conference welcomes researchers and developers from all countries and all industries to present their recent advancements from technologies, applications, and learning models in all areas of technology enhanced learning.

In addition to the main program, EC-TEL 2010 will host workshops on topics related to the conference theme. Workshops promote scientific exchange amongst junior and senior researchers from different settings (i.e. universities, high-school, lifelong learning institutions, foundations, SMEs, companies, technology platforms). The workshops provide a face-to-face meeting point for exchange of information and experiences (i.e. project results, ongoing research, outstanding topics) related to Technology Enhanced Learning and the many sub-topics which embrace it.

General Information and Criteria

* Co-located workshops should cover topics falling within the general scope of the EC-TEL conference (refer to http://www.ectel2010.org), in September 28th, 29th
* Face-to-face contributions are encouraged. A workshop is not intended to be a paper session, symposium or set of slideshows. The more that people contribute in a pro-active and inter-active way, the more chances to get a highly successful workshop. Organizers should explicitly indicate in the methodology section how to support this interaction and active contribution between participants
* You might consider online contribution from people abroad. Should you have this setting in mind, please indicate technical requirements and you will elicit contribution from this group
* The minimum number of participants, including organizers is 10
* There is a clear main focus-topic, in addition to a well-defined target group
* Workshop duration can be either a half day or a full day
* Furthermore, as organiser, please provide detailed information about the review process, the name and affiliation of the reviewers, and the kinds of submissions you expect from participants (i.e. abstracts, short papers, full papers). In addition, suggestions and contacts of scientific journals to publish the workshops proceedings are welcome. Participation without a submitted paper is also possible
* In order to ensure the quality of the workshop contributions and their alignment with the general conference, we will follow a two-step process: 1) When an individual workshop is approved, the workshop organizers will manage the submission and internal review process of its participants and submitted papers; 2) All accepted papers in a workshop should be submitted to the workshop chair before the workshop so that they can be accessible on the website
* The most relevant papers will be invited to submit an extended version for further publication in a scientific journal

Submission process

1. Write a 2-page proposal with the following sections: Title, link (if appropriate), duration (half day, full day), main person responsible (full name, email address, phone number, a 2-line CV), other organizers (full names, email addresses, phone numbers, a 2-line CV), reviewers (full names and affiliation), workshop description, main topic, expected number of participants, target group (i.e., participant profile), expected outcomes, methodology, timetable, technical requirements, other considerations (e.g. related to a project or association)
2. Make a PDF-DOC file. Only PDF or DOC files will be accepted
3. Go to the EC-TEL 2010 website -> Submissions -> Workshop Submissions: http://www.easychair.org/conferences/?conf=ectel2010workshops
* Watch: there is a separate submission website for papers, posters and demonstrations at: http://www.easychair.org/conferences/?conf=ectel2010
4. Register at the EasyChair System.
5. Login with your EasyChair username and password
6. Choose "New Submission" in the top menu
7. Fill out all details in the form
8. Please specify all the required fields
9. Upload your workshop proposal as a PDF or DOC file; you can add an attachment too
10. Register into the conference

Important dates

1. Workshop proposals: 11 April 2010
2. Workshop acceptance: 11 May 2010
3. Paper deadline submission to workshops: 27 June 2010
4. Final paper acceptance: 31 July 2010
5. Workshops: 28, 29 September 2010

For more information

Contact the Workshop chair:
Daniel Burgos, TELSpain/ATOS Origin
www.telspain.es, www.atosresearch.eu
daniel.burgos@atosresearch.eu (subject: [EC-TEL2010] Workshop + your reference)

Tuesday, March 09, 2010

LaaN as a Bridge between KM and TEL

LaaN represents a vision of learning, where the line between Knowledge Management (KM) and Technology Enhanced Learning (TEL) disappears. In LaaN, work/learning is viewed from a knowledge worker/learner perspective, and KM and TEL are seen as being primarily concerned with a continuous creation of a personal knowledge network (PKN). This ensures that the differences between KM and TEL are converging around a knowledge worker/learner-centric work/learning environment and makes that the roles of KM and TEL are blurring into one, namely supporting the knowledge worker/learner in continuously creating and optimizing their PKNs. In this sense, KM and TEL are not the two ends of a continuum but the two sides of the same coin.

Moreover, LaaN enables the seamless integration of work and learning. The view of learning as the continuous creation of a PKN makes learning and work so intertwined that learning becomes work and work becomes learning. As illustrated in the figure above, TEL in LaaN is no longer regarded as an external online training activity separate from the work flow, but rather as a learner-controlled evolving activity embedded directly into work processes.

Tuesday, March 02, 2010

LMS vs. PLE


As illustrated in the table above, In contrast to Learning Management Systems (LMS), Personal Learning Environments (PLE) have the following characteristics:


  • Personalization: A LMS follows a one-size-fits-all approach to learning by offering a static system with predefined tools to a set of many learners around a course. A PLE, by contrast, is responsive and provides a personalized experience of learning. It considers the needs and preferences of the learner and places her at the center by providing her with a plethora of different tools and handing over control to her to select and use the tools the way she deems fit.
  • Informal learning and lifelong learning support: A LMS is not supportive of informal or lifelong learning. It can only be used in a formal learning setting, managed and controlled by the educational institution. And, in a LMS, learning has an end. It stops when a course terminates. A PLE, however, can connect formal, informal, and lifelong learning opportunities within a context that is centered upon the learner. A PLE allows the learner to capture her informal and lifelong learning accomplishment and develop her own e-portfolio. In a PLE learning is fluid. It continues after the end of a particular course.
  • Openness and decentralization: Unlike a LMS, which stores information on a centralized basis within a closed and bounded environment, a PLE goes beyond the boundaries of the organization and operates in a more decentralized, loosely coupled, and open context. A PLE offers an opportunity to learners to make effective use of diverse distributed knowledge sources to enrich their learning experiences.
  • Bottom-up approach: Within a LMS there is a clear distinction between the capabilities of learners and of teachers, resulting into a one-way flow of knowledge. In contrast to a hierarchical top-down LMS, shaped by command-and-control and asymmetric relationships, a PLE provides an emergent bottom-up solution, driven by the learner needs and based on sharing rather than controlling.
  • Knowledge-pull: A LMS adopts a knowledge-push model and is concerned with exposing learners to content and expecting that then learning will happen. A PLE, however, takes a knowledge-pull model. Learners can create their very own environments where they can pull knowledge that meets their particular needs from a wide array of high-value knowledge sources.
  • Ecological learning: A PLE-driven approach to learning is based on personal environments, loosely connected. A PLE is not only a personal space, which belongs to and is controlled by the learner, but is also a social landscape that offers means to connect with other personal spaces in order to leverage knowledge within open and emergent knowledge ecologies. Rather than belonging to hierarchical and organization-controlled groups, each learner has her own personal environment and network. Based on their needs and interests, different learners come together for a learning experience. They work together until the learning goal is achieved and thereby do not have a permanent relationship with a formal organization or institution. The distributed PLEs can be loosely connected to build a knowledge ecology. Unlike LMS- driven groups/communities, which are closed, bounded, structured, hierarchical, and organization-controlled, a PLE-driven knowledge ecology is open, distributed, diverse, emergent, self-organized, and learner-controlled.

Monday, March 01, 2010

CfP: EC-TEL 2010



EC-TEL 2010
Fifth European Conference on Technology Enhanced Learning
Sustaining TEL: From Innovation to Learning and Practice
http://www.ectel2010.org

28 September - 1 October 2010 in Barcelona, Spain

The last decade has seen significant investment in terms of effort and resources (time, people, money) in innovating education and training.
The time has come to make the bold step from small scale innovation research and -development to larger scale implementation and evaluation. The time has come to show the world (government, industry, general population) that we have matured to the stage that sustainable learning and learning practices – both in schools and in industry – can be achieved based upon our work.

What not long ago was seen and experienced as a novel technology (Internet and WWW) has become for much of the populace mundane and commonplace (Web 2.0 and social software). What not long ago was expensive and exotic (computers and broadband computer networks) is now inexpensive and ordinary (netbooks and omnipresent wireless). And what in the past was proprietary and inaccessible (information and learning
materials) is now generic and open (open educational resources).

The TEL community is faced by new research questions related to large scale deployment of technology enhanced learning, support of individual
learning environments through mashup and social software, new approaches in TEL certification, etc. Furthermore, for new approaches are required for TEL design, implementation, and use to improve the understanding and communication of educational needs among all stakeholders, ranging from researchers, learners, tutors, educational organizations, companies, TEL industry, and policy makers.

ECTEL 2010 will bring together technological developments, learning models, and implementations of new and innovative approaches to training and education. The conference will explore how the synergy of multiple disciplines, ranging from Computer Science, Education, Psychology, Cognitive Science, and Social Science, can provide new, more effective and more especially more sustainable, technology-enhanced learning solutions to learning problems. The conference welcomes researchers and developers from European and Non-European countries and industries to present recent advancements from technologies, applications, and learning models in all areas of technology enhanced learning.

*** CONFERENCE TOPICS ***
From both research and experience perspective the following topics of interest to the conference include, but are not limited to:

Technological underpinning
* Large scale sharing and interoperability
* Technologies for personalisation and adaptation
* Context-aware systems
* Social computing and web 2.0
* Semantic web and web 3.0
* Mobile technologies
* Intelligent games
* Network infrastructures and architectures for TEL
* Sensors and sensor networks
* Roomware and ubiquitous computing
* Data mining and information retrieval
* Natural language processing and latent semantic analysis
* eLearning specifications and standards

Pedagogical underpinning
* Problem- and project-based learning / Inquiry based learning
* Computer supported collaborative learning
* Collaborative knowledge building
* Game-based and simulation-based learning
* Story-telling and reflection-based learning
* Instructional design and Design approaches
* Communities of learners & Communities of practice
* Teaching techniques and strategies for online learning
* Learner motivation and engagement
* Evaluation methods for TEL

Individual, social & organisational learning processes
* Cognitive mechanisms in knowledge acquisition and construction
* Self-regulated and Self-directed learning
* Social processes in teams and communities
* Social awareness
* Knowledge management and organisational learning
* Sustainability & TEL business models and cases
* Business-learning models

Learning contexts and domains
* Applications of TEL in various domains
* Formal education: initial (K-12, higher education), post-initial (continuing education)
* Workplace learning in small, medium and large companies
* Aggregated learning at the workplace Distance and online learning
* Lifelong learning (cradle to grave)
* Vocational training
* Informal learning
* Non-formal learning
* Ubiquitous learning

TEL in developing countries
* ICT Inclusion for learning
* Digital divide and learning
* Generation divide and learning
* Education policies
* Rural learning

TEL, functional diversity and users with special needs
* Accessible learning for all
* Visual, hearing and physical impairments
* Psycho-pedagogic support for users
* Educational guidance for tutors
* Adapted learning flow, content and monitoring process
* Standards about accessibility and learning


*** DEMONSTRATIONS ***
The EC-TEL Demonstration is your chance to fully engage EC-TEL attendees at a personal level by letting them see, touch, squeeze, or hear your visions for the future of TEL. We expect that your Demonstration will be a reliably running prototype of your vision ready to be tried out, questioned, interacted with, … In particular, we encourage Demonstration submissions that complement an EC-TEL Paper submission, so that attendees can get a direct experience of your work in addition to the scientific presentation.

Demonstration submissions consist of three parts: (1) short paper, (2) video trailor or remote access to prototype, and (3) description of
technical requirements (see website for more details).


*** WORKSHOP ORGANISATION ***
EC-TEL 2010 offers the opportunity to host several workshops. Parties interested to organize a workshop are asked to submit a proposal of
max. 4 pages outlining the theme of the workshop, workshop format, expected participants and domains addressed, dissemination activities,
programme committee, and organizational requirements. A separate call will be published in parallel. Proposals should be submitted via the EasyChair system of ECTEL.


*** IMPORTANT DATES ***
Paper & demonstration submission:
11 April 2010
Paper & demonstration acceptance:
31 May 2010
Camera-ready final papers:
30 June 2010
Workshop proposals:
11 April 2010
Workshop acceptance:
11 May 2010
Workshops:
28/29 September 2010
Conference
30 September /1 October 2010


*** SUBMISSION FORMATS ***
All papers will be reviewed through a non-blind review process. Accepted papers will be published in the conference proceedings. Proceeding will be published by Springer within their “Lecture Notes in Computer Science” series which is ranked in the ISI Web of Knowledge.
The use of supplied template is mandatory:
http://www.springer.com/computer/lncs?SGWID=0-164-7-72376-0

* Full Papers (max. 16 pages)
* Short Papers and Posters (max. 6 pages)
* Meetings: contact the local organisation chair

*** CONFERENCE ORGANISATION ***
General chair: Vania Dimitrova, University of Leeds, UK
Programme chairs: Martin Wolpers, Fraunhofer FIT, Germany; and Paul A. Kirschner, Open Universiteit Nederland
Workshop chair: Daniel Burgos, TELSpain/ATOS Origin, Spain
Poster and Demonstration chair: Stefanie Lindstaedt, Know-Center Graz, Austria
Industrial session chair: Julio Alonso, TELSpain/International University of La Rioja, Spain
Local organization chair: Marta Enrech, TELSpain/Open University of Catalonia, Spain
Doctoral Consortium chairs: Katherine Maillet, INT, France; and Ralf Klamma, RWTH Aachen, Germany