The document introduces Maria Perifanou, who has studied Italian Philology and Literature and received a Master's in Teaching and Promoting Italian Language and Culture. She currently works as an Italian lecturer and eLearning professional, teaching Italian at various institutions. Her current work focuses on a PhD study of collaborative blended language learning using Web 2.0 tools, examining two case studies of teaching Italian as a foreign language.
3. Voice Interactive Learning Complement visual only e-learning with audio interaction u-learning & m-learningaccess to anything, by anyone, at anytime and anywhere
4. 5 scenarios Sound is the main source of information in a learning process Learners with auditory learning style MoMI (Brussels)
5. 5 scenarios In hands-busy and eyes-busy situations The device has no screen or a very limited one When a disability does not allow a person to make use of a visual display E.g In a driving situation Visualimparements
24. Research Project Ambient Information Channels (AICHE) “Distributed mixed-reality information mash-ups to support ubiquitous learning” [Specht, 2009]
34. E-Learning is a kind of service Valuable Pervasive Fresh Quality Transmission Source Three goals of e-learning 34
35. Source: Traditional classes, not coursewares Famous teachers’ classes are always crowded. It is traditional classes thatshould be the source of e-learning, not coursewares. 35
36. Mobile learning may be the future of e-learning. People listen to famous tutors’ classes in real time. 36 Transmission:Mobile learning, not just PCs
37. “Teacher” centered “Remembering” things only “Student” centered “Thinking and analyzing” problems only “Environment” centered “Thinking and analyzing” problems and human aspects together Evolution of education Quality: A great man, not just a man A machine A man A great man 37
46. HOW CAN WE FOCUS IN A CONTENT COLLECTION THAT IS EXPLODING WITHOUT ANY EXPLICIT ORGANIZATION?
47. CAN WE EFFECTIVELY BLEND THE SYNCHRONOUS AND THE ASYNCHRONOUS? A study of asynchronous and synchronous e-learning methods discovered that each supports different purposes -EDUCAUSE Quarterly, vol. 31, no. 4 http://gathatoulie.blogspot.com/ j.a.corneli@open.ac.uk @holtzermann17
55. Stage I am at... Ethical Approval --Starting field work Images: Cat: http://tinyurl.com/ylzk5fh Cristina Costa University of Salford, UK The Journey is documented at www.knowmansland.com/learningpath
58. “Children responding to uncertainty in an educational, computer-based game.” Interdisciplinary area of NeuroEducationGraduate School of EducationUniversity of Bristol Skevi Demetriou (Under the supervision of Paul Howard-Jones)
59. Aim of the study To explore the role of reward uncertainty in learning as a factor of motivation and engagement.
60. The research Phase 1: - In the lab - With adults - Competitive computer game Phase 2: - In the class - With children - Non-competitive gaming
61. Multi-methods approach: Qualitative and Quantitative EDA (Electro Dermal Activity) recordings Quantitative data from the game Dialogues recordings Student drawings Semi-structured interviews
62. Research Questions 1. How does prediction error, in learning games employing chance-based uncertainty, influence memory in adults? Phase 1: Adult study in non-competitive gaming 2. How might prediction error, in learning games employing chance-based uncertainty, influence emotional engagement as measured by EDA? Phase 1: Adult data collected with above 3A. How does prediction error, in a computer-based learning game employing chance-based uncertainty and an artificial competitor, influence children’s memory?
63. 3B. How is this learning influenced by whether the artificial opponent is matched in terms of gaming skill (in terms of risk taking decisions) or academic ability (in terms of its ability to remember the correct answer)? Phase 2: Cyprus child/classroom study using competitive gaming with 2 different artificial competitors – looking at the effects of prediction error by player and by computer opponent. 4A. What types of discourse and constructions are associated with competitive learning games involving chance-based uncertainty and an artificial competitor in the classroom, and how might these be interrelated with our biological understanding? 4B. How are discourse and constructions influenced by whether the artificial opponent is matched in terms of gaming skill or academic ability? Phase 2: Pilot study – using “wipeout” game. Cyprus study (see RQ3) Thank you
103. Sibren Fetter page Design Workshop in Sevilla at the eTwinning Conference 2010 User requirements analysis with the eTwinning teachers I will ask some of you to look at the setup of the workshop and answer the questions
112. Thank you Contact me by writing an email to sebastian.kelle@ou.nl or, just come talk to me, I can try and supress my biting habit. Look for me on facebook. No I don‘t like farmville.
128. Is there life after a Ph.D.? Mike Mimirinis Middlesex University JTEL Winter School- Innsbruck, 1.2.2010 M.Mimirinis@mdx.ac.uk img: http://phdcomics.com
136. 117 COLLABORATIVE AUTHORING OF ADAPTIVE EDUCATIONAL HYPERMEDIA (AEH) BY ENRICHING SEMANTIC MEDIAWIKI’S OUTPUT by Dade Nurjanah Supervisor: Prof. Hugh Davis Co-supervisor: Dr. Thanassis Tiropanis 117 1
141. 120 The Potential of Social – Semantic Web Technology for Authoring AEH (2) Social web and semantic web technologies are useful to develop systems based on large knowledge with many contributors Most of the work in academics and business was completed by groups of people Wikis have been used for developing and maintaining documents by large online communities Semantic Wikis improve Wikis in managing a knowledge layer underlying documents Outline
142. 121 Architecture This PhD thesis will research the enhancement of Semantic Wikis to support collaborative authoring of Adaptive Educational Hypermedia (AEH). Outline
151. Master diploma in “Teaching and Promoting the Italian Language and Culture at Foreigners” with a specialization in Language Technology from the University “Ca’Foscari” of Venice (Department of Sciences of Linguistics, 2001-2003).
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153. Collaborative Blended Language Learning using Web 2.0 tools: Two case studies of learning/teaching Italian as a Foreign LanguageDepartment of Italian & Spanish Studies at the Faculty of Liberal Arts of the “National Kapodistrian University of Athens”’ (2004-2010).
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155. Case study 2 Long Term (students- Language Institution) Blended Language Learning Model microblogging platform (back up communication channel) wiki (resources, e-portfolios, collaborative projects) blog (resources & language activities - 4 abilities)
180. Psyhopedagogical basesof the elaboration the electronic textbooks Scientific advice: Rudic Gh. profesor Author: Railean Elena JTEL Winter School on Advanced Learning Technologies 2010 02/01/2010
181. 151 Structure of research: The key – words: globalization, electronic textbooks, metasystemic approach, competence pedagogy, didactical model, dynamic and flexible educational strategy. Domain of the researchisgeneralpedagogy - theory and practice of textbook. The aim of the researchis to define the psyhopedagogical base in context of the globalization, scientific and information progress through modelation the process of elaboration of electronic textbooks. JTEL Winter School on Advanced Learning Technologies 2010 02/01/2010
182. 152 JTEL Winter School on Advanced Learning Technologies 2010 02/01/2010 The objectives of my research work are: to identify the research problems of the psyhopedagogical bases of electronic textbooks elaboration; to determine the configuration of electronic textbooks in the correspondence with metasystemic approaches; to determine the technological configuration of electronic textbook to describe the process of elaboration of electronic textbooks.
183. 153 The methodology of the research methods of qualitative and quatitative analysis: situational phenomenological and structural analysis scenes through iteration ideal type, topography transactional method and modelling statistical methods of analysis of the collected data through SPSS and Microsoft Excel. JTEL Winter School on Advanced Learning Technologies 2010 02/01/2010
184. 154 Scientific novelty and originality:substantiation of scientific principles of the elaboration electronic textbooks through a new didactical model. The model represents the delineation of the process of elaboration through correlation „educational ideal – objectives – competences” and argued through the description of the project of the process of elaboration electronic textbooks. Theoretical significance consists in fundamentation of psyhopedagogical bases of elaboration of electronic textbooks through theoretical – practical argumentation of scientific principles (principle of self-regulation, personalisation, dynamics and flexibility, clarity, diversity of feedback and ergonomic) and their application in the knowledge management through ME. JTEL Winter School on Advanced Learning Technologies 2010 02/01/2010
185. 155 Practical value of the research work argues the methodology of elaboration of educational software at theoretical and practical levels (course “Methodology of elaboration the educational sodtware”, technology “Electronic textbooks in electronic portfolio” and diversity of the electronic textbooks). Implementation of scientific resultswasmade at USM in 2006 – 2009. The technology “Electronic textbooks in electronic portfolio” was analysed at the meeting of Department of Informatics and Discrete Optimization on 30.03.2007 and was recommended to application. JTEL Winter School on Advanced Learning Technologies 2010 02/01/2010
187. Supporting the creation and use of Personal Learning Networks of professionals in the social profit sectorKamakshi Rajagopal Door: Kamakshi Rajagopal
191. Research Questions To what extent are currenttechnologies effective in providing the professional insight into the experience and expertise available in his Personal Learning Network? In what way do these technologies need to be improved to facilitate the introduction of new contacts and new expertise into the professional’s Personal Learning Network? PhD Pagina 5
192. Research Method Literature study Survey + In-depth interviews Identification of characteristics of PLN (definition) Use of technologies and SNS Design and Implementation of system Experiment on effectiveness of current and new systems in giving insight into expertise and experience in PLN in introducing new expertise and experience in PLN PhD Pagina 6
195. 165 My Ph.D. in 180 seconds We‘ll always have our informal learning networks... Wolfgang Reinhardt @wollepb isitjustme.de
196. 166 Online Communities Semantic Analysis Awareness Support AAN http://www.nexell.net/cms/community.html http://molnarandras.wordpress.com/2009/03/page/2/ http://lab.softwarestudies.com/2008/05/artdiasporaviz-korean-modern-art.html
197. 167 Artefact-Actor-Networks combine social networks with artefact networks one layer per communication/cooperation channel semantical analysis different semantical connections allow for analysis per communication layer
203. Maren Scheffel I studied Computational Linguistics and now work at the Fraunhofer Institute for Applied Information Technology in the research group on Context and Attention in Personalized Learning Environments
204. Research Areas Personalization and Adaption with the help of attention metadata to do user profiling and information retrieval to build recommender systems that support self-reflection in the field of Technology Enhanced Learning
208. Emotional State Recognition What do you feel like... ... when getting wrong results over and over again? ... when getting support? The system adapts to the learner’s moods.
219. Coalitions in Collaborative Co-creativityRory SieCELSTEC, Open Universiteit NederlandJTEL Winter school, February 1st, 2010
220. Brainstorming Focus on quantity No criticizing Combine and improve ideas Poo! Bear! Pooh bear!
221. What is a coalition? temporary alliance distinct parties common intention individual goals
222. Research question How can we facilitate the process of coalition formation in such a way that it will lead to the highest possible set of accepted ideas? Hypothesis: Providing insight in the value of candidate coalitions will increase the quality of ideas
223. Issues What factors influence coalitions in collaborative creativity? => Adapted version of Grounded Theory Analysis Goal: to name factors that influence coalitions in co-creativity
224. I need 5 volunteers! 5 volunteers! Questions: ask me this week, or mail me at rory.sie@ou.nl
227. London Metropolitan University Learning Technology Research Institute Learning Designs for Augmenting Context If we are to develop a new approach to learning design for the present and the future we need to examine and extend the learning theories of the past. In the 1930’s Vygotsky proposed the Zone of Proximal Development (ZPD) as follows: “It is the distance between the actual developmental level as determined by independent problem solving and the level of potential problem solving as determined under adult guidance or in collaboration with more capable peers.” (Vygotsky, 1978/1930, p. 86) My research is concerned with developing technology and techniques that can augment or extend this notion of the more capable peer.
228. Information vs Knowledge Information is about facts in isolation, What and Who. Knowledge is about context, Who, What, Where (Spatial), When (Temporal), How (Procedural in a practical sense), Why (cause, purpose, reason, goal, motivation). The central task of the learning designer is to understand the contextual factors which influence and affect learning. “Context is a construction that makes selective, holistic sense of the environment of interaction. This construct then guides adaptive action in that environment, e.g. what type of learning actions to undertake” (Boyle, T. 2002) “The teaching and learning of structure, rather than simply the mastery of facts and techniques, is at the center of the classic problem of transfer.” (Bruner, 1960) London Metropolitan University Learning Technology Research Institute
229. Why Context? Context relates the learning content to time, location, needs and interests resulting in increased engagement and more compelling learning experiences. The units of construction of context are: location, activity, content and the actual context of the user themselves. Their experience and history becomes the interface. Issues: How does the system gather the contextual information both of the user and the setting and how is that information displayed? / This is difficult because most learning activities are in continuous development and very difficult to model. London Metropolitan University Learning Technology Research Institute
230. London Metropolitan University Learning Technology Research Institute Declarative vs procedural learning designs The procedural mode of guidance can be described as a linear sequence of instructions. However the more precise we make a procedural representation, the more prescriptive it becomes. A declarative approach is more concerned with the many different ways that something can be achieved. “It describes the structure of a knowledge base (a map for example) rather than specifying a set of instructions for action. The creative activation of this knowledge base is at the disposal of the user because a declarative approach offers alternative options for action.” (Boyle, 2002)
231. London Metropolitan University Learning Technology Research Institute The World as an Interface : Relationships and Hierarchies
232. London Metropolitan University Learning Technology Research Institute Conclusion My research explores the practise ofattaching information to space. Whenall form is fused with information then it is the world itself that becomes the interface. Space is becoming a medium for learning and in the process the way we learn (knowledge formation) is being transformed. Bruner makes a solid case for education as a knowledge-getting process: “To instruct someone is not a matter of getting him to commit results to mind. Rather, it is to teach him to participate in the process that makes possible the establishment of knowledge. We teach ….in order to allow the learner… to take part in the process of knowledge-getting. Knowing is a process not a product.” (Bruner 1966. italics mine) Needed is a system that allows us to see alternative knowledge, facts, opinions upon which we can comment, reflect upon and later write about.
235. Xiaohong Tan E-learning Lab of Shanghai Jiao Tong University (SJTU), China Researcher: in E-learning Lab of SJTU Doctoral student: in Computer Science department of SJTU Lecturer: in Network College of SJTU
236. My interested topics Adaptive and personalized learning; Personalized instruction; Online Student Tracking; Course generation for large scale teaching
237. My research experience In 2007, we presented a personalized e-learning tutoring model and implemented it in a real large scale class of the Network College of Shanghai Jiao Tong University (SJTU).
238. My research experience In 2008, I got a funding fromInternational Bureau of the Federal Ministry of education and Research, which supported a cooperation research between DFKI, the German Research Center fro Artificial Intelligence, and SJTU in EDM.
239. My research experience I am participating in the Responsive Open Learning Environment (ROLE) Integrated Project. Now I am working on Automatic Course Generation System (ACGS) in large scale teaching environment in China.
243. SOCIAL LEARNING Computer and Information Services Graz University of Technology Behnam Taraghi http://tugll.tugraz.at/96874/ http://twitter.com/behi_at 213
246. High amount of information in PLE Users are overwhelmed We need a Recommender System for PLE We need to know the User’s interests We need to know what widgets are about 216
254. 224 Reflection Active, persistent, and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it, and the further conclusion to which it tends, constitutes reflective thought. (John Dewey, 1910)
256. 226 Goal Researching (meta) information sources within MashUps using reflection methods. Meeting of Minds Lets get together on FlashMeeting, TELEurope, Skype, Facebook, LinkedIn, … :-)
263. Context Matters Valuable contextual information comes for free... (or can be gathered without much effort) but is not used up to its maximum potential.