Learning networks for lifelong competence development

Krassen Stefanov, Rob Koper
2007 Interactive Learning Environments  
II Workshop "Learning Networks for Lifelong Competence Development" The objective of the workshop The objective of the workshop was to identify and analyse current research and technologies in the Workshop Learning Networks for Lifelong Competence Development 2006 -Sofia, Bulgaria III fields that provide the building blocks for the development of an open source infrastructure that contains all the services needed to support individuals, teams and organisations to (further) develop their
more » ... ces, using all the distributed knowledge resources, learning activities, units of learning and learning routes/programmes that are available online. This includes open, usable and accessible services for: � The creation, sharing, discovery and use of knowledge resources, learning activities and learning paths by any individual, team or organisation. � The development, use, monitoring and maintenance of competence frameworks for the different professions or domains of knowledge. � The assessment of competences. � The registration, use and sharing of personal data (profiles, portfolios, certificates). � The discovery of suitable learning resources adapted to the users needs and profile. � The support of users to navigate through all the possible learning resources to build specific competences. � The support for users to learn in new fields and the support for the people who provide the support (e.g. by providing monitoring services, help by email handling). The papers The papers were all reviewed by three reviewers from the programme committee. The best papers were also invited to deliver an elaborated version of the paper for a special issue of the journal Interactive Learning Environments (planned for 2007) on this same topic. When we organise the papers of these proceedings into the categories of research we are performing in the TENCompetence project, we get the following organisation: In conclusion We think that the papers in this proceedings provide a valuable input for the TENCompetence project: they are a good representation of (parts of ) the state-of-the-art in the fields related to lifelong competence development. We are just at the beginning of our challenging process and we see this as a valuable result of our first open meeting. As chairs of the programme committee and editors of these proceedings we want to thank everybody involved in the process, especially the members of the local organisation committee from the Sofia University "St. Kliment Ohridski", the authors and presenters and the members of the programme committee. Abstract: The knowledge management (KM) literature emphasizes the impact of human factors for successful implementation of KM within the organization. Isolated initiatives for promoting learning organization and team collaboration, without taking consideration of the knowledge sharing limitations and constraints can defeat further development of KM culture. As an effective instrument for knowledge sharing, communities of practice (CoP) are appearing to overcome these constraints and to foster human collaboration. Abstract: One of the most relevant activities in the EU TENCompetence project is directed at the development of models and tools to stimulate the sharing and management of knowledge resources. Knowledge resources are the containers that store the explicit knowledge for sharing purposes. Examples are learning objects, articles, books, software programs, informal messages, etc. From the technical perspective the main outcome of this part of the research in TENCompetence is to develop an infrastructure suitable to provide users with functionalities for the creation, storage in distributed, federated digital repositories, search, support, retrieval, packaging, reuse, sharing and quality rating of knowledge resources. Moreover, in order to guarantee a high degree of interoperability, each knowledge resource must be both packaged according to existing specifications (e.g. IMS-CP and SCORM) and uniquely identifiable using worldwide unique identifiers and metadata descriptors (e.g. LOM or Dublin Core format). This paper is an overview on the objectives, issues and potential technical solutions identified in the initial phase of the project. A general problem in life-long learning is how to develop flexible and adaptive learning content, and how to choose and deliver the most appropriate learning activities for the learner. In order to solve this problem, we need to have the proper knowledge model, and clear interpretation how to use it. One possible solution is to use IMS Learning Design for modelling the learning process and ontologies for representing the domain knowledge and competencies. In this paper we present one specific approach for applying this solution, and one possible implementation of this approach. We also analyse possible technological tools to be used in such implementation, and give reasons for our choice. We describe the current results from this implementation, and outline the problems encountered, as well as the research challenges remaining to be solved. Abstract We summarize here the results of a project called IDLD: Implementation and Deployment of the Learning Design specification. The main product of the IDLD project is a portal that provides a suite of tools and methodological aids to help build IMS-LD compliant learning designs. In this paper, we focus on a practical approach to build and extend a repository of learning designs. We present a more specific process where tools in the portal serve to extend the repository by building LD patterns extracted from an actual course, recomposing them into new patterns and new courses. We present a LOM-based LD classification scheme to help structure the repository. Finally, we present part of an ontology to improve the structure, and hopefully the usefulness, of the LD repository. Abstract This paper discusses PlanetDR, whose architecture supports very large federated educational digital repositories. It is based on the implementation of current open specifications for interoperability (such as IEEE Learning Object Metadata and IMS Digital Repositories Interoperability, in its Edusource Communication Language version), and its integration with the workflow of eLearning production in the context of the Reload Learning Design editor. This integration should support better re-use of resources; some open problems for enhancing further this re-use are also discussed. Abstract Abstract. This article describes a framework for the integration of e-learning services. There is a need for this type of integration in general, but the presented solution was a direct result of work done on the IMS Learning Design specification (LD). This specification relies heavily on other specifications and ser-vices. The presented architecture is described using the example of two of such services: CopperCore, an LD service and APIS, an IMS Question and Test Interoperability service. One of the design goals of the architecture was to minimize the intrusion for both the services as well as any legacy client that already uses these services. Abstract This paper presents the 8 Learning Events Model (8LEM), a pedagogical reference framework which was used, in more than 100 online course, as a starting point for instructional planning. Besides supporting teachers in early stages of the learning design continuum, the paper shows how this learning/teaching model, as a professional development tool, prompts them to diversify the learning methods experienced by students in their courses. A two-pronged rationale about the importance of this diversification with respect to "mathetic" competence development and epistemology is also proposed to discussion. Abstract. The modeling of a 28-week course in Information Theory using IMS Learning Design Level B specification proved its efficiency for describing complex learning scenarios. This article briefly summarizes the method used to create the real-life unit of learning. The experiment showed that, although various types of editing software and rendering engines are available, the resulting production process relies too much on computer specialists to be adopted as a strategy at the institutional level, and that the lack of integration exhibited by both the software and the engines in terms of Virtual Learning Environments prevents large-scale deployment. Abstract: This paper describes a project started at main goals are focused on: building a template solution that supports and guides the authors in the Units of Learning design process; proposing a full documentation of the lesson plans in a purely presentable context in the form of MS Word file; reusing IMS LD packages. The design methodology includes two aspects: (1) a conceptual modeling based on an Educational Modeling Language and the IMS Learning Design Specification, and (2) a software development and integration. The implementation of the LDT is done by applying the following technologies: an object-oriented PHP language, HTML, JavaScript, XML and a relation Database. Abstract -In the TenCompetence project, we aim to address the growing need for lifelong development with an open source framework for competence development programmes. We envisage that the framework will be used for formal, non-formal and informal learning activities; learning units will be created and shared in a distributed manner in learning networks, and peer-to-peer learning activities will be highly important. In this paper, we give an overview of the requirements and techniques needed to achieve this goal. Methods for learner assessment are needed for individualizing learning programmes. The system should provide functionality to position the learner in and around learning programmes, and to generate personalized navigation paths that match the learner goal; in addition, learners should be able to organize their learning process and to communicate. We discuss several existing tools and standards that may be used as a basis for the framework. Abstract Campus Canada is a consortium of post-secondary institutions and workplace trainers that promotes lifelong learning through the articulation of workplace and other experiential learning for academic credit. This paper describes the recent redevelopment of the Record of Learning component of the Campus Canada's ePortfolio System. In matching the academic members' desires for provision of secure e-transcripts with learners' desires for validation of educational assertions, the RoL provides a win-win lever for an expanded e-portfolio service without creating clerical log jams. The new RoL system paves the way for web services interoperability between registrar services and for automated creation of secure Records of Learning by workplace trainers. Abstract Examples of what are known as frameworks of skill or competence suggest a range of requirements which might be met by such frameworks, for organisations, individuals and educational institutions. However, there are two opposing tendencies in framework development: towards different, context-specific frameworks and towards common, shared frameworks. The approach to resolving this, suggested here and prefigured in the JISC-funded SPWS project, is to make a clear distinction between the common and specific approaches, focusing agreement onto common frameworks for reference, while allowing divergence between specific frameworks for application and implementation. This may resolve the tension and allow both common and specific frameworks to flourish. Pointers are given for working towards this. Standards in the area need further development. E-learning tools, including e-portfolio systems, need to build in support for this two-component approach to frameworks of competence.
doi:10.1080/10494820701424643 fatcat:ndnsszqzxncfdk3bmtiqv6zcxa