"UPGRADE: The European Journal for the Informatics Professional - Vol. IX, Issue no.3, June 2008

Abstract: In this paper, our aim is to investigate the role of Compendium maps for both learners and educators to share and debate interpretations in FlashMeetingTM (FM) videoconferences in the context of OpenLearn, an online environment for open learning. This work is based on a qualitative study of knowledge maps and web videoconferencing interactions, and quantitative data presented in diagnostic reports about both tools. Our theoretical approach is based on the sensemaking concept and an existing framework for three learning scenarios. Our findings describe four applications of knowledge maps in videoconferencing: (i) Mind Maps for a FM virtual lecture (transmission scenario); (ii) Learning Path Map which integrates a FM conference (studio scenario); (iii) Concept Maps during a peer-to-peer event (negotiation scenario) and (iv) Web Maps for a FM replay (assessment scenario).

Mobile Social Software for Professional Communities [PDF: 7 pages, 198 KB]
Ralf Klamma and Matthias Jarke
Abstract: Professional Communities start to make extensive use of Web 2.0 tools and platforms to enhance their knowledge work. But, with the Web 2.0 and the new computing capabilities in the mobile ubiquitous Internet, the relationship between professionals in their closed communities and amateurs in the Web 2.0 is debated again. We show here a living community around the United Nations Educational, Scientific and Cultural Organization (UNESCO) world heritage of the Bamiyan Valley in Afghanistan which tries to find an intermediary position between highly trusted work in the cause of cultural preservation and protection on the one side, and communication with a public audience and investors in the sustainable development of the Bamiyan Valley on the other. Our mobile Social Software scenario Virtual Campfire assembles some tools we developed for this community in a common research and development framework.

Applying "Scruffy" Methods to Enable Work-Integrated Learning [PDF: 7 pages, 160 KB]
Stefanie N. Lindstaedt, Tobias Ley, Peter Scheir, and Armin Ulbrich
Abstract: This contribution introduces the concept of work-integrated learning which distinguishes itself from traditional e-Learning in that it provides learning support (i) during work task execution and tightly contextualized to the work context, (ii) within the work environment, and (iii) utilizes knowledge artefacts available within the organizational memory for learning. We argue that in order to achieve this highly flexible learning support we need to turn to "scruffy" methods (such as associative retrieval, genetic algorithms, Bayesian and other probabilistic methods) which can provide good results in the presence of uncertainty and the absence of fine-granular models. Hybrid approaches to user context determination, user profile management, and learning material identification are discussed and first results are reported.

Distributed Feed Networks for Learning [PDF: 6 pages, 156 KB]
Fridolin Wild and Steinn E. Sigurdarson
Abstract: Recent studies indicate that blogs are the breakthrough user application of this decade. Yet, the blogosphere in its current form is suffering from various problems. The fuzziness of the audience, disconnectedness, fragmentation, and lack of conversational coherence may have their roots not only in sociological factors but also in technological shortcomings of the current infrastructure. These problems hinder an effective deployment of blogs in collaborative learning activities. Within this contribution, an interface specification for user-centred distribution of feed aggregation activities is proposed which is both a prerequisite and basic infrastructure for blog-based collaboration. By presenting an overview on the current state of the art in feed and interaction standards, a clear lack of support for active network management will be elaborated. The design requirements for a solution to fill this gap will be sketched and complemented by a step by step description of the communication process of the proposed "FeedBack" specification. Preliminary results from a trial with a reference implementation for WordPress provide a proof of concept.

Contextualized Attention Metadata in Learning Environments [PDF: 5 pages, 66 KB]
Martin Wolpers
Abstract: This paper presents the notion of Contextualized Attention Metadata (CAM) in learning environments. CAM describes observations about the handling of digital information in relation to the context in which the respective activities took place. The usage of CAM is exemplified in three scenarios: (i) using CAM to support the learning process of employees in agile business process execution, (ii) enriching learning resource description with CAM and (iii) identifying usage patterns of architectural learning resources with CAM. CAM helps to individualize the learning experience by providing detailed information about the learner’s way of dealing with digital information which can be used, for example, to target the information provision to the learners needs by helping them to focus on the learning activities rather than on information management.

Free / Libre Open Source Software (FLOSS) Communities as an Example of Successful Open Participatory Learning Ecosystems [PDF: 7 pages, 538 KB]
Andreas Meiszner, Rüdiger Glott, and Sulayman K. Sowe
Abstract: This paper examines participatory knowledge creation and transfer in the Open Educational Resource (OER) movement from the viewpoint of the Free / Libre Open Source Software (FLOSS) community. In more recent years FLOSS communities gained attention for their community production and support models and regarding their way of knowledge creation and learning. From the "FLOSS perspective" it becomes obvious that the OER movement falls short in some points. Most strikingly, the traditional way of resource creation using the traditional role distribution models that clearly distinguishes between educators as creators and learners as consumer is still predominant. As a result even the most prominent examples within the OER movement are rather static repositories than open participatory learning ecosystems (OPLE). This paper illustrates how FLOSS communities function as open participatory learning ecosystems, focusing on the aspects content, support and underlying tools. We will also try to show differences between the FLOSS case, current OER initiatives and education at large.

New Objects in Formal Professional Learning: Replaying Meetings to Learn [PDF: 7 pages, 217 KB]
Linda Castañeda, Eleftheria Tomadaki, and Peter J. Scott
Abstract: This paper explores the possibilities of on-line meetings in the context of a formal learning initiative, and how replays of these meetings have been used as Learning Objects to improve the professional learning experience. We report on a study of preparation meetings in professional learning in a formal context (pre-Doctoral Summer School), exploring how a formal learning group has used the videoconferencing system FlashMeeting™ and more specifically the Learning Objects generated by this tool. We investigate the resu lts from a quantitative analysis of server logs and user feedback. We aim to provide insights into improving the use of Technology-Enhanced Learning in different environments, not only inventing new ways to learn but also enhancing traditional ones.

UPC’s Moodle Platform: A Study on Architecture and Performance [PDF: 5 pages, 212 KB]
Marcos Montero-Torres
Abstract: This article describes a design and implementation project for a Moodle architecture capable of providing service to a community of 30,000 users under criteria of scalability, performance, and high availability. In addition to the design of the architecture, we look at the design and development of a series of performance tests which allow us to enhance the efficiency of the system and reliably establish the validity of the platform in terms of environment dimension sufficiently in advance of its actual implementation. The aim is also to be able to repeat this type of performance analysis on a regular basis ahead of future modifications of the Moodle platform.

IFIP and TC 3 [PDF: 3 pages, 95 KB]
Jan Wibe
Abstract: Presentation and summary of the main activities and achivements of the Technical Commitee 3 (TC 3) of the International Federation for Information Processing (IFIP), focused on Education.

UPENET (UPGRADE European NETwork) [PDF: 2 pages, 64 KB]

From ITNOW (BCS, United Kingdom)
Ethics in Computing
Robosoldier
David Evans

This paper was first published, in English, by ITNOW (Volume 50, issue # 3, May 2008, pp. 4-5). ITNOW, a UPENET partner, is the member magazine for the British Computer Society (BCS), published, in English, by Oxford University Press on behalf of the BCS. To access the full May 2008 issue of ITNOW click here.

Abstract: Can software be more ethical than a human? The use of technology in warfare is often controversial, just like war itself, the author explores the issues.

CEPIS NEWS [PDF: 3 pages, 69 KB]

CEPIS Projects

Harmonise Outcomes
Peter Weiß

Abstract: The Harmonise project has been officially approved by the European Commission and received a highly positive rating. The purpose of the Harmonise project was to review the existing qualification and certification schemes for ICT professionals in Europe, and to clarify the underlying schemes, profiles, terminology and curricula. We are pleased to present this extract from the Executive Summary which includes the results of the survey and summarises the main findings of the analysis.

Selected CEPIS News
Fiona Fanning

Monograph: Technology-Enhanced Learning

Presentation
Next Generation Technology-Enhanced Learning [PDF: 3 pages, 69 KB]
(includes a set of useful references about the matter)
Carlos Delgado-Kloos and Fridolin Wild

Learning is change and the field of education is one which, by its very nature, has always been open to technological innovation. Today the emerging interdisciplinary field of Technology-Enhanced Learning (TEL) as a whole can be seen to be moving forward rapidly. In recent years in particular, major breakthroughs have been achieved, with significant support from European Commission IST funding, major national initiatives, and the enthusiastic dedication of organizations and individuals alike.

Research and development in TEL takes place at the boundary between education and technology to "provide socio-technical innovations (also improving efficiency and effectiveness) for learning practices, regarding individuals and organizations, independent of time, place and pace" [1]. Rather than "e-Learning", it is about technology support for learning activities.

Prolearn, the international network of excellence for Technology-Enhanced Learning, has drafted six vision statements (see Figure 1) that define future directions in the field. From the perspective of the individual, "everyone […] should be able to learn anything at any time at any place" to "increase [their own] employability", i.e. increasing job-flexibility through more competence and more professional choice while at the same time ensuring job-security through improved on-the-job performance. From the viewpoint of businesses and industry, learning must be "a means to support and enhance work performance" and "innovation, creativity, and entrepreneurship at work" need to be promoted. To facilitate a competitive yet innovative market, take-up needs to be "consumer-driven […], based on increased market transparency and the availability of a wider range of offers". Finally, to extend the knowledge-based society as such, "access to professional learning for all" must be secured (all statements cf. to [2]).

Novática and UPGRADE published special issues on educational technologies five and ten years ago (and earlier as well). Looking back at those issues, we believe that today the field is much more established and that exciting recent developments promise a bright future. It will be interesting to see whether these promises will be fulfilled. However, while in the last special issue (UPGRADE IV/5 and Novática 165, 2003) the focus was on platforms, interoperability and standards, the view today has broadened further: within this issue we present a wide range of contributions with which we aim to cover both recent advances and emerging future topics.

Issue Summary

This issue is framed by two invited contributions. It is opened by a contribution from Pat Manson, Head of the Unit of Cultural Heritage & Technology Enhanced Learning at the European Commission. Thanks go to both ERCIM News, from which this contribution is reprinted with permission, and Pat Manson. As the person responsible for the strategy of research projects on Technology-Enhanced Learning at the European Commission, Pat Manson’s views on where the subject should be heading are interesting to read. The paper gives a definition to the concept of Technology-Enhanced Learning and therefore serves as a good introduction to the issue as a whole. Jan Wibe’s contribution closes this special issue. Jan chairs IFIP Technical Committee TC 3, which is the TC devoted to education. In his article, Jan explains the objectives and history of the Technical Committee, as well as some of its activities in the near future.

Occasionally advances in technology suddenly open up possibilities to the public at large that were previously restricted to a closed group with specialized equipment. For example, 3D visualizations are not new; there is a long tradition of immersive and 3D technologies. Now, however, they are executable on anyone’s computer. And with this subtle change new applications arise, ones that previously no one dared to even think about. The paper by D. Livingstone and J. Kemp entitled "Integrating Web-Based and 3D Learning Environments: Second Life Meets Moodle" presents the open source Sloodle project, which combines Moodle, one of the most successful open source learning management systems, with Second Life, the popular 3D multi-user virtual environment that has attracted so many headlines lately. We believe that this integration effort will be just one of many to include 3D visualization in a virtual learning environment. Watch out for many more interesting developments to follow.

Multi-user virtual environments have often been connected to games, but this is not (necessarily) an aspect pursued in Second Life. Nevertheless, for educational purposes, games can be highly attractive. In fact, the so called serious games offer a high learning potential. P. Moreno-Ger, J.L. Sierra-Rodríguez, and B. Fernández-Manjón have studied this trend and identify in their paper "Game-Based Learning in e-Learning Environments" two critical aspects needed to achieve the integration of videogames and e-Learning environments; namely the existence of adequate authoring methodologies and the definition of integration models that allow a bidirectional exchange of information between videogames and e-Learning platforms.

In the future e-Learning will not only take place on a computer screen. There are many other devices that can deliver digital learning experiences. By M-Learning we mean learning through mobile devices and by T-Learning we mean learning using television. Each device has its own advantages and disadvantages and range of preferred application. In their paper entitled "Use of Folksonomies for the Creation of Learning Experiences for Television" M. Rey-López and co-authors describe some algorithms that relate TV programs and learning objects by using folksonomies.

A. Okada, E. Tomadaki, S. Buckinham Shum, and P. Scott report in "Fostering Open Sensemaking Communities by Combining Knowledge Maps and Videoconferencing" on how visual thinking technologies can be used to create knowledge structures about and for conversations mediated through videoconferencing. Their qualitative and quantitative investigation identifies the four generic scenarios in the learning processes under examination: transmission, studio, negotiation, and assessment.

R. Klamma and M. Jarke outline how "Mobile Social Software for Professional Communities" can be researched and supported with the help of Web 2.0 enabled Social Software with a strong focus on highly mobile settings. In their contribution they first define Social Software and Web 2.0 in the context of knowledge work and professional communities. In the next two chapters they outline the context and current shortcomings. Following this, a research framework is outlined, consisting of social network analysis supported by visualizations on the basis of actor-network theory and with the help of the high-level goal-oriented modelling formalism i*. The accompanying application framework is illustrated with the example of an international, professional preservation community of a UNESCO world-heritage site in Afghanistan which is supported by a social software package for mobile communities called Virtual Campfire.

S. Lindstaedt, T. Ley, P. Scheir, and A. Ulbrich delve into new technological approaches for workplace learning in their article "Applying 'Scruffy' Methods to Enable Work-integrated Learning". After defining their understanding of learning at the workplace, the authors summarize the shortcomings and technological challenges of current training approaches. They go on to argue in favour of hybrid approaches that combine "neat", coarse-grain models with "scruffy", applied methods based on behaviour data and natural language processing. This hybrid approach is demonstrated by three application examples taken from the projects APOSDLE and DYONIPOS: automatic extraction of user context information from behaviour data, automated inferences about user competency profiles, and the automated matching of learning material based on their semantic similarity.

With their article "Distributed Feed Networks for Learning", F. Wild and S. Sigurdarson describe how modern social software technologies can be utilized in distributed learning applications. Through an extensive analysis of existing blogging standards and their support in today’s applications, they spot a shortcoming in the support facilities for active networking and networked collaboration which can be filled by the proposed "Feedback" specification. FeedBack provides easy-to-deploy feed management possibilities which allow learning networks to be built maintained efficiently. They illustrate their approach with a small user trial that has been conducted within the iCamp project on the basis of a blog learning network.

With "Contextualized Attention Metadata in Learning Environments", M. Wolpers reflects on an important paradigm shift within the research on data about data: if it is only usage behaviour and usage context that turns data into information, learning objects consequently need to be annotated with situational information on attention to pave the way for the adaption of learning applications, processes, and materials. The article first provides a concise introduction into contextualized attention metadata (CAM) followed by an overview of the state-of-the-art and current challenges. This insight into recent advancements is illustrated by three usage examples of how CAM can be deployed: in business process execution, for metadata enrichment, and for ranking learning objects for retrieval.

In "Free / Libre Open Source Software (FLOSS) Communities as an Example of Successful Open Participatory Learning Ecosystems" A. Meiszner, R. Glott, and S.K. Sowe explore whether the joint knowledge construction, learning, and support models of open-source software development communities can be transferred to an educational setting to create open participation-oriented learning ecologies. Although the open educational resource movement strives for inclusiveness, dynamics, heterogeneity, and the like (all aspects that are significant characteristics of successful FLOSS-communities), they have not yet achieved it. The authors identify still predominant traditional teacher-producer / learner-consumer role models to be responsible for this shortcoming while the underlying cause may be found in the immediate visibility and testability of outcomes in software development.

In "New Objects in Formal Professional Learning: Replaying Meetings to Learn" L. Castañeda, E. Tomadaki, and P. Scott investigate how recordings of online videoconferences can be used as learning objects in formal learning processes.

In "UPC’s Moodle Platform: A Study on Architecture and Performance" M. Montero-Torres gives an overview on how the Learning Management System Moodle can be deployed to give support to 30,000 students. Now that this platform is becoming increasingly popular, this is certainly an interesting experience to be shared.

Acknowledgements
Finally we would like to thank the Editorial Board of this Special Issue: Ingo Dahn (University of Koblenz, Germany), Yannis Dimitriadis (University of Valladolid, Spain), Alfredo Fernández-Valmayor (Complutense University of Madrid, Spain), Jesús González Boticario (UNED, Spain), Dai Griffiths (University of Bolton, UK), Gustaf Neumann (Vienna University of Economics and Business Administration, Austria), Abelardo Pardo (Universidad Carlos III de Madrid, Spain), Peter Scott (Open University London, UK), Marcus Specht (Open University Netherlands, Netherlands), and Jan Wibe (Norwegian University of Science and Technology, Norway). Also special thanks go to the editor-in-chief Llorenç Pagés for the smooth interaction.

References
[1] Wikipedia: Technology-Enhanced Learning, online at <http://en.wikipedia.org/wiki/Technology_ Enhanced_Learning> (article initiated by M. Wolpers and B. Kieslinger).
[2] Prolearn: A Roadmap for Technology-Enhanced Professional Learning (TEPL), the Prolearn Network of Excellence in Professional Learning, online at
<http://my.confolio.org/portfolio/main?cmd=open&manifest=Prolearn-NCSR&uri=urn%3Ax-knowgate.nada.kth.se%3AProlearn-NCSR%3A100>.

Useful References on "Technology-Enhanced Learning"

For an overview on the European IST research projects on Technology-Enhanced Learning, please consult the overview provided by the responsible unit of the European Commission. More information on Canadian projects can be found here.

Books

J. D. Bransford. "How people learn: brain, mind, experience, and school". National Academy Press, 2000.
L. Gilbert, V. Gale. "Principles of E-learning System Engineering". Chandos Publishing, 2007.
R. Koper, C. Tattersall. "Learning Design: A Handbook on Modeling and Delivering Networked Education and Training". Springer, 2005.
M. D. Lytras, A. Naeve. "Intelligent Learning Infrastructure for Knowledge Intensive Organizations". Idea Publishing, 2005.

Journals

British Journal of Educational Technology. <http://www.blackwellpublishing.com/journal.asp?ref=0007-1013>.
Computers & Education. <http://www.elsevier.com/locate/compedu>.
IEEE Transactions on Learning Technologies. <http://www.computer.org/tlt>.
IJTEL, International Journal on Learning Technologies. <http://www.inderscience.com/browse/index.php? journalCODE=ijtel>.
Interactive Learning Environments. <http://www.tandf.co.uk/journals/titles/10494820.asp>.
Journal of Educational Technology & Society. <http://www.ifets.info>.
List of advanced Learning Technology Journals. <http://altjournals.notlong.com>.

Conferences

European Conference on Technology Enhanced Learning (EC-TEL). <http://www.ectel08.org>.
World Conference on Educational Multimedia, Hypermedia, and Telecommunications (ED-MEDIA). <http://www.aace.org/CONF/EDMEDIA>.
Frontiers in Education. <http://www.fie-conference.org>.
IEEE International Conference on Advanced Learning Technologies (ICALT). <http://www.ask4research.info/icalt/2008/>.

Software

.LRN. <http://dotlrn.org>.
Blackboard. <http://www.blackboard.com>.
Flashmeeting. <http://fm.ea-tel.eu>.
ILIAS. <http://www.ilias.de>.
Moodle. <http://moodle.org>.
SAKAI. <http://www.sakaiproject.org>.

Organizations

European Association for Technology-Enhanced Learning (EATEL). <http://www.ea-tel.eu>.
Advanced Distributed Learning (ADL). <http://www.adlnet.gov>.
Ariadne Foundation. <http://www.ariadne-eu.org>.
Association for the Advancement of Computing in Education (AACE). <http://www.aace.org>.
CEN Learning Technologies Workshop (CEN WSLT). <http://www.cen.eu/isss/workshop/LT/>.
Education Network Australia. <http://www.edna.edu.au>.
ELearning Industry Group (ELIG). <http://www.elig.org>.
European Distance Education Network (EDEN). <http://www.eden-online.org>.
IEEE Learning Technology Standards Committee (LTSC). <http://ieeeltsc.org>.
IEEE Technical Committee on Learning Technology (LTTC). <http://lttf.ieee.org>.

Last updated on September 22th, 2008

by the Editorial Team of Upgrade