Customized PLE implementations for test-bed scenario ... - ROLE

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technology support assessment? If yes, describe in brief how technology supports assessment. How is the assessment outcome used for which purposes? • Are activities and skills (domain-specific, tool-specific, SRL-specific) modelled and assessed? How are domain-specific activities and skills modelled and assessed? How are tool-specific activities and skills modelled and assessed? Is there a learner profile in electronic form which includes learning goals (to-be states) and skill/competence development over time (current states)? • Who performs the planning for learning and who defines the expected outcome (learning goals)? Is this done formally and explicitly? • Which of these five aspects (SRL, guidance, recommendations, monitoring and assessment, activities and skill profiles / none / other) are planned to be addressed in the future? Where are the restrictions concerning these points in the test-bed? Where are the restrictions concerning these points (SRL, guidance, recommendations, monitoring and assessment, activities and skill profiles) in the test-bed? Add more information, if available. • Which kinds of training and learning materials are available in the test-bed? Are these materials customizable according to individual needs of learners? Describe how! Is the learning material modelled, in order to be used by services (e.g. to be recommended)? Describe in brief, how the learning material is modelled in order to be used by services (e.g. to be recommended). 2.3 The community perspective (RO3, RO4) In contrary to the PPIM, work package 7 aims at developing a bottom-up approach based on good practices in communities. Model and methodology for PLE-based collaboration in learning ecologies Based on PLE literature and an in-depth analysis of the five test-beds, the deliverable D7.1/ID7.2 (‘Model and Methodology for PLE-Based Collaboration in Learning Ecologies’) introduces a theoretical model of PLE-based learning ecologies in which PLE users (actors) interact with entities like artefacts, media (collections of artefacts), processes (activities), other agents (peers or computer programs), and communities (see also left-hand side of Figure 2-2). The learners are involved in different activities in which they use their learning environments (i.e. specific tools or tool combinations) to connect to learner networks and collaborate on shared artefacts in order to achieve personal or group goals (see right-hand side of Figure 2-2). Page 12 of 102
Figure 2-2: Interaction and activity model for learning ecologies, taken from D7.1/ID7.2 Additionally, D7.1/ID7.2 proposes a user-centred PLE design methodology which empowers learners to design and use their environments, e.g. through facilities to mash-up existing learning tools and by applying further concepts, like providing PLE recommendations or sharing good PLE practices. Overall, the WP7 approach aims at identifying and strengthening Communities of Practice (CoPs). Mash-up personal learning environments As a consequence of the PLE design methodology, the internal deliverable ID7.1 (‘Draft Prototype of a Mash-up PLE’) describes four concrete prototypes – i.e. two platforms and two client-sided solutions – developed in the scope of the ROLE consortium and realising the considerations of PLE-based collaboration partially or fully. Good practice sharing through activity patterns In order to supporting learners to use the proposed PLE technology, deliverable D7.2 comes up with an approach towards sharing good PLE practices, i.e. experiences given from peer actors. This approach builds upon user interaction capturing and facilities for sharing and retrieving patterns of learning activities (cf. Figure 2-3). Furthermore, D7.2 also argues for generating and providing recommendations for PLE users. Figure 2-3: Good PLE practice lifecycle, taken from D7.2 Page 13 of 102
Page 1 and 2: Integrated Project Responsive Open
Page 3 and 4: Document Control Title: Editors: E-
Page 5 and 6: Executive Summary In order to provi
Page 7 and 8: 1 Introduction The primary goal of
Page 9 and 10: (workplace learning, higher and fur
Page 11: Psycho-pedagogical evaluation metho
Page 15 and 16: they motivated to collaboratively a
Page 17 and 18: school interoperability), (3) commu
Page 19 and 20: Technical evaluation methodology Ev
Page 21 and 22: technology (software and hardware)!
Page 23 and 24: • Can external stakeholders (e.g.
Page 25 and 26: self-regulated learning (SRL) is co
Page 27 and 28: Results from the Christmas, the Eas
Page 29 and 30: 2.0 platforms). Particularly privac
Page 31 and 32: mechanism to motivate learners and
Page 33 and 34: gadgets were shown to the learners,
Page 35 and 36: the IMC CLIX platform supports, whi
Page 37 and 38: In order to show how this could wor
Page 39 and 40: For evaluation in ROLE, Etestme pro
Page 41 and 42: egards to building and sustaining c
Page 43 and 44: Number of test-bed learners concurr
Page 45 and 46: o external materials have to be ver
Page 47 and 48: Citeulike Google Diigo None Other:
Page 49 and 50: 21 Are there any restrictions conce
Page 51 and 52: Artefacts Media repositories Commun
Page 53 and 54: No 32 Describe, how interaction rec
Page 55 and 56: A.2 ROLE - Test-bed validation, psy
Page 57 and 58: Blended learning Pure online activi
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Page 61 and 62: Yes No There is no technical suppor
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Yes No 32 How are domain-specific a
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Activities and skill profiles None
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Submit your survey. Thank you for c
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None Other: 5 Describe the stakehol
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On their own after requesting permi
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RWTH Aachen University Course “We
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Who is working on technical tools f
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Linking and mashing up data Inter-w
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Please write your answer here: Plea
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30 Which of the ROLE specifications
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None Other: 37 Is there or will the
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Please write your answer here: 45 W
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If there are any other tools, is it
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How are user interfaces and feature
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Appendix B: Results of the Christma
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B.2 SJTU test-bed From the viewpoin
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B.3 RWTH test-bed Similarly to SJTU
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B.4 FESTO test-bed Christmas Projec
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B.5 BILD test-bed The BILD is a mem
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References Chatterjee, A., and Law,
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