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

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(Google Wave, unspecified, none, or others), (f) digital rights management (consider 'capturing learner interactions', too) (Creative commons, ODRL, unspecified, none), (g) structuring/describing content artefacts (IEEE LOM, MPEG7, unspecified, none, or others), and (h) structuring user data (IEEE RCD, HR-XML, unspecified, none, or others)? Is there or will there be any standardisation initiatives for one of these areas? Can this data be accessed through some API? If not, is it planned to open up the repositories in the test-bed and provide this data via API? • Does the test-bed provide a ROLE space like solution which allows users to select and assemble learning tools in a widget-based way? Is it planned to introduce such a PLE solution by rolling out a widget infrastructure? Is it planned to introduce such a PLE solution by extending an existing platform in this direction? Describe the plans for introducing such a PLE solution. • Are there any approaches towards learner monitoring or user interaction capturing within the test-bed? If yes, which format for storing these interaction recordings is used? What is happening to this data (analysis, sharing, generation of recommendations, offer new possibilities, no usage at the moment.)? Is it planned to implement this kind of learner monitoring? Please describe your plans to implement learner monitoring or user interaction capturing! Are there any privacy restrictions concerning interaction recordings (policies implemented by the organisation, or by user settings, no privacy restrictions concerning learner monitoring, or other). • What do the user profiles (of the learners) look like? Is there some authentication (verify that someone is who they claim they are) or authorisation (finding out if one is permitted to have the resource) service used for accessing courses and content in the test-bed? If there are any other tools, it is necessary to have additional user accounts? Can learners access and modify their profiles? How can learners access and modify their profiles? Please describe the process of accessing and modifying profiles! What is planned regarding the user profiles and the authentication? Please describe the plans according user profiles and authentication! • Apart from user profiles and interaction records, which other sensitive data is available at the test-bed? Are there any privacy restrictions (laws, policies by the organisation or settings given by users) concerning these data sets? Have users the possibility to protect their privacy, e.g. through modifying settings in their user profiles? Name and describe in brief, how users can protect their privacy in their user profiles! Are there any approaches for creating awareness of privacy issues amongst the learners? Name and describe the approaches for creating awareness of privacy issues amongst the learners! • How are user interfaces and features of the learning software developed in the test-bed? Can new technology (software and hardware) be integrated into existing systems? Are there any user experiences on such integrations? Describe how new technology (software and hardware) can be integrated into existing systems! Describe the user experiences on such integrations of new Page 20 of 102
technology (software and hardware)! Are user feedback and requests considered appropriately and taken up by developers quickly? Are there any discussions or evaluations of typical usability issues (efficiency, learnability, subjective satisfactory, etc.)? Describe the discussions or evaluations of typical usability issues (efficiency, learnability, subjective satisfactory, etc.)! 2.5 The development perspective (RO1, RO3, RO4) Particularly driven by the ROLE Objective 3 (‘new engineering methodologies’), research and development focuses on novel software development approaches throughout various work packages in the project. The Social Requirements Engineering Methodology The deliverable D1.3/D1.4 (‘Functional and non-functional requirements analysis and specification’) proposes to involve end-users and other stakeholder communities (developer, researchers) into the requirements engineering and development phases. Therefore, the social requirements engineering (SRE) process aims at an active participation of learning communities into requirements engineering, which is based on the actor-network theory (ANT) and modelled by the i* framework to describe the interactions and influences between human agents, technologies, and resources (see also deliverable D7.1/ID7.2). Overall, this engineering methodology should strengthen communities of practice (CoPs), i.e. groups of peoples who share a concern of a passion and who interact regularly to learn how to improve. By applying the SRE methodology, the ROLE testbeds should be enhanced by concepts and technology developed by researchers and software engineers in and outside the ROLE project. Consequently, D1.3/D1.4 summarises the requirements gathered by the ROLE work packages, by selected focus groups, by internal and external-oriented workshops, as well as by questionnaires, interviews, and other technical tools. Specifically for the five ROLE test-beds, the deliverable D5.1/D5.2 (‘Participatory design and implementation plan of Personal Learning Test-beds’) analyses the test-beds and highlights specific use-cases and requirements. Furthermore, this deliverable proposes a participatory design approach for developing ROLE solutions which aim at bridging gaps identified in the test-beds. This SRE like approach is applied within the test-beds in order to gather relevant requirements and plan implementing solutions. Combining learning tools to personal learning service (PLS) bundles From a more technical perspective, D3.1 (‘Survey of learning-related services’) classifies learning tools and services for educational purposes thus enabling developers and end-users to select them for specific learning activities. Moreover, D3.2 (‘Guidelines for the choice of integration technologies’) proposes guidelines for selecting appropriate integration technologies so that developers can design the learning tools and services accordingly. D4.1 (‘Personal Learning Service Bundles’) describes not only concrete bundles of (test-bed related) services but also gives details on the development process and the Page 21 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 and 12: Psycho-pedagogical evaluation metho
Page 13 and 14: Figure 2-2: Interaction and activit
Page 15 and 16: they motivated to collaboratively a
Page 17 and 18: school interoperability), (3) commu
Page 19: Technical evaluation methodology Ev
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
Page 59 and 60: 11 Which kinds of guidance are avai
Page 61 and 62: Yes No There is no technical suppor
Page 63 and 64: Yes No 32 How are domain-specific a
Page 65 and 66: Activities and skill profiles None
Page 67 and 68: Submit your survey. Thank you for c
Page 69 and 70: 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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