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

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ed has an organisational policy for which an agreement is obligatory. Practice sharing amongst learners is not fostered and done informally if at all. From the technical perspective of the ROLE vision, the OU test-bed does not support the theoretical (psycho-pedagogical and community) models through facilities for creating or visualising them. On the other hand, communication and collaboration is supported by various tools like FlashMeeting, FlashVlog, learning journals (blogs), learning clubs (for users with common interests), and forums. Furthermore, Compendium is suggested as a tool for creating learning path maps in order to sequence resources that remix content and activities from OpenLearn and other sources. Training materials for tools are authored in HTML (provided as Moodle courses). Participation in forums is another way of providing support to learners. All learning services are either provided by the core Moodle installation or through plugins. An integrative PLE infrastructure does not exist. The test-bed allows the usage of desktop applications (e.g. Compendium) and provides server-sided platforms (e.g. Moodle or FlashMeeting) as well. However, it is not possible to combine the different technologies through UI mash-ups, linkage of data, system interoperability, or other mechanisms. Similarly, protocols and service designs for enabling interoperability and mash-ups are not used in the test-bed. Addressing data representation types and formats, resources are described with IEEE LOM and RDF/OWL and can be harvested according to the Open Archives Initiative Protocol for Metadata Harvesting (OAI-PMH). No other standards for structuring data and specifying architectures, interfaces, or communication between systems are utilised. User profiles are based on the Moodle functionality (standard profiles). Course content can be accessed without authentication. For an active participation in the courses users have to log in. This account can be used for other tools in the test-bed as well. Moreover, OpenLearn builds upon the creative commons license for digital rights management issues. Learner interactions are logged by OpenLearn but this data is only used for providing activity reports to learners. Due to privacy considerations, learners can restrict monitoring and choose what parts of their profiles are public and if they wish to be contacted for research purposes. A typical scenario in the test-bed is a sensemaking activity in which learners use Cohere (web-application) or Compendium (desktop tool) to describe strategies for studying open educational resources (OER) or to create learning path maps. Furthermore, tools are used to communicate and collaborate within learning activities. From the development perspective, the OpenLearn technical team, comprised both academics and developers, observes the platform and tool usage, analyses user feedback from evaluations and decides on changes to the learning software accordingly. Feedback by users comprises new requirements as well as usability issues. New learning tools are added to OpenLearn from time to time. Requirements are quite loose; the new tool needs to be associated with learning. External stakeholders cannot bring in own ideas or technology into the test-bed. Finally, the testbed has already a repository of tools for learning. Access to these tools is provided in the OpenLearn platform (http://openlearn.open.ac.uk/course/category.php?id=14). The tools maintained by the OU are evaluated according to different criteria (utility, usability) and with state-of-the-art techniques (inspection and test methods, eye-tracking, etc). Page 26 of 102
Results from the Christmas, the Easter, and the Stonehenge Project The English language learning scenario was not of use for the OU test-bed, so the prototypes from the Christmas Project were not utilised. An OpenLearn learning scenario was produced for the Easter Project, which was then translated into prioritised development requirements. Furthermore, widgets were embedded and used in Moodle courses. The Stonehenge Project has provided useful outcomes concerning the support of self-regulated learning and recommendations. Next Steps With respect to the psycho-pedagogical perspective it is planned to support selfregulated learning, i.e. by guidance facilities, recommendations, as well as monitoring and assessment mechanisms. To achieve this and apply results from the Stonehenge Project, the OpenLearn team is evaluating the possibility to extend the existing Moodle platform by integrating widget technology. Adding widget container functionality to OpenLearn would allow the integration of widgets into the Moodle courses. In this way, learners could utilise various developments of the ROLE project, e.g. the CAM-based learner monitoring, facilities for supporting guidance and self-regulated learning, the provision of pedagogical and community recommendations, an improvement of the social interaction between learners, etc. Furthermore, learners could also use third-party widgets within their learning environment. Additionally, the OU Linked Data project (http://data.open.ac.uk) aims at opening up and structuring (user and content) data in a controlled manner and over a public API. Restrictions concerning the ROLE visions primarily deal with learner monitoring and user data, as the test-bed has strict policies for protecting the users’ privacy. Amongst others, learners can decide to exclude themselves from research activities. Furthermore, widgets and services (plus the user data captured) must be hosted and controlled by the Open University. 3.3 SJTU test-bed: Flexible, interactive, rich in instructional variety but highly teacher-driven The test-bed at the Shanghai Jiao Tong University can be described as a formal educational setting for adult learners who have a job and want to improve their competencies via degree education or certificate training (transition between two companies, C2C). Typical elements are lectures, online courses, formal assessment, and certification. Courses are primarily held in the form of blended learning consisting of classroom and online activities. Thus, learning occurs in a formal and an informal way. From the psycho-pedagogical perspective, self-regulated learning (SRL) is considered to be a side-aspect of ROLE due to various reasons, like a lack of time for help-seeking and self-organising activities, clear distributions of roles (teacher, students), a lack of communication with peers, etc. Thus, SRL is not a concept supported by educators or by the learning platform but it is practiced by some learners in a weaker form (e.g. learning diaries) and it is occasionally requested by them. Generally, learners in the SJTU test-bed have less freedom in learning and follow a Page 27 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 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: self-regulated learning (SRL) is co
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
Page 71 and 72: On their own after requesting permi
Page 73 and 74: RWTH Aachen University Course “We
Page 75 and 76: 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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Customized PLE implementations for test-bed scenario ... - ROLE

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