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

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container solution into the existing infrastructure. Users can link and mash data in the Knowledge Map and the Wiki. Furthermore, inter-system interoperability and activity flows are supported by these tools. Besides the first work on capturing learner interactions in the form of CAM data, no other protocols or specifications of ROLE are used. So, this test-bed relies on XMPP and PMRPC (service design), XML and JSON (data representation and formats), and XMPP and Event API (communication between systems). No standardisation has been or will be addressed concerning structuring user and content data, digital rights management, the description of learning resources, and the management of user data and profiles. Moreover, widget technology has been brought into the test-bed. User interactions are recorded in the form of CAM data and, on a lower level, as log files. This data is analysed but not used for more sophisticated features like recommendations or practice sharing. User profiles are stored on a LDAP server in a minimalistic variant (unique identifier and data necessary for authentication). The identifier and authentication is used by all tools but learners cannot modify their profiles. Privacy restrictions are only given by law. The primary scenario for using learning tools deals with project tasks within a lecture. Here, students can use the tools provided within the test-bed to collaboratively work on a small project in which theoretical issues of the lecture have to be applied in a practical setting. Typically, the Web 2.0 Knowledge Map application provides the content of the lecture in a structured way and gives background information on the topics. Furthermore, learners can generate in the Wiki and share new content through the Knowledge Map. Finally and regarding the development perspective, new technical learning solutions are realised by researchers and developers at RWTH. For instance, the Web 2.0 Knowledge Map is an outcome of a former project called WeKnow. Thereby, learners are involved into the development process in terms of requirements gathering (surveys, learner feedback) and user tests (utility, usability). Due to collaborative projects by RWTH, external stakeholders in the development process of learning technology mainly comprise researchers from other organisations who can bring in new concepts and prototypes if being considered useful by the test-bed responsible. New technology can be integrated on behalf of the test-bed responsible, as already shown with various approaches (widgetisation of the Knowledge Map, integration of a widget container and two ROLE gadgets, etc). Learners, however, cannot bring in new tools into the learning environment. Beside the tools given in the test-bed, RWTH does not have an own tool repository. The success of technical learning solutions is evaluated through surveys at the end of each semester. The feedback on the existing tools is mainly positive. Results from the Christmas, the Easter, and the Stonehenge Project In the Christmas Project, the chat and the CAM widget were firstly developed. However, these tools have not been used within the test-bed, as there was no lecture at this time. The Easter Project led to an implementation and introduction of a widget container for the RWTH learning platform. By using this container the three before-mentioned Page 32 of 102
gadgets were shown to the learners, and feedback on this solution was gathered. Finally and after planning further development, the Stonehenge Project was dedicated to develop a first version of the new Web 2.0 Knowledge Map, a PLE like solution based on a widget container and having integrated the chat and the CAM gadget per default. In this way, learner interaction recording is realised within the test-bed. These results have not been evaluated yet due to the fact that there is no lecture in the winter term. Next Steps In the RWTH test-bed is open for proposals of ROLE-partners to address psychopedagogical concepts developed in the ROLE project although SRL and recommendations are considered to be valuable and worth a closer investigation. Thus, the test-bed responsibles want to evaluate ROLE approaches and prototypes towards their usefulness and applicability. Although the ideas and implementations, like recommendations or practice sharing, seem to be interesting the uptake will start if they are ready for a productive system. In 2011 it is planned to introduce the learning platform L2P which is based on IMC CLIX and should provide necessary learning management functionality and serve as a personal learning environment at the same time. Concerning the latter issue the focus is set to widget technologies which would foster also standardisation efforts, e.g. of the user interface or tool interoperability. 3.5 FESTO test-bed: Web-based, workplace and praxis-oriented but teacher-driven, hardly collaborative and not personalised The FESTO test-bed aims at transferring good practices from experienced knowledge workers to those who are seeking a job or trying to acquire another position within a company (job opportunity in a company, J2J) and, subsequently, try to increase or sustain their employability in a rapidly changing working environment. Thus, the testbed primarily deals with formal education delivered through classroom, blended, and online learning experiences. From a psycho-pedagogical perspective, self-regulated learning (SRL) is considered to be an important side-aspect of the test-bed, as learners are responsible for their learning activities and have to select and elaborate the contents on their own. Facilities to support SRL comprise course contents structured according to company-related educational topics and catalogue services for learners. Moreover, freedom in learning is restricted to navigating the catalogue and the courses. In this context, guidance is given by a content sequencing mechanism (suggesting next instruction if available) and, rarely, through tutor support. Besides the sequencing feature, no more personalisation and recommendations features are given in the test-bed. Due to privacy restrictions, automated learner monitoring is only realised in FESTO offices outside of Germany. Reflection of learning is implemented through self-assessment quizzes in FESTO’s learning management system (see appendix B.4), the Virtual Academy (VA), as well as various learning progress indicators. Collaboration is of minor importance in the FESTO test-bed and primarily part of blended learning activities. Furthermore, the learning outcomes are assessed through Page 33 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 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: mechanism to motivate learners and
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
Page 77 and 78: Linking and mashing up data Inter-w
Page 79 and 80: Please write your answer here: Plea
Page 81 and 82: 30 Which of the ROLE specifications
Page 83 and 84:
None Other: 37 Is there or will the
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Please write your answer here: 45 W
Page 87 and 88:
If there are any other tools, is it
Page 89 and 90:
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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