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

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Contributors Name Felix Mödritscher, Barbara Krumay Alexander Mikroyannidis Alexander Nussbaumer Katrien Verbert, Sten Govaerts Effie Law Zinayida Petrushyna, Bodo von der Heiden Carsten Ullrich Michael Werkle, Manuel Schmidt Sarah Wills Joe Dobbs Institution WU OU TUG K.U.Leuven ULEIC RWTH Aachen SJTU FESTO BILD Etestme (BILD member) Reviewers Name Denis Gillet Milos Kravcik Institution EPFL RWTH Aachen Legal Notices The information in this document is subject to change without notice. The Members of the ROLE Consortium make no warranty of any kind with regard to this document, including, but not limited to, the implied warranties of merchantability and fitness for a particular purpose. The Members of the ROLE Consortium shall not be held liable for errors contained herein or direct, indirect, special, incidental or consequential damages in connection with the furnishing, performance, or use of this material. Page 4 of 102
Executive Summary In order to provide customized personal learning environment (PLE) implementations for real-world test-beds, this deliverable aims at elaborating a methodology to validate educational settings according to the ROLE vision. Basically, the overall approach consists of two parts. In the first part the most relevant results from the first 18 months of the ROLE project are summarised in order to outline the key concepts and to formulate questions for analysing and improving real-world scenarios with respect to ROLE vision. Thereby, project outcomes are presented along four dimensions related to PLEs, namely the psycho-pedagogical, the community, the technical, and the development perspective. In the second part of the deliverable, the ROLE test-beds and their results from former project milestones are analysed through this PLE scenario validation method. The study gives an overview of starting points, ROLE-related improvements and future plans for each test-bed. Additionally, experiences and limitations of realising the ROLE vision in the test-beds are manifested. Overall, the findings of the test-bed validation study can be summarised as follows: • In university settings, like OU, SJTU and RWTH, learning is driven by the organisation, primarily through the efforts of teaching staff and by applying LMS technology. Yet, higher and further education settings are open to new pedagogical, community-oriented, or technical concepts. At the university testbeds, various ROLE ideas have been realised before or within the project. • Corporate settings, like FESTO and BILD, are highly focussing on competences related to their businesses, thus being praxis-oriented but also very instutionalised. However, it requires more efforts to open up or personalise learning environments. Various aspects of the ROLE vision are restricted by organisational policies or boundaries. On the other side, these test-beds also offer great opportunities for exploiting ROLE concepts commercially. With respect to work package 4 (‘ROLE services’), this document proposes a methodology to validate real-world learning scenarios under consideration of psychopedagogical and community issues and according to the technical infrastructure, the personal learning services, and novel software development methods. Additionally, it is shown how this validation can be conducted in praxis and with the aim to analyse and improve real-world test-beds. This deliverable relates to the five ROLE objectives (cf. ROLE-DoW, p.6), as it summarises technical approaches (RO1: support of individual assembly of learning environments), psycho-pedagogical aspects (RO2: psycho-pedagogically sound framework), community-oriented PLE development (RO3: new engineering methods considering the different stakeholder communities), and evaluation methodologies (RO4: evaluation of the effectiveness of PLEs in the test-beds) within the ROLE project. Moreover, this document indicates possible exploitation strategies (RO5), e.g. within the BILD test-bed. The deliverable is related to task 4.4 (‘Test-bed Technical Platforms’) and a joint outcome of the work packages 1, 2, 3, 4, 5, 6, 7, and 9. It also includes contributions of an external partner (Etestme). Page 5 of 102
Page 1 and 2: Integrated Project Responsive Open
Page 3: Document Control Title: Editors: E-
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 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
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A.2 ROLE - Test-bed validation, psy
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Blended learning Pure online activi
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11 Which kinds of guidance are avai
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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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Customized PLE implementations for test-bed scenario ... - ROLE

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