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Human Factors and Innovation with Mobile Devices
Advancements in technology are a significant driving force in educational innovation, but a strong focus on technology means that human aspects and implications may not be given the attention they deserve. This chapter examines usability issues surrounding the use of mobile devices in learning. A key aim is to empower educators and learners to take control of personal devices and realise their potential in relation to teaching and learning. The background section reviews the development of usabi
Author(s): Kukulska-Hulme Agnes

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Gap Analysis Report
The aim of this document is to: a) provide a description of the Gap Analysis framework and the methodology we have used in PROLEARN roadmap (section 1: Methods) and b) present the Gap analysis results (section 2: Implementations).,Research report of the ProLearn Network of Excellence (IST 507310), Deliverable 12.12
Author(s): Kamtsiou Vana,Naeve Ambjörn,Kravcik Milos,Burgos

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PROLEARN framework for process-oriented learning and knowledge work
Given the importance of an organisation’s human capital to business success, aligning training and competency development with business needs is a key challenge. Many companies did initiate in the past knowledge management activities or founded corporate universities as the organization intended to help companies to face this challenge. In this deliverable, we talk about knowledge work and learning management as a concept to "increase business performance" through a better short- and long-term
Author(s): Zimmermann Volker,Fredrich Helge,Grohmann Guido,Ha

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Harmonization methodology for metadata models
Metadata allows systems, applications and users to manage and access resources without a need for interaction with the resource itself. For this reason, the administration and exchange of metadata is a central activity in systems that manage learning objects. Metadata considerations are fundamental when creating interoperable e-learning tools, and metadata standards have been among the very first learning technology standards to mature. This deliverable analyses a number of existing metadata spe
Author(s): Nilsson Mikael,Naeve Ambjörn,Duval Erik,Johnston

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Web Based Catalogue of Online Experiments
A knowledge base of online experiments was built. It is a kind of catalogue describing online experiments used for educational purposes. Metadata for describing this special kind of learning resources and analysis of experiments available in the catalogue (both virtual and remote) are presented in this paper. Examples of online lab experiments and exercises are developed by different European universities are also described.,Research report of the ProLearn Network of Excellence (IST 507310), Del
Author(s): Babich Alexander,Hagge Nils,Gillet Denis,Faltin Ni

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Interfacing adaptive solutions with corporate training systems
not available,Research report of the ProLearn Network of Excellence (IST 507310), Deliverable 1.9
Author(s): Cristea Alexandra,De Bra Paul,Burgos Daniel,Ceri S

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Specification and Prototyping of Personalized Workplace Learning Solutions
The main goal of this document is to survey the existing approaches for the personalization and adaptation of eLearning systems which are proposed by partners from the PROLEARN consortium.,Research report of the ProLearn Network of Excellence (IST 507310), Deliverable 1.8
Author(s): Dolog Peter,De Bra Paul,Burgos Daniel,Cristea Alex

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Interoperability of Adaptive Learning Components
As interoperability is one of the crucial problems in this area, we analyzed it in D1.2 (published also as journal paper). Personalized adaptive learning requires semantic-based and context-aware systems to manage the Web knowledge efficiently as well as to achieve semantic interoperability between heterogeneous information resources and services. The technological and conceptual differences can be bridged either by means of standards or via approaches based on the Semantic Web. This documents d
Author(s): Kravcik Milos,Aroyo Lora,Dolog Peter,Houben Geert-

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Requirements and Solutions for Personalized Adaptive Learning
In D1.1 we analyzed the available solutions. Current learning environments are typically web based, but they usually do not take into account heterogeneous needs of users and provide the same learning material to students with different knowledge, objectives, interests, and in different contexts. Currently there is no technical standard for the communication between the various personalized adaptive learning tools as well as no metadata standard for meaningful exchange of learner model and learn
Author(s): Kravcik Milos,Angelova Galia,Ceri Stefano,Cristea

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A Conceptual Approach to Studying the Learning Process - with a Special Focus on Knowledge Creation
In this paper we present a conceptual approach to the study and analysis of learning processes with emphasis on the knowledge-creating types of learning processes that often occur in workplace learning.,Research report of the ProLearn Network of Excellence (IST 507310), Deliverable 5.3
Author(s): Naeve Ambjörn,Nilsson Mikael,Palmér Matthias,Wes

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Organization and Usage of Learning Objects within Personal Computers
To promote the integration of Desktop related Knowledge Management and Technology Enhanced Learning this deliverable aims at increasing the awareness of Desktop research within the Professional Learning community and at familiarizing the e-Learning researchers with the state-of-the-art in the relevant areas of Personal Information Management (PIM), as well as with the currently on-going activities and some of the regular PIM publication venues.,Research report of the ProLearn Network of Excellen
Author(s): Chirita Paul-Alexandru,Bischoff Kerstin,Wolpers Ma

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Åbne læringsressourcer - mod en sociokulturel teori om læringsressourcer
Afhandlingen behandler spørgsmålet om, hvordan it-baserede læringsressourcer udvikles med udgangspunkt i et læringsteoretisk grundlag. Læringsressourcer forstås som alle typer af ressourcer eller materialer, der anvendes til at understøtte læreprocesser. Formålet med afhandlingen at opstille et teoretisk begrebsapparat, der kan anvendes til forståelse og udvikling af it-baserede læringsressourcer. Ud fra en sociokulturel teoriretning udvikler afhandlingen først en forståelse af lær
Author(s): Dalsgaard Christian

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Some "Lessons Learned" on Social Software for Professional Learning
This deliverable's Conclusion lists some lessons learnt regarding the use of social software for professional learning. The conclusion is based upon experiences and insights reported by PROLEARN members, and also the following three recent items: A report about a workshop conducted at the European conference on Computer-Supported Cooperative Work in Limerick, Ireland tackling the gap between CSCW and Social Software; a report about a track at the Professional Training Facts in Stuttgart, Germany
Author(s): Klamma Ralf,Bachwerk Martin

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Social Software for Professional Learning: Examples and Research Issues
Life-long learning is a key issue for our knowledge society. With social software systems new heterogeneous kinds of technology enhanced informal learning are now available to the life-long learner. Learners outside of learning institutions now have access to powerful social communities of experts and peers who are together forging a new web 2.0. This paper reviews current work in pan-European initiatives that impact upon life-long learning via views of professional learning, learner competence
Author(s): Klamma Ralf

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Participatory design in open education: a workshop model for developing a pattern language
Technologically enhanced learning environments raise complex challenges for their designers, developers and users. Design patterns and pattern languages have recently emerged as a potential framework for addressing some of these challenges. However, the uptake of design patterns has been slow outside of the computer science community. We argue that this is largely a consequence of a weak positioning of pattern languages, as a form of delivering expert knowledge to layperson, and suggest an alter
Author(s): Mor Yishay,Winters Niall

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Current and Future Perspectives for Personalized Adaptive Learning
The rationale of this last report is to provide a short summary of achievements and visions, and this is also helpful in setting the stage for sustainability beyond the termination of network activities. In the next paragraphs we start with providing a summary of our work in WP1 on Personalized and Adaptive Learning. Then an introduction of a wider context and an outline of the state of the art in this field follow. Finally, we attempt to identify the main trends in personalization and learning
Author(s): Kravcik Milos,Burgos Daniel,Ceri Stefano,Chatti Mo

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Integration of adaptive learning processes with IMS Learning Design considering corporate requiremen
D1.11 deals with standards and integration, especially with four topics: IMS Learning Design, Adaptation, Integration and Corporate Requirements. It attempts to emphasize the needed relationship among them in order to improve the personalized learning. Based on academic research, our findings take also into account the specific features of corporations. D1.11 is closely related to D1.10, where several taxonomies of learning processes and learning categories are presented, which are used in D1.11
Author(s): Burgos Daniel,Naeve Ambjörn,Kravcik Milos,Cristea

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Promoting Different Kinds of Learners towards Active Learning in the Web-Based Environment
According to many recent studies the effect of learning style on academic performance has been found to be significant and mismatch between teaching and learning styles causes learning failure and frustration. Thus balancing the teaching style and the students' learning style is very important. When emphasizing the individual learning processes, web-based learning offers a good opportunity for differentiating ways of learning. So far the aim of this study is to describe different learners (categ
Author(s): Haapala Anu

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JeCo: Combining Program Visualization and Story Weaving
We present a collaborative learning tool for programming, Jeliot Collaboratively or JeCo. Jeliot Collaboratively is a combination of a program visualization tool for Java programs, called Jeliot 3, and a collaborative authoring tool, Woven Stories. We introduce these systems and explain how they can be used in learning. Furthermore, we present future directions in order to support a wider range of use cases with JeCo.
Author(s): Myller Niko,Nuutinen Jussi

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Towards Building an Open Digital Library for Instructional Design that Facilitates Reflective e-Inst
Computer-based instruction, online or offline, which we will be referring at as e-instruction, provides for the development of new flexible pedagogical frameworks that will offer opportunities for open worldwide lifelong instruction. We claim that these are to be stored in instructional digital libraries in order to be accessible to anyone, anytime, anywhere. While many advances have been made in the creation of digital libraries, there is considerable room both for improving how learning object
Author(s): Vladoiu Mihaela-Monica

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