Navigation in Learning Networks

1
Navigation in Learning Networks
Hans Hummel, José Janssen, Rob Nadolski, Bert
van den Berg, Francis Brouns, Adriana Berlanga,
Hendrik Drachsler, Wim Waterink, Nanda Boers
2
(No Transcript)
3
Navigation projects

• In the LTDP on Learning Networks
• 2003-2008
• Road Mapping (ROMA) 2004-2005
• Individualised Support in Sequencing (ISIS)
  2006-2007

4
ROMA advise
5
ROMA experiment
6
ISIS
Lovely statue of Isis-Fortuna, bringer of luck
and good navigation through seas and through
life. Want to travel? Put this statue on your
altar. 40 (http//isisadmin.freeyellow.com)
7
ISIS project aims

• Develop a specification to represent (both
  formal and informal) learning goals (or
  competences)
• Develop a specification to represent (both formal
  and informal) learning paths (or competence
  development programmes) and
• Build a navigation service that provides users
  with qualitative and individualized support when
  finding and sequencing their most suitable
  learning paths

8
Duration

• Start date January 1, 2006
• End date December 31, 2007

Relation to TenCompetence

• WP7, task 1 learning path spec
• WP7, task 5 advanced navigation service
• WP4 contribute to health care pilot

9
Rationale

• Alignment of users and activities
• by tailored navigation services
• exchange of (informal formal) competences and
  learning paths
• using (semantic) competence and path descriptions.

10
Competence description

• IMS RDCEO IEEE RCD provide
• the basics id, title, description, model
  (unstructured) and metadata (e.g. LOM)
• HR-XML adds
• competence recursion
• measurable evidence (existence or level of
  competence)
• measurable weights (importance or sufficiency
  required) Required extensions/further information
• Possible semantic elements to be added context
  (e.g. occupation, domain), type, level,
  composition, sector alignment,

11
Path description

• ECTS diploma supplement, QAA for HE (guidelines
  for Specifying)
• CDM (noors), XCRI (UK) (formele XML notatie)
• XCRI adds local instantiation (Offering)
• Using LD to model paths (Tattersall et al.)
• Possible semantic elements to be added
  Competence, Context / Interest (specially for
  informal learning), Composition (possibly from
  different institutions) sequence / selection
  (LD) Roles (within CDP) Scenarios Grades
  Costs (e.g. duration or credit points)
  Requirements/dependencies

12
Initial analysis towards navigation service

• Analysis available specifications and tools
• Top-down (ontology) vs bottom-up (folksonomy)
  approach
• Tailoring recommendation using collaborative
  filtering based on user profiling
• Reserach / select / relate (most relevant) goal,
  learner and activity characteristics
• First pilot Application to Psychology domain

13
(No Transcript)
14
(No Transcript)
15
(No Transcript)
16
(No Transcript)