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231204s2015 xx o ||||0 eng d |
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|a 9783319023991
|q (electronic bk.)
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|z 9783319023984
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|a 371.3943
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|a Kroop, Sylvana.
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|a Responsive Open Learning Environments :
|b Outcomes of Research from the ROLE Project.
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|a 1st ed.
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|a Cham :
|b Springer International Publishing AG,
|c 2015.
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|c ©2015.
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|a 1 online resource (274 pages)
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|a text
|b txt
|2 rdacontent
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|a computer
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|a online resource
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|a Intro -- Acknowledgement -- Contents -- List of Authors: Members of the ROLE Consortium -- List of Authors: External Experts and Commentators of Chapters -- Personal Learning Environments (PLEs): Visions and Concepts -- Introduction -- Personalised and Self-Regulated Learning -- The Widget-Based Approach of the PLE -- Building a Widget-Based PLE -- The ROLE Project and Its Key Innovations -- The ROLE Case Studies and Test Beds -- PLEs for Inquiry-Based Learning: The weSPOT Project -- Conclusions and Book Overview -- References -- Supporting Self-Regulated Learning -- Introduction -- Theoretical Background -- Related Work and Technology -- Models and Framework -- Self-Regulated Learning Process Model -- Applying the SRL Process Model -- Competence Model -- Learner Model -- Learning Ontology -- Mashup Guidelines -- Support Strategies -- Motivational Video -- Courses and Training Material -- Preconfigured PLEs -- Widget Store -- Mashup Recommender -- Activity Recommender -- SRL Text Reader Bundle -- SRL Monitor -- Evaluation Results, Challenges, and Barriers -- Selected Evaluation Results -- Results from the Conference Workshops -- Lessons Learned from the Test Beds -- Experiences in the Summer Schools -- Conclusion -- References -- A Multidimensional Evaluation Framework for Personal Learning Environments -- Introduction -- The ``TOPS ́́Model for Evaluating PLEs -- Technological Perspective -- Utility -- Usability and User Experience -- Usability -- User Experience -- Organizational Aspect -- Psycho-pedagogical Aspect -- Self-regulated Learning -- Guidance and Recommendation Strategies -- Reflection and Monitoring -- Activity and Skill Model -- Social Aspect -- The Unified PLE Evaluation Framework -- General Discussion: Qualitative Versus Quantitative -- Conclusion and Future Work -- References.
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|a Case Study 1: Using Widget Bundles for Formal Learning in Higher Education -- Introduction -- Related Research -- RWTH Aachen University: ROLE for Full-Time Students in Large Classes -- Learning Scenario -- The Personal Learning Environment -- Evaluation and Methodology -- Results -- Conclusions -- Lessons Learned -- Outlook -- Shanghai Jiao Tong University: ROLE for Employed, Part-Time Students -- Learning Scenario -- The Personal Learning Environment -- Bundles -- Evaluation and Methodology -- Results -- Conclusions -- Lessons Learned -- Outlook -- Uppsala University: ROLE for Distance Students Working Collaboratively in Small Groups -- Learning Scenario -- The Personal Learning Environment -- Evaluation and Methodology -- Results -- Conclusions -- Lessons Learned and Outlook -- Widget Bundles for Formal Learning: Lessons Learned -- References -- Case Study 2: Designing PLE for Higher Education -- Introduction -- Trends -- Definition of a PLE -- Alternative Design and Implementation of PLE Platforms -- Dedicated PLE Platform -- Design Objectives and Models -- Prototypal Implementation -- Higher Education Test Beds -- Teamwork at the Bachelor Level -- Science 2.0 Literacy in Doctoral Studies -- Conclusions and Perspectives -- Inquiry-Learning Space for STEM Education at School Using Online Labs -- Supporting NGOs -- Supporting Connectivist MOOCs -- Final Words -- References -- Case Study 3: Exploring Open Educational Resources for Informal Learning -- Description of Case Study -- Learning Context and Objectives -- Setup and Organisation of Learning Activities -- Learning Culture -- PLE Intervention -- OpenLearn as a PLE -- Evaluation Objectives and Instruments -- Methodology, Evaluation and Participants -- The Evaluationś Participants -- Evaluation Results -- The eLC Seminar -- The JTEL Summer School Workshops -- The Dev8eD 2012 Workshop.
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|a Lessons Learned -- Successes and Failures -- Best Practices for PLE Adoption in Informal Learning -- Conclusions -- References -- Case Study 4: Technology Enhanced Workplace Learning -- Challenges and Solutions in Technology Enhanced Workplace Learning -- Trends in Technology Enhanced Workplace Learning -- The ROLE Solution -- Technology Enhanced Workplace Learning at Festo -- The Learning Company Festo -- The Festo Lernzentrum Saar GmbH (Festo Learning Center) -- The Virtual Academy -- Trends of Technology Enhanced Workplace Learning at Festo -- Making Learning Environments More Personal -- Videos as the Learning Medium of the Future -- The ROLE Project and the Festo Test Bed -- Project Vision -- Learning in the Virtual Academy Before ROLE -- Challenges and Requirement Analysis of the Test Bed -- Organisation Related Challenges and Requirements -- Target Group Related Challenges and Requirements -- User Related Challenges and Requirements -- Implementation of the Personal Learning Management System -- IMC and CLIX Learning Suite -- From LMS to Personal Learning Management System -- Psycho-Pedagogical Integration Model and Personalised Learning Spaces -- Technical Implementation: OpenSocial LMS -- Concept and Evaluation of the PLMS at Festo -- The Virtual Academy Case study -- Evaluation -- The First Evaluation Loop -- Results -- The Second Evaluation Loop -- Evaluation Procedure -- Results -- Conclusion and Outlook -- The Future of TEL in Business Context -- What Are the Next Steps? -- Conclusion -- References -- Lessons Learned from the Development of the ROLE PLE Framework -- Introduction -- The Interoperability Framework -- The Architecture -- Inter-widget Communication -- Contextualised Attention Metadata -- Spaces -- Authentication and Authorisation -- ROLE Platforms -- The ROLE SDK -- Graasp -- OpenSocial Moodle Plugin -- The ROLE Widget Store.
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|a Widgets and Tools -- ROLE and Open-Source Developer Communities -- The ROLE Developer Community -- Contributing ROLE Software to Open-Source Projects -- Discussion and Conclusion -- References -- Commentary -- Personal Learning Environments, Self-Directed Learning and Context -- Reference -- Supporting Self-Regulated Learning -- Reference -- Multidimensional Evaluation Framework for PLE: Does It Make Sense and Do We Need It? -- References -- PLE in Formal Education: Challenges for Openness and Control -- Introduction -- References -- The Future of PLEs: How Can Higher Education Be Passed? -- Woolly Thoughts on PLEs for Higher Education -- References -- Exploring Open Educational Resources for Informal Learning -- Workplace Learning at Festo: Content Creation by Workers for Workers -- Content Creation by Workers for Workers -- Introduction -- Interview -- Conclusion -- Lessons Learned from the Development of the ROLE PLE Framework -- Interoperability Framework, Architecture -- Inter-widget Communication -- Contextualized Meta-data -- Spaces -- Authentication and Authorization -- Reference -- ROLE Consortium: Research Institutions -- Supplementary Material -- Index.
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|a Description based on publisher supplied metadata and other sources.
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|a Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2023. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
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4 |
|a Electronic books.
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| 700 |
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|a Mikroyannidis, Alexander.
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| 700 |
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|a Wolpers, Martin.
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|i Print version:
|a Kroop, Sylvana
|t Responsive Open Learning Environments
|d Cham : Springer International Publishing AG,c2015
|z 9783319023984
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| 797 |
2 |
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|a ProQuest (Firm)
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| 856 |
4 |
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|u https://ebookcentral.proquest.com/lib/matrademy/detail.action?docID=6422785
|z Click to View
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