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Systeme im Einsatz-WBT, LMS, E-Portfolio-Systeme, PLE und andere
Game based learning is still not widely accepted for work based learning purposes. Though game based learning has been integrated into formal education in school and university, corporate human resource departments still rely on more traditional learning approaches, since computer games are often seen as more of an opposite to work processes. In this paper an implementation guideline for the integration of game based learning into the corporate competence development is established. Starting from an extensive literature research the concept presented in this paper has been validated in expert workshops with managers and human resource experts. It was examined in how far game based learning could contribute to the vocational work based training and which steps need to be undertaken to apply game based learning. Starting from the theoretical concepts of motivation theory the main design options in creating instructional games are analyzed. In addition to that a classification of different types of games in relation to their corporate application fields has been developed. The authors recommend increasing the corporate use of game based learning as part of the vocational work based learning to reach better the future qualification requirements of companies as well as the training of less education experienced workers. A structured implementation process is suggested and a matching concept of game design in relation to the work tasks is presented.
Based upon findings and results from our recent research (De Vocht et al., 2011) we propose a generic framework concept for researcher profiling with appliance to the areas of "Science 2.0" and "Research 2.0". Intensive growth of users in social networks, such as Twitter generated a vast amount of information. It has been shown in many previous works that social networks users produce valuable content for profiling and recommendations (Reinhardt et al., 2009; Java et al., 2007; De Vocht et al., 2011). Our research focuses on identifying and locating experts for specific research area or topic. In our approach we apply semantic technologies like (RDF, SPARQL), common vocabularies (SIOC, FOAF, MOAT, Tag Ontology) and Linked Data (GeoNames, COLINDA) (Berners-Lee, 2006; Bizer et al., 2012) .
Purpose – The use of articles from scientific journals is an important part of research-based teaching at universities. The selection of relevant work from among the increasing amount of scientific literature can be problematic; the challenge is to find relevant recommendations, especially when the related articles are not obviously linked. This paper seeks to discuss these issues.
Design/methodology/approach – This paper focuses on the analysis of user activity traces in journals using the open source software “Open Journal Systems” (OJS). The research questions to what extent end users follow a certain link structure given within OJS or immediately select the articles according to their interests. In the latter case, the recorded data sets are used for creating further recommendations. The analysis is based on an article matrix, displaying the usage frequency of articles and their user selected successive articles within the OJS. Furthermore, the navigation paths are analysed.
Findings – It was found that the users tend to follow a set navigation structure. Moreover, a hybrid recommendation system for OJS is described, which uses content based filtering as the basic system extended by the results of a collaborative filtering approach.
Originality/value – The paper presents two original contributions: the analysis of user path tracing and a novel algorithm that allows smooth integration of new articles into the existing recommendations, due to the fact that scientific journals are published in a frequent and regular time sequence.
Recent interest for rich activity-based pedagogies that originate in various socio-con- structivist schools of thought is tied to the goal of creating deeper, more integrated and more applicable knowledge. We also want students become better general problem solv- ers and better group workers. Finally there is a pressure to make learning more interest- ing and even more fun. However, experiments made with learner-centered "new pedagogies" have shown that automatic results are not guaranteed. Good pedagogical design is crucial to their success. The efforts to make "new pedagogies" effective requires the use of structured scenarios where the teacher has to fulfill a triple role of facilitator, manager and "orchestrator". In addition, learning should happen within a social space that provides intellectual and emotional support. Therefore, supporting tech- nology, i.e. virtual learning environments, should be designed both as "scenario engine" and as true virtual space where participants have "presence". Such systems can be implemented with Community, Content and Collaboration Management Systems (C3MS) that have been developed for collaborative portal sites. According to our experi- ence, they allow us to create learning environments that provide a "clear focus" (learn- ing activity support, management and scenario orchestration) but also necessary "fuzzy edges" (community support).
Schaffert, S., & Kalz, M. (2009). Persönliche Lernumgebungen: Grundlagen, Möglichkeiten und Herausforderungen eines neuen Konzepts. In K. Wilbers & A. Hohenstein (Hrsg.), Handbuch E-Learning (Gruppe 5, Nr. 5.16, pp. 1-24). Köln, Germany: Deutscher Wirtschaftsdienst (Wolters Kluwer Deutschland), 27. Erg.-Lfg. Januar 2009.
It is obvious that in the future the World Wide Web as a whole together with the many distributed online applications, tools and services play a very significant role in Technology Enhanced Learning. The integration of all these possibilities on the web in a Personal Learning Environment (PLE) in a way that the learners can select, individualize and customize the learning resources and services according to their needs and interests can support learners and teachers and enhance learning in general. For this purpose Graz University of Technology has developed a PLE that bases on mashup of widgets. In this paper the PLE architecture in general is described. The widget-based approach that follows the W3C standard is pointed out and the first widget prototypes as well as some student projects for widget development are illustrated.
This paper describes a follow-up Web 2.0 approach to a technology enhanced master course for students of Graz University of Technology. The lecture “Social Aspects of Information Technology” has a long tradition for using new didactical scenarios as well as modern e-Learning technologies. After using a blogosphere one year ago, this year microblog channels helped to expand the traditional lecture. Students choose (on a voluntary basis) whether they want to participate in a blogging/microblogging group instead of using conventional methods called Scientific Writer/Scientific Reviewer. This study addresses the question whether this method can change the learning outcome into a more reflective one. Furthermore, peer-reviewing groups judge the quality of essays and blog contributions. In this paper we examine if microblogging can be an appropriate technology for assisting the process. This publication comes to the conclusion that an amazing potential and a new way to work with information is opened when using microblogging. Students seem to be more engaged, reflective and critical in as much as they presented much more personal statements and opinions than years before.
The influence of digital technologies as well as the World Wide Web on education rises dramatically. In former years Learning Management Systems (LMS) were introduced on educational institutes to address the needs both their institutions and their lecturers. Nowadays a shift from an institution-centered approach to a learner-centered one becomes necessary to allow individuality through the learning process and to think about learning strategies in general. In this paper a first approach of a Personal Learning Environment (PLE) is described. The technological concept is pointed out as well as a study about the graphical user-interface done at Graz University of Technology (TU Graz). It can be concluded that PLEs are the next generation environments, which help to improve the learning and teaching behavior
Interaction Possibilities in MOOCs -How Do They Actually Happen
- H Khalil
- M Ebner
Khalil, H.& Ebner, M. (2013a) Interaction Possibilities in MOOCs -How Do They Actually Happen ?.In: International
Conference on Higher Education Development, Mansoura University, Egypt, 1-24.