STELLARnet Compilation Podcast
By The STELLARnet project
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Podcast Description
A compilation of tracks from all Podcasts from the STELLAR Project
| Name | Description | Released | Price | ||
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| 1 | VideoDr. Stefanie Lindstaedt (Mirror scientific coordinator) | The overall objective of MIRROR is to empower and engage employees to reflect on past work performances and personal learning experiences in order to learn in “real-time” and to creatively solve pressing problems immediately. MIRROR shall help employees to increase their level and breadth of experience significantly within short time by capturing experiences of others. A prerequisite for exploring innovative solutions in this context is to rely on human ability to efficiently and effectively learn directly from tacit knowledge – without the need for making it explicit. http://www.mirror-project.eu/ | 1/26/11 | Free | View In iTunes |
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2 |
Ralf_Klamma_at_ECTEL | PD Dr. Ralf Klamma talks about the challenges and objectives of the Role project. ROLE offers adaptivity and personalization. Through ROLE learning environment elements can be combined to generate (to mashup) new components and functionalities, which can be adapted by lone learners or collaborating learners to meet their own needs and to enhance the effectiveness of their learning. | 1/9/11 | Free | View In iTunes |
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3 |
Urban Legends in Education by Paul Kirschner | Prof. Dr. Paul Kirschner, chair of the Learning & Cognition Programme at CELSTEC, a research institute of the Open Universiteit, gives a talk on urban legends in education at the University of Munich (LMU) and discusses his view with the audience. Introduction by Prof. Dr. Frank Fischer. | 12/1/10 | Free | View In iTunes |
| 4 | VideoDistributed Intelligence: Extending the Power of the Unaided, Individual Human Mind_video | Gerhard Fischer giving a talk at LMU Munich in the scope of the Munich Center of the Learning Sciences on Distributed Intelligence - available as videocast and audiocast | 11/24/10 | Free | View In iTunes |
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5 |
Interview with Karl Steffens | Donatella Persico of ITD-CNR interviews Karl Steffens, of Cologne University, leader of the Theme Team SRLinTELEs (Self-Regulated Learning in Technology Enhanced Learning Environments) funded by the STELLAR network of excellence. | 11/21/10 | Free | View In iTunes |
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6 |
Distributed Intelligence: Extending the Power of the Unaided, Individual Human Mind | Gerhard Fischer gives a talk at LMU Munich in the scope of the Munich Center of the Learning Sciences (April 28, 2010). | 11/19/10 | Free | View In iTunes |
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7 |
Web History Repository | Erik Duval talks with Eelco Herder about the public Web History Repository. Topics include the relation between learning and personal information management; strategies to attract volunteers using social networks; privacy issues to take care of; the datatel initiative. | 11/17/10 | Free | View In iTunes |
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8 |
TERENCE: Adaptive Learning System for Reasoning on Stories with Poor Comprehenders and their Educators | Ivana Marenzi interviews Rosella Gennari, the general scientific manager of the TERENCE project (http://terenceproject.eu) | 11/8/10 | Free | View In iTunes |
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9 |
Ulrike Lucke, Speaker of the SIG e-learning of the German Informatics Society GI e.V. | Interview with Ulrike Lucke, speaker of the SIG e-learning of the German Society of Informatics about the special interest group, the grand challenges being developed by the SIG, and her personal take on TEL. | 10/15/10 | Free | View In iTunes |
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10 |
Horizon Report: Part 1 - Interview with Rachel Smith and Alan Levine | The annual Horizon Report, compiled by the New Media Consortium in cooperation with Educause aims at identifying technical trends in education. Stefanie Panke spoke with Rachel Smith and Alan Levine of the New Media Consortium and consultants for the Horizon Report about their work, their approach an the history of the Horizon Reports. | 9/23/10 | Free | View In iTunes |
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11 |
Horizon Report: Part 5 - Interview with Rachel Smith and Alan Levine | The Horizon Report attracts much attention. How does the team perceive the reactions to the report and the trends identified? What did they learn from the past years? The annual Horizon Report, compiled by the New Media Consortium in cooperation with Educause aims at identifying technical trends in education. Stefanie Panke spoke with Rachel Smith and Alan Levine of the New Media Consortium and consultants for the Horizon Report | 9/23/10 | Free | View In iTunes |
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12 |
Horizon Report: Part 3 - Interview with Rachel Smith and Alan Levine | What happens behind the scenes of the Horizon Report? How, for example, is the board of consultants decided upon? The annual Horizon Report, compiled by the New Media Consortium in cooperation with Educause aims at identifying technical trends in education. Stefanie Panke spoke with Rachel Smith and Alan Levine of the New Media Consortium and consultants for the Horizon Report. | 9/23/10 | Free | View In iTunes |
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13 |
Horizon Report: Part 4 - Interview with Rachel Smith and Alan Levine | This part is about the Horizon Wiki and the meaning of tagging for the development of the Horizon Report. The annual Horizon Report, compiled by the New Media Consortium in cooperation with Educause aims at identifying technical trends in education. Stefanie Panke spoke with Rachel Smith and Alan Levine of the New Media Consortium and consultants for the Horizon Report | 9/23/10 | Free | View In iTunes |
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14 |
Patterns for new ideas in higher education organisation - Interview with Dr. Linda Rising | Pattern-expert Linda Rising speaks with e-teaching.org about patterns to introduce new ideas into higher education organisation. | 9/23/10 | Free | View In iTunes |
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15 |
Horizon Report: Part 2 - Interview with Rachel Smith and Alan Levine | Which trends are most interesting for organisations? Alan Levine and Rahel Smith describe which technologies influence their work the most. The annual Horizon Report, compiled by the New Media Consortium in cooperation with Educause aims at identifying technical trends in education. Stefanie Panke spoke with Rachel Smith and Alan Levine of the New Media Consortium and consultants for the Horizon Report. | 9/23/10 | Free | View In iTunes |
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16 |
Interview | Vania Dimitrova on ECTEL 2010 | 9/21/10 | Free | View In iTunes |
| 17 | VideoVoices from the summer school 2009: Anna | -- | 9/9/10 | Free | View In iTunes |
| 18 | VideoVoices from the summer school 2009: Barbara | -- | 9/9/10 | Free | View In iTunes |
| 19 | VideoVoices from the summer school 2009: Hannes | -- | 9/9/10 | Free | View In iTunes |
| 20 | VideoVoices from the summer school 2009: Hazan | -- | 9/9/10 | Free | View In iTunes |
| 21 | VideoVoices from the summer school 2009: Ivana | -- | 9/9/10 | Free | View In iTunes |
| 22 | VideoEC-TEL conference network (Ochoa) | Xavier Ochoa introduces into the conference social network application. | 9/9/10 | Free | View In iTunes |
| 23 | VideoReflections on Participatory Science for TELSci2.0 (Underwood, Luckin, Smith, Walker, Rowland, Fitzpatrick, Good, Benford) | Technology is undoubtedly enabling scientists to do research in interesting new ways. However, Science 2.0 is about more than improved workflows, efficiency and sharing within communities, it also offers opportunities to greatly broaden participation beyond existing scientific communities and bridge between communities. These developments bring significant challenges: we need both scientists and a public that can fully understand and exploit the opportunities for technology enhanced participatory science. In this paper we are interested in pointing to implications for TEL research as participatory science. In order to do this we extrapolate from our work designing participatory science activities with teachers and learners both within and outside of school. We derive guidelines for designing participatory science learning and teaching and reflect on how these guidelines might apply to our own discipline, and the development of participatory TEL research. | 9/9/10 | Free | View In iTunes |
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24 |
Interview with Dr Paul Howard-Jones, leader of the STELLAR Theme Team NTEL (Neuroscience and TEL) | Dr Paul Howard-Jones | 9/9/10 | Free | View In iTunes |
| 25 | VideoSocial networking in scientific conferences - Twitter as tool for strengthen a scientific community (Reinhardt, Ebner) | Twitter is the fastest growing member community of the last year. With a rate of 1382% it grows 6 times faster than for example the world biggest social networking application Facebook. In this paper we ask how Twitter can serve as resource at scientific conferences and support the scientific community. Furthermore we ask if Twitter ads any scientific value to conferences. We chose this year ED-MEDIA conference as example for the use of Twitter at a scientific conference and show how the micro-blogging tool got seamlessly integrated in the well-known communication infrastructure of conferences. | 9/9/10 | Free | View In iTunes |
| 26 | VideoDr. Jillian Darwish | STELLAR's general manager Fridolin Wild interviews Dr. Jillian Darwish is Executive Director at the Knowledge Works Foundation. She chairs the Institute for Creative Collaboration (ICC), which works to build the capacity of groups to think and learn in new ways that support innovation and the creation of a world of learning. ICC carries out its work in three ways – creating innovative regional and national partnerships and programs; developing knowledge and resources for the future of learning, and designing strategic learning experiences. | 9/9/10 | Free | View In iTunes |
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27 |
Social Network Analysis at the Alpine Rendez-Vous | -- | 9/9/10 | Free | View In iTunes |
| 28 | VideoProf. Dr. John Cook | Prof. Dr. John Cook is Professor of Technology Enhanced Learning (TEL) at the Learning Technology Research Institute, London Metropolitan University. He has a cross-university role of E-Learning Project Leader and sits on the University's small core planning group for Teaching, assessment, learning and TEL. John has over 14 years previous experience as a full-time lecturer at various Higher Education Institutes and in 2007 was made a University Teaching Fellow. He has over 8 years project management experience, which includes research council, UK Government an EC funded work. He has been part of research and development grant proposals that have attracted £4 million in competitive external funding. In addition, he has published/presented around 200 refereed articles and invited talks in the area of TEL, having a specific interest in four related areas: informal learning, mobile learning, appropriation and ICT Leadership & Innovation. He was Chair/President of the Association for Learning Technology (2004-06), he is the Vice-Chair of ALT’s Research Committee and is a member of the Joint Information Systems Committee ‘Learning and Teaching Practice Experts Group’. John sits on various journal editorial boards and conducts Assessor and review work for UK research councils, EU and Science Foundation of Ireland. | 9/9/10 | Free | View In iTunes |
| 29 | VideoVoices from the summer school 2009: Giuseppe | -- | 9/9/10 | Free | View In iTunes |
| 30 | VideoProf. Dr. John Dron | Prof. Dr. John Dron is an associate professor at Athabasca University in the School of Computing and Information Systems. Additionally, John is a principal lecturer at the University of Brighton. He is a national teaching fellow of the UK. John focuses on how systems affect behaviour and how behaviour can affect systems. John is the author of Control & Constraint in E-Learning in which he presents a theory of control in education, and applies it to a range of e-learning tools and processes. The main arguments of the book lead inexorably to the conclusion that social software, in which the group is a first class object in the system, is a really good idea but that, in order for it to really work well, it should be designed and used in accordance with a set of ten principles. | 9/9/10 | Free | View In iTunes |
| 31 | VideoMendeley (Reichelt) | Jan Reichelt introduces into Mendeley, the academic networking platform. | 9/9/10 | Free | View In iTunes |
| 32 | VideoColin Milligan (Caledonian Academy, UK) | Colin discusses grand challenges for workplace learning: connecting learners is the key and impedes the design of informal learning environments. | 9/9/10 | Free | View In iTunes |
| 33 | VideoProf. Dr. Liliane Esnault | Prof. Dr. Liliane Esnault is Project Manager in e-learning development and Professor in Information Systems management, e-Business and Project Management at E.M.LYON. She graduated from Ecole Supérieure de Physique et Chimie de Paris (ESPCI) and has a Doctorate in Fundamental Molecular Physics. She is also teaching an e-Business course in a French-Chinese Executive MBA organized by the Rhône-Alpes Region and Shanghai University. She is involved in the European Research project PALETTE (Organizational Learning and Knowledge Managment in communities of Practice), after several other European projects in the same area. She is the Editor-in-Chief of the International Journal of Web-based Learning and Teaching Technologies http://www.idea-group.com/ijwltt - Idea Group Publishing. She is the author of several writings linked with her areas of expertise: Information Systems and Technology Management, Project management, Management of Organizational Networks, e-learning and pedagogy. She also is a member of several associations devoted to International Information Resources Management, International Projects Management, and Information Technology Management for the Rhone-Alpes Region development. | 9/9/10 | Free | View In iTunes |
| 34 | VideoDr. Ralf Klamma | Dr. Ralf Klamma has a diploma degree (1995) and a doctoral degree (2000) both in computer science from RWTH Aachen University for works on process centered requirements engineering environments resp. on repositories for organizational memory systems. He worked in several international and national research projects, mostly in an interdisciplinary and basic research setting in areas like multimedia metadata, social software, technology enhanced learning, requirements engineering, and knowledge management. Currently, Ralf Klamma leads the research group “metadata in community information systems” at the information systems chair, RWTH Aachen University. His research covers information systems theory, the application of information systems in engineering, cultural sciences, and virtual communities, social software, social network analysis, technology enhanced learning, geographic information systems, cultural heritage management, and new product development. | 9/9/10 | Free | View In iTunes |
| 35 | VideoDr. Effie Law | Dr. Effie Law is a post-doc researcher at the University of Leicester. During the last five years, she has been actively involving in two large- scale technology-enhanced learning (TEL) projects funded by the EU, namely Universal (2000-03), Prolearn (2004-08), and iCamp (2005-08). Her main expertise is evaluation methodologies in the field of Human-Computer Interaction and their applications in TEL. | 9/9/10 | Free | View In iTunes |
| 36 | VideoProf. Dr. Peter Reimann (University of Sydney, Australia) | Peter Reimann co-directs the Centre for Research on Computer Supported Learning and Cognition at the University of Sydney, which has grown to 20+ researchers and PhD students. Since 2005 he additionally directs the ICT unit of the Faculty of Education and Social Work. His focus is on cognitive learning research with emphasis on educational computing, multimedia-based and knowledge-based learning environments, e-learning, and the development of evaluation and assessment methods for the effectiveness of computer-based technologies. Before joining the university of Sydney, Peter has been a professor for educational psychology at the University of Heidelberg (1996 - 2003) and holds the position of the programme research coordinator of the ESF research programme 'Learning in Humans and Machines' (since 1994). He also advises the European Commission and reviews in various of its research programs, most recently for the Evaluation of the First Call for Proposals of the Framework 7 Program. | 9/9/10 | Free | View In iTunes |
| 37 | VideoDr. Martin Wolpers | Dr. Martin Wolpers is the research group leader of the CAPLE project. CAPLE stands for "Context and Attenion in Personalized Learning Experiences" and receives funding from the FhG Attract program. His group is situated within the Fraunhofer Institute for Applied Information Technology (FIT) in Sankt Augustin, Germany. | 9/9/10 | Free | View In iTunes |
| 38 | VideoDr. Volker Zimmermann | Dr. Volker Zimmermann is co-founder of IMC Information Multimedia Communication AG. As Member of the Executive Board he is responsible for New Business (Research, Innovations und New Business) and HR. Dr. Volker Zimmermann studied business administration at the University of Saarland and at the University of California, San Diego (UCSD). He wrote his dissertation, which was awarded "summa cum laude", in 1998 at the Institute for Business Information Technology (Head: Prof. Dr. Dr. h.c. mult. August-Wilhelm Scheer) of the University of Saarland on the issue "Object-oriented business process management". In 1999, he was awarded the dissertation prize of the Institute for Empirical Economics in Saarbruecken. Dr. Zimmermann has written several books and more than forty other publications. He has extensive experience in the fields of web-based training and e-learning, also based on the results of academic research. | 9/9/10 | Free | View In iTunes |
| 39 | VideoScience 2.0: Supporting a Doctoral Community of Practice in Technology Enhanced Learning using Social Software (Gillet, El Helo | The STELLAR European network of Excellence (NoE) represents the effort of leading European institutions and projects in Technology Enhanced Learning (TEL) to unify their diverse and sometimes fragmented community. This paper focuses on the ways in which STELLAR supports doctoral candidates through the establishment of a Doctoral Community of Practice (CoP) in Technology Enhanced Learning as a STELLAR doctoral integration instrument for the doctoral stakeholder community. | 9/9/10 | Free | View In iTunes |
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40 |
Peter Brusilovsky on Adaptive Learning Systems | An interview with Peter on adaptive systems and how they can be applied in learning. | 9/9/10 | Free | View In iTunes |
| 41 | VideoVisualizing Research Patterns in the Field of e-Learning (Khan, Ebner, Taraghi) | In this paper we have performed a content analysis of Ed-Media conferences publications from 2003 to 2008 using our internally built visualization tool to realize various research patterns in the field of e-learning. We identified 3668 different research terms from 4607 articles’ titles. The visualization tool revealed the trends of contributions in the field over the years, evolution or decline of research terms, hot research terms, key researchers, leading institutions and nations across the world, evolution of countries, continents and institutions in comparison to each other. The results in this study will allow novice and experienced educators, researchers in the field of elearning to understand what kind of different research terms exist and to identify different research patterns over the last six years in this field. | 9/9/10 | Free | View In iTunes |
| 42 | VideoGraham Attwell | Graham Attwell is Director of Pontydysgu. He is an Associate Fellow, Institute for Employment Research, University of Warwick and a Gastwissenschaftler at the Insititut Technik und Bildung, University of Bremen. He was previously Director of the Centre for Research and Educational Development at Gwent Tertiary College (1993-1996) and a Senior Researcher at the University of Bremen (1996-9). He is specialised in research and development into pedagogies for Technology Enhanced Learning. Graham is consultant to OECD and UNESCO on open content development and consultant to the European Centre for Vocational Education and Training (CEDEFOP) on virtual communities and knowledge harvesting. He is evaluator for the DG Research IST programme, evaluator of the HEFC JISC e-Learning programme and currently consultant for the JISC Emerge programme. | 9/9/10 | Free | View In iTunes |
| 43 | VideoScience 2.0 Practices in the Field of Technology Enhanced Learning (Kieslinger, Lindstaedt) | In the context of the European Network of Excellence called STELLAR, which brings together a number of European research organisations in the field of Technology Enhanced Learning (TEL), a group of researchers aim to set up an environment for supporting Science 2.0 practices specifically for the interdisciplinary field of TEL. So far, the focus of the discussion has been on the tools and mash-up services that should be provided for the academic community in TEL. However, in order to talk about the tools and the appropriate technological landscape it is important to define the concept of Science 2.0 as well as the processes and practices that this concept embraces. | 9/9/10 | Free | View In iTunes |
| 44 | VideoPLEShare - share your learning experience | This mediacast demonstrates selected aspects of the EU project ROLE, namely learner-driven PLE design and the vision of sharing and consuming PLE practices within learning communities. | Free | View In iTunes | |
| 45 | VideoTEL Opera 'The Damnation of Sauft' | A musical entertainment in the form of an opera summary, loosely based on the myth of Faust. The 4 french artists from Kazoosbelli (contact@kazoosbelli.com) created an opus named “The Damnation of Sauft”. The thematic scope of each of the 8 workshops from the Alpine rendez-Vous 2011 part of the thematic content was integrated in the opera. | Free | View In iTunes | |
| 46 | Video'Modest computing: Technologies for classroom orchestration' by Pierre Dillenbourg | Prof. Dr. Pierre Dillenbourg, full professor in the school of computer science and director of CRAFT, the teacher service unit, gives a talk on technologies for classroom orchestration at the University of Munich (LMU). He introduces devices developed by his lab and shares some videos. | Free | View In iTunes | |
| 47 | VideoKai Pata: Meta-design principles for open learning ecosystems | In this presentation i will introduce the meta-design approach to open learning ecosystems. I will focus on the mayor gap between the need to control the learning design and learning process from the teacher's perspective, and simultaneously allowing learners to be self-directed and using their own personal learning environments in higher education courses for individual and collaborative assignments. An eco-cognitive view to learning serves as my major standing-point in describing how open learning ecosystems emerge and function. I will explain the accumulation of learning niches through the interaction of personal learning environments, assuming that the formation of learning niches in open learning ecosystems appears through accumulating affordances. I will describe how learning niches could be used to support self-directed learners. The meta-design approach is directed to the formation and evolution of open learning ecosystems through the end-user design. It suggests providing the teacher-created scaffolds and incentives for the learners' design activities that would foster the accumulation of learning niches. I will discuss the limitations of current tools in open learning ecosystem for providing sufficient support for the full application of meta-design approach. I suggest that there is the need for certain dynamic accumulation and monitoring systems for learning niche formation that could be used by each learner for benefiting from particular open learning ecosystem. | Free | View In iTunes | |
| 48 | VideoSergio Gutiérrez Santos | London Knowledge Lab, United Kingdom | Free | View In iTunes | |
| 49 | VideoDaniel Molina | Grupo Gesfor, Spain | Free | View In iTunes | |
| 50 | VideoVana Kamtsiou | Brunel University, United Kingdom | Free | View In iTunes | |
| 51 | VideoPatricia Santos | Pompeu Fabra University, Spain | Free | View In iTunes | |
| 52 | VideoFabrizio Giorgini | Exact Learning Solutions, Italy | Free | View In iTunes | |
| 53 | VideoFridolin Wild | The Open University, United Kingdom | Free | View In iTunes | |
| 54 | VideoCarlo Perrotta | Future Lab, United Kingdom | Free | View In iTunes | |
| 55 | VideoMarta Enrech | Open University of Catalonia, Spain | Free | View In iTunes | |
| 56 | VideoMaren Schefel, | Fraunhofer FIT, Germany | Free | View In iTunes | |
| 57 | VideoVicente Romero | ATOS Research & Innovation, Spain | Free | View In iTunes | |
| 58 | VideoMarcela Porta | Institute Telecom Sud-Paris, France | Free | View In iTunes | |
| 59 | VideoGonzalo Parra | Catholic University of Leuven, Belgium | Free | View In iTunes | |
| 60 | VideoFili Villanueva | Tribal, United Kingdom | Free | View In iTunes | |
| 61 | VideoVanesa Lobato | CTIC Fundation, Spain | Free | View In iTunes | |
| 62 | VideoRalf Klamma | RWTH Aachen University, Germany | Free | View In iTunes | |
| 63 | VideoJosep Blat | Pompeu Fabra University, Spain | Free | View In iTunes | |
| 64 | VideoLampros Stergioulas | Brunel University, United Kingdom | Free | View In iTunes | |
| 65 | VideoMartin Wolpers | Fraunhofer FIT, Germany | Free | View In iTunes | |
| 66 | VideoVladan Devedzic | University of Belgrade, Serbia | Free | View In iTunes | |
| 67 | VideoDonatella Persico | Istituto Tecnologie Didattiche, Italy | Free | View In iTunes | |
| 68 | VideoJosé Luis Santos | Catholic University of Leuven, Belgium | Free | View In iTunes | |
| 69 | VideoMatthias Palmer | Uppsala University, Sweden | Free | View In iTunes | |
| 70 | VideoMart Lampere | University of Tallin, Estonia | Free | View In iTunes | |
| 71 | VideoMario Barajas | University of Barcelona, Spain | Free | View In iTunes | |
| 72 | VideoCarlos Delgado Kloos | Carlos III University, Spain | Free | View In iTunes | |
| 73 | VideoManuel Schmidt | Festo, Germany | Free | View In iTunes | |
| 74 | VideoOlga Santos | Distance University of Spain | Free | View In iTunes | |
| 75 | VideoPaul Lefrere | University of Tempere, Finland and Open University, United Kingcom | Free | View In iTunes | |
| 76 | VideoIntroduction (Spanish) | Daniel Burgos | Free | View In iTunes | |
| 77 | VideoJosé Ángel Martínez | Technosite. ONCE, Spain | Free | View In iTunes | |
| 78 | VideoMartin Wolpers, Fraunhofer FIT, Germany | Fraunhofer FIT, Germany | Free | View In iTunes | |
| 79 | VideoFridolin Wild | The Open University, United Kingdom | Free | View In iTunes | |
| 80 | VideoDai Griffiths | University of Bolton, Spain | Free | View In iTunes | |
| 81 | VideoPeter Scott | Open University UK, United Kingdom | Free | View In iTunes | |
| 82 | VideoRuth Drysdale | JISC, United Kingdom | Free | View In iTunes | |
| 83 | VideoVania Dimitrova | University of Leeds, United Kingdom | Free | View In iTunes | |
| 84 | VideoMar Pérez | Pompeu Fabra University, Spain | Free | View In iTunes | |
| 85 | VideoLucia Pannese | Imaginary, Italy | Free | View In iTunes | |
| 86 | VideoPaul De Bra | TU/e, The Netherlands | Free | View In iTunes | |
| 87 | VideoLuis Anido | University of Vigo, Spain | Free | View In iTunes | |
| 88 | VideoRos Sutherland | University of Bristol, United Kingdom | Free | View In iTunes | |
| 89 | VideoIntroduction (English) | Daniel Burgos | Free | View In iTunes | |
| 90 | VideoDragan Gasevic | Simon Fraser University and Athabasca University, Canada | Free | View In iTunes | |
| 91 | VideoJean Johnson | Inclusion Trust, United Kingdom | Free | View In iTunes | |
| 92 | VideoAyleen Driver | Ayleen is the ICT Strategic Manager of the Bristol Local Authority. | Free | View In iTunes | |
| 93 | VideoMichelle Selinger | Michelle is the Education Director of CISCO. | Free | View In iTunes | |
| 94 | VideoJohn Alonso | John is co-founder and Chief Technology Officer of Outstart, a US-based learning technology vendor. John is an innovator and entrepreneur, and he has been a key force in the development and implementation of its strategic vision, as well as serving as a chief architect of Evolution™ LCMS, OutStart's flagship asset-based LCMS. John was an early adopter and evangelist of a broad range of standards, including learning technologies, metadata, and technical documentation and is an active contributor to a number of these including ADL (SCORM), AICC and MedBig. John is a noted speaker and educator on learning and knowledge-sharing issues as well as standards. All told, John has over 25 years of software development and over 10 years of instructor experience. Prior to OutStart John ran course development for a large software company. Early in his career, John spent over 10 years in the Oil and Gas Sector, providing software solutions to large capital projects. | Free | View In iTunes | |
| 95 | VideoElisavet Linou | Elisavet is special advisor to the Greek Prime Minister. | Free | View In iTunes | |
| 96 | VideoGerhard Fischer | Gerhard is the director of the Center for LifeLong Learning and Design (L3D) of the University of Colorado. | Free | View In iTunes | |
| 97 | VideoLisa Petrides | Lisa is the president of the Institute for the Study of Knowledge Management in Education (ISKME). | Free | View In iTunes | |
| 98 | VideoPascal Lardeux | Pascal is responsible for technology-enhanced learning of Nestle. | Free | View In iTunes | |
| 99 | VideoAlison Littlejohn | Alison is the Chair of Learning Technology of Glasgow Caledonian University. | Free | View In iTunes | |
| 100 | VideoFlorian Schultz-Pernice | Florian is a delegated study director at the LMU Munich in the faculty of psychology and pedagogy. In his previous career, Florian has not only been a teacher, but also head of the department ZS4/speeches of the Bavarian ministry for education and culture. | Free | View In iTunes | |
| 101 | VideoErik Duval: The Snowflake Effect | Now that we are finally realizing a global infrastructure for sharing of learning resources, we need new ways to deal with the resulting abundance. To this effect, we apply the Snowflake Effect, a label we use for a widespread trend towards personalization, at a both deeper and wider level than ever before. Deeper, because personalization is no longer based on stereotypes that group us in clusters of people with the same taste, or learning style, or demographics: rather, technology now makes it possible to treat each of us as the unique individual that we are, with our personal characteristics, requirements, constraints and contexts. Wider, because it is possible to realize it in more contexts more often for a wider audience than ever. | Free | View In iTunes | |
| 102 | VideoAllison Littlejohn: Learning Literacies for a Digital Age (LiDA) | Current trends towards networked communities and digital citizenship, as well as workplace changes including distributed/collaborative work patterns and an (arguably) higher value being placed on 'knowledge' work, all make digital capabilities central to what postgraduate education can offer. While efforts are being made to support students' ICT and information skills – or at least bring these up to a minimum standard of competence – we argue that these are not being followed through the postgraduate experience in a coherent way, or integrated with the development of other capabilities critical to higher learning. Universities are typically not focused on producing researchers who can investigate, study and learn in technology-rich environments. In this session we will explores the nature of digital literacies and implications for researcher development. The presentation is based on a theoretical review of the literature as part of the Learning Literacies for a Digital Age study carried out by Allison Littlejohn, Helen Beetham and Lou McGill (available from http://www.academy.gcal.ac.uk/llida/) | Free | View In iTunes | |
| 103 | VideoThomas Sporer: Reflection in action/on action for assessment: from the informal to the formal | Thomas Sporer will give a talk on reflection in experiential learning and the role of blended assessment to bridge the gap between informal and formal learning contexts. Key competencies are of crucial importance for an education systems that aims at life long learning and - as envisioned by the European Commission - a strategy of "smart growth" which builds on the capacities of research and innovation in a digital society.To foster the development of student's key competencies the traditional field of education (which is based on curricula and institutional learning environments to a large extend) needs to be expanded by more experiential kinds of learning and informal learning contexts. The emergence of the term "personal learning environment" - one component of this lecture series - indicates that shift from teaching (input-driven approach) to learning (output-driven approach).To set the context of the talk, the relevance of reflection for the development of key competencies gets outlined and the role of assessment with regard to experiential learning and informal learning contexts will be elaborated. This will refer to two strands of current research: namely personal development planning (PDP) and accreditation of prior learning (APL).The following example of a study programme at the University of Augsburg presents a learning design that tries to integrate PDP and APL. It bridges the gap between formal and informal learning contexts via a portfolio-based assessment approach (www.begleitstudium.imb-uni-augsburg.de). The reflection of extra-curricular learning experiences thereby blends the assessment-of-learning with the assessment-for-learning: it serves the purpose of formal accreditation as well as the guidance of student's competency development.However, a learning design based on sound theoretical principles needs to be implemented in educational practice in a proper way. In this regard three challenges had to be tackled: The first challenge is of institutional nature and includes the configuration of the blended assessment approach according to the policy of the Bologna reform. The second challenge is of social nature. It concerns the successful introduction of this new kind of assessment approach to students and teachers. The third challenge deals with the technical implementation of the portfolio system and its design of social interactions - which addresses the the mashup component of this lecture series. | Free | View In iTunes | |
| 104 | VideoMarco Kalz: Structuration of personal learning environments. Theoretical foundations and research challenges | Despite promising example implementations the amount of empirical research about the use of PLE for learning is rather small. One of the reasons for this is that the concept of PLE is still fuzzy and that there is no shared research agenda for PLE research and development. The presentation will provide a short analysis of the current state of the art of PLE research and development. The Theory of Structuration by Anthony Giddens and successive technology oriented theories will be used to define Personal Learning Environments from a structurational perspective. PLE will be discussed in the light of self-organized learning, double-loop learning and reflection about learning. In addition the PLE will be discussed as an environment to capture learning experiences from different contexts. Current research challenges will be summarized and future research directions proposed. | Free | View In iTunes | |
| 105 | VideoSteven Warburton: Identity: (re-)construction of a digital self | This presentation will examine identity construction in the age of social media. How do we practically manage our sense of [digital] identity when the boundary between our online selves and our real world selves becomes blurred. What ethical considerations do we need to take account of in the production of the digital self. These and other questions will be explored via a recent project on digital identity that has been using a pattern language framework to uncover and document digital identity related practices. | Free | View In iTunes | |
| 106 | VideoPhilippe Dessus: Loops, Gaps and Contradiction: Three Objects that Foster Learning in PLEs | This talk is about some core objects encountered in PLEs that can cause or even foster learning. Literature on PLEs often reports the features every PLE share. The following are worth mentioning among the most frequently reported: personalisation and malleability of the learning environment, its suitability for both formal and informal learning, focus on learner. Literature sometimes also reports the dimensions upon which any PLE can be analysed (Palmér et al., 2009; van Harmelen, 2006) or which processes are fostered in learning (Henri, Charlier & Limpens, 2008). Since reporting these features is sound from a technical viewpoint (even though problematic for some researchers, see Fiedler & Väljataga, 2010), they seldom are psychologically grounded and the question of how and why they can help or even trigger learning can be posed. This talk will address this question: to which extent a PLE can mimic some core activities involved in teaching, and through which functions or objects? In so doing, the view is not purely technical or functional but psychological. In a nutshell, a PLE that fosters learning enables learners:1/ to be engaged in several activity loops whose main goal is exhibiting some material for learning purposes,2/ in so doing, to realize explicitly or more implicitly, the gap between their actual state (epistemic or social) and their expected state (e.g., what what remains to be learned, with whom to interact);3/ in parallel, to have the opportunity to contradict (or at least negotiate) the feedback if it appears to be non-optimal, either from an epistemic or social viewpoint. The very specific combination and learners’ involvement or awareness on these three objects fosters learning. The talk is threefold: the presentation in more depth of the three objects, the illustration of these notions through some systems designed in our lab, and the listing of design principles for new PLEs to emerge from this view (Dessus, 2009). Beyond the explosion of PLE features, due to ever-growing research progresses lies the problem of their complexity and possible non-use (Norman, 2011). Grounding the design and development of PLEs with psychology-oriented principles may prevent this problem. | Free | View In iTunes | |
| 107 | VideoTraian Rebedea: PolyCAFe: Feedback and Support for Online Conversations | In most educational scenarios, the learners that use online discussions such as instant messaging and discussion forums never receive feedback for their conversations, especially due to the fact that such an analysis is very difficult and time consuming for tutors. This is the main problem that PolyCAFe is addressing by providing automatic feedback to learners and by supporting tutors in the analysis of their students’ multi-party online discussions. | Free | View In iTunes | |
| 108 | VideoHendrik Drachsler: dataTEL - Potentials and Limitations of Educational Datasets | The growth of data in the knowledge society creates opportunities for new insights through advanced analysis methods based on information retrieval technologies. Educational institutions also create and own huge datasets on their students and course activities. But they make little use of the data when considering new educational services, recommending suitable peers or content, and improving the personalization of learning. Nevertheless, personalized learning is expected to have the potential to create more effective learning experiences, and accelerate the study time for students. In the educational world, only very limited datasets are publicly available and no agreed quality standards exist on the personalization of learning. The dataTEL Theme Team aims to address these issues by advancing data driven research to gain verifiable and valid results and to develop a body of knowledge about the personalization of learning. In this context, new challenges emerge like unclear ethical, legal and privacy issues, suitable policies and formats to share data, required pre-processing procedures and rules to create sharable datasets, common evaluation criteria for personalization and recommender systems in TEL. The lecture will give an overview about the latest developments in educational datasets research and give an outline how a dataset driven future in TEL could look like. | Free | View In iTunes | |
| 109 | VideoMartin Wolpers: Learning analytics - focusing on contextualized attention metadata (CAM) | The lecture will discuss ways to collect, share and distil usage information in order to enable personalized support for learning activities. After motivating the need for new ways of aggregating usage information, we will discuss a format to represent usage (meta-)data, discuss frameworks to collect usage (meta-)data and how such data can contribute to a personalized software intended for the support for learning activities. | Free | View In iTunes | |
| 110 | VideoHendrik Drachsler: Recommender Systems and Learning Analytics in TEL | Technology-enhanced learning aims to design, develop and test socio-technical innovations that will support and enhance learning practices and knowledge sharing of individuals and organizations. It is therefore an application domain that generally covers technologies that support all forms of teaching and learning activities. With the increasing use of Learning Management Systems, Personal Learning Environments, and Data Mashups the TEL field, became a promising application area for information retrieval technologies and Recommender Systems to suggest most suitable learning content or peers to learners. The renewed interest in information retrieval technologies in TEL reveals itself through an increasing number of scientific events and publications combined under the research term Learning Analytics. Learning Analytics has the potential for new insights into learning processes by making so far invisible patterns in the educational data visible to researchers and develop new services for educational practice. This lecture attempts to provide an introduction to Recommender Systems for TEL, as well as to highlight their particularities compared to recommender systems for other application domains. Finally, it will outline the latest developments of Recommender Systems in the area of Learning Analytics. | Free | View In iTunes | |
| 111 | VideoFridolin Wild: Learning an ecosystem: networks, mash-ups, analytics | Within this talk, a new (small) theory of learning with technology will be presented, which is grounded in methodical culturalism and activity theory. The theory boils down to grounding the development of rich professional competence in sharing language through social interaction, mediated by tools. One model of putting this into practice is in using natural language processing tools to capture conceptual knowledge from learners’ communicative exchange, complemented by a represention of their practices of e.g. web interaction with a human-language-like mash-up scripting language. Using a potent combination of latent semantic analysis and social network analysis, the learning of individuals and groups can then be dismantled and subjected to (computational) inspection. A set of application examples rounds up the talk. | Free | View In iTunes | |
| 112 | VideoMatthias Palmér: Widget Communication using partial semantic interoperability | This talk will introduce the approach of "partial semantic interoperability" to help widgets communicate and understand each other. An important requirement of the approach is how it scales to the current situation with hundreds of thousands of available widgets. Another important requirement is to not put a cap on innovation by limiting what can be communicated. A demo will illustrate how the widget communication can be used in a learning scenario. | Free | View In iTunes | |
| 113 | VideoScott Wilson: Widgets and Mashups for Personal and Institutional | Smartphones, tablets, set-top boxes, in-car systems, games consoles, interactive whiteboards: the range and sophistication of Internet-enabled devices that users are working and learning with has expanded dramatically in recent years, and when discussing personal and institutional technologies we now mean a whole range of form factors and features, some of which did not exist in usable form only 5 years ago. However we've also seen a convergence of the types of capabilities these devices bring to users, and in particular how a strong role is emerging for web standards like HTML5 in creating the next generation of software applications for all kinds of platforms. In this talk we'll look at the roadmap for flexible applications (widgets) based on current and planned work in W3C, and explore some of the challenges that have emerged in current projects for using widget technologies to deliver compelling mashups that take advantage of the features offered by today's - and future - devices. | Free | View In iTunes | |
| 114 | VideoIvan Zuzak: Inter-widget communication | Inter-widget communication is one of the foundations for achieving flexibility and interactivity in widget-based environments, and therefore in MUP/PLEs. In this talk, systems for inter-widget communication in Web applications will be discussed. A software architectural approach is used to provide a practical design space for describing properties of and requirements for inter-widget communication. This design space is then used for describing several existing inter-widget communication systems, together with results of a broad analysis of the inter-widget communication ecosystem. | Free | View In iTunes | |
| 115 | VideoMatthias Palmér: Mapping the MUPPLE features of web based systems | This talk outlines an approach for mapping what various systems have to offer with respect to the MUPPLE perspective. The mapping is based on a wide range of features that can be supported by a system or not. Similar features are grouped into dimensions, like screen, data, social and runtime dimensions, to provide a better overview of strengths and weaknesses. The talk will present how a few representative systems compare visualised as spider diagrams. | Free | View In iTunes | |
| 116 | VideoDenis Gillet: Social Media Models - Supporting Interaction, Recommendation and Trust | In this talk, underlying social media models will be discussed. Their potential to understand the interaction processes, to implement recommendation and to enforce trust will be illustrated. A special focus will be placed on capturing context in personal learning and knowledge management. An example showing how the 4A model proposed by EPFL supports the design and the implementation of PLE in Graaasp (http://graaasp.epfl.ch) will be presented. | Free | View In iTunes | |
| 117 | VideoYishay Mor presenting his PhD that won the TELEARC PhD Award | Yishay Mor targets the question 'How can technology enhance learning?' The presentation is available here: http://www.yishaymor.org/talks/arv11 and for a deeper inside in Yishay's PhD, visit: http://www.yishaymor.org/phd | Free | View In iTunes |
| Total: 117 Episodes |
