Navigation in Learning Networks

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Navigation in Learning Networks

Hans Hummel, José Janssen, Rob Nadolski, Bert van den Berg, Francis Brouns,

Adriana Berlanga, Hendrik Drachsler, Wim Waterink, Nanda Boers

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visit prof Nishinosono, 13 june 2006

Navigation projects

In the LTDP on Learning Networks 2003-

2008- Road Mapping (ROMA) 2004-2005- Individualised Support in Sequencing

(ISIS) 2006-2007

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ROMA advise

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ROMA experiment

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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)

ISIS

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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

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Duration

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

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

Relation to TenCompetence

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Rationale

• Alignment of users and activities• by tailored navigation services• exchange of (informal & formal) competences

and learning paths • using (semantic) competence and path

descriptions.

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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, …

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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; …

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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

visit prof Nishinosono, 13 june 2006

visit prof Nishinosono, 13 june 2006

visit prof Nishinosono, 13 june 2006

visit prof Nishinosono, 13 june 2006