Download - Navigation in Learning Networks
![Page 1: Navigation in Learning Networks](https://reader035.vdocuments.site/reader035/viewer/2022062501/56816014550346895dcf161f/html5/thumbnails/1.jpg)
visit prof Nishinosono, 13 june 2006
Navigation in Learning Networks
Hans Hummel, José Janssen, Rob Nadolski, Bert van den Berg, Francis Brouns,
Adriana Berlanga, Hendrik Drachsler, Wim Waterink, Nanda Boers
![Page 2: Navigation in Learning Networks](https://reader035.vdocuments.site/reader035/viewer/2022062501/56816014550346895dcf161f/html5/thumbnails/2.jpg)
visit prof Nishinosono, 13 june 2006
![Page 3: Navigation in Learning Networks](https://reader035.vdocuments.site/reader035/viewer/2022062501/56816014550346895dcf161f/html5/thumbnails/3.jpg)
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
![Page 4: Navigation in Learning Networks](https://reader035.vdocuments.site/reader035/viewer/2022062501/56816014550346895dcf161f/html5/thumbnails/4.jpg)
visit prof Nishinosono, 13 june 2006
ROMA advise
![Page 5: Navigation in Learning Networks](https://reader035.vdocuments.site/reader035/viewer/2022062501/56816014550346895dcf161f/html5/thumbnails/5.jpg)
visit prof Nishinosono, 13 june 2006
ROMA experiment
![Page 6: Navigation in Learning Networks](https://reader035.vdocuments.site/reader035/viewer/2022062501/56816014550346895dcf161f/html5/thumbnails/6.jpg)
visit prof Nishinosono, 13 june 2006
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
![Page 7: Navigation in Learning Networks](https://reader035.vdocuments.site/reader035/viewer/2022062501/56816014550346895dcf161f/html5/thumbnails/7.jpg)
visit prof Nishinosono, 13 june 2006
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
![Page 8: Navigation in Learning Networks](https://reader035.vdocuments.site/reader035/viewer/2022062501/56816014550346895dcf161f/html5/thumbnails/8.jpg)
visit prof Nishinosono, 13 june 2006
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
![Page 9: Navigation in Learning Networks](https://reader035.vdocuments.site/reader035/viewer/2022062501/56816014550346895dcf161f/html5/thumbnails/9.jpg)
visit prof Nishinosono, 13 june 2006
Rationale
• Alignment of users and activities• by tailored navigation services• exchange of (informal & formal) competences
and learning paths • using (semantic) competence and path
descriptions.
![Page 10: Navigation in Learning Networks](https://reader035.vdocuments.site/reader035/viewer/2022062501/56816014550346895dcf161f/html5/thumbnails/10.jpg)
visit prof Nishinosono, 13 june 2006
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, …
![Page 11: Navigation in Learning Networks](https://reader035.vdocuments.site/reader035/viewer/2022062501/56816014550346895dcf161f/html5/thumbnails/11.jpg)
visit prof Nishinosono, 13 june 2006
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; …
![Page 12: Navigation in Learning Networks](https://reader035.vdocuments.site/reader035/viewer/2022062501/56816014550346895dcf161f/html5/thumbnails/12.jpg)
visit prof Nishinosono, 13 june 2006
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
![Page 13: Navigation in Learning Networks](https://reader035.vdocuments.site/reader035/viewer/2022062501/56816014550346895dcf161f/html5/thumbnails/13.jpg)
visit prof Nishinosono, 13 june 2006
![Page 14: Navigation in Learning Networks](https://reader035.vdocuments.site/reader035/viewer/2022062501/56816014550346895dcf161f/html5/thumbnails/14.jpg)
visit prof Nishinosono, 13 june 2006
![Page 15: Navigation in Learning Networks](https://reader035.vdocuments.site/reader035/viewer/2022062501/56816014550346895dcf161f/html5/thumbnails/15.jpg)
visit prof Nishinosono, 13 june 2006
![Page 16: Navigation in Learning Networks](https://reader035.vdocuments.site/reader035/viewer/2022062501/56816014550346895dcf161f/html5/thumbnails/16.jpg)
visit prof Nishinosono, 13 june 2006