Publications on Technology-Enhanced Learning

Submitted by andreas.schmidt on Sun, 09/16/2007 - 20:54

2008

Paraskevi Tzouveli, Andreas Schmidt, Michael Schneider, Antonis Symvonis, Stefanos Kollias
Adaptive Reading Assistance for the Inclusion of Learners with Dyslexia
In: IEEE Conference on Advanced Learning Technologies (ICALT 08), 2008

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Abstract Dyslexia is a major barrier to success in education and later on the job as reading skills are fundamental for personal competence development. Children with dyslexia have special learning needs (e.g., more teacher support), which currently only specialized institutions can provide. However, this takes children out of their peer group and causes social problems. On the other side, there is general-purpose reading support software, which is not geared towards children with dyslexia as they lack personalization. AGENT-DYSL brings together speech and image recognition as well as semantic technologies to build a truly adaptive reading support system for children with dyslexia.

Andreas Schmidt
Enabling Learning on Demand in Semantic Work Environments: The Learning in Process Approach
In: Jörg Rech and Björn Decker and Eric Ras (eds.): Emerging Technologies for Semantic Work Environments: Techniques, Methods, and Applications, IGI Publishing, 2008

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2007

Searching, Lurking, and the Zone of Proximal Development. e-learning in small and medium enterprises in Europe
2007

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Perhaps the most important question is the relationship between education and training systems and informal learning. There is currently much attention paid to informal learning at a policy level. As such the concern is to develop an exchange value to learning which at present is seen only as having use value. A better approach might be to recognise the use value of informal learning through profiling learning in non-constrained (e)-portfolios. Such an approach would provide a major move to learner driven learning where all learning is valid rather than only recognising that learning supported by qualification frameworks.

Graham Attwell
The Personal Learning Environments - the future of eLearning?
eLearning Papers,2007

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Andreas Schmidt
Impact of Context-Awareness on the Architecture of E-Learning Solutions
In: Claus Pahl (eds.): Architecture Solutions for E-Learning Systems, Information Science Reference, IGI Publishing, 2007, pp. 306-319

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Abstract Recently, the situatedness of learning has come to the center of attention in both research and practice, also a result of the insight that traditional learning methods in the form of large decontextualized courses lead to inert knowledge; i.e., knowledge that can be reproduced, but not applied to real-world problem solving. In order to avoid the inertness, pedagogy tries to set up authentic learning settings, an approach increasingly shared in e-learning domain. If we consider professional training, it is the immediacy of purpose and context that makes it largely different to learning in schools or academic education. This immediacy has the benefit that we actually have an authentic context that we need to preserve. The majority of current e-learning approaches, however, ignores this context and provides decontextualized forms of learning as a multimedia copy of traditional presence seminars. We show how making learning solutions aware of the context actually affects their architecture and present a showcase solution in the form of the Learning in Process service-oriented architecture.

Maria Athanasaki, Maria Avramouli, Kostas Karpouzis, Stefanos Kollias, Klimis Ntalianis, Andreas Schmidt, Antonis Symvonis, Francesc Valcarcel
AGENT-DYSL: A Novel Intelligent Reading System for Dyslexic Learners
In: Miriam Cunningham and Paul Cunningham (eds.): Expanding the Knowledge Economy: Issues, Applications, Case Studies. Proceedings of E-Challenges 2007, IOS Press, 2007

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Abstract In this paper we present a novel approach for facilitating dyslexic children in learning to read fluently. We explain the motivation, general idea and initial results in terms of user requirements and system architecture. Unlike previously presented approaches, the aim of this system is to monitor the progress and perspectives of a dyslexic user and supply personalised help, taking advantage of modern ICT features. The goal of this personalised help is to gradually increase the reading capabilities of the user, gradually diminish the assistance provided, till he is able to read as a non-dyslexic learner.

Andreas Schmidt
Microlearning and the Knowledge Maturing Process: Towards Conceptual Foundations for Work-Integrated Microlearning Support
In: Martin Lindner and Peter A. Bruck (eds.): Micromedia and Corporate Learning. Proceedings of the 3rd International Microlearning 2007, Innsbruck, Austria, June 2007, Innsbruck University Press, 2007, pp. 99-105

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Abstract As a response to the new flexibility in work environments, work-integrated learning on demand is an appropriate form of learning which is in line with microlearning ideas. But in a world of microcontent, we need to consider that not all content is appropriate for everybody. The knowledge maturing process allows for distinguishing between different levels of maturity, and technical learning support based on the maturity level can provide automated guidance to make microlearning more efficient.

Andreas Schmidt
E-Learning 2.0 und die Potentiale semantischer Technologien
In: Birgit Gaiser and Friedrich Hesse and Monika Lütke-Entrup (eds.): Bildungsportale - Potenziale und Perspektiven netzbasierter Bildungsressourcen, Oldenbourg, 2007, pp. 191-205

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2006

George Siemens
Learning in Synch with Life:New Models, New Processes
In: Google 2006 Training Summit, 2006

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Oleg Rostanin, Carsten Ullrich, Harald Holz, Shenwei Song
Project {TEAL}: Add Adaptive e-Learning to your Workflows
In: Klaus Tochtermann and Hermann Maurer (eds.): Proceedings: I-KNOW'06, 6th International Conference on Knowledge Management, 2006, pp. 395--402

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Abstract Workflow- or task- embedded e-learning is an actual trend in enterprise and office environments. Having been integrated into enterprise workflow or task management systems, e-learning turns into a powerful tool for enterprise knowledge management: the seamless integration into the working environment allows getting actual information about potential learning goals of the user; using up-to-date e-learning technologies enables just-in-time delivery of goal-oriented, user-tailored learning curricula, helping employees to solve problems autonomously and competently. This paper reports about the results of the project TEAL (Task-embedded adaptive e-Learning) taking place at German Research Center for Artificial Intelligence (DFKI). The aim of the project was to prove the concepts and feasibility of task-embedded e-learning by designing a reference architecture and realizing prototypical implementation based on the existing components built at DFKI: WFMS Taskman, LCMS DaMiT and ActiveMath.

Claude Ostyn
XML and the SCORM CMI data model

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Marta Rey-López, Ana Fernández-Vilas, Rebeca P. Díaz-Redondo, José J. Pazos-Arias
Providing SCORM with Adaptivity
In: World-Wide Web Conference (WWW '06), Edinburgh, Scotland, 2006

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Armin Ulbrich, Peter Scheir, Stefanie N. Lindstaedt, Manuel Görtz
A Context-Model for Supporting Work-Integrated Learning
In: Innovative Approaches for Learning and Knowledge Sharing. Proceedings of the First European Conference on Technology Enhanced Learning, EC-TEL 2006 Crete, Greece, October 1-4, 2006., 2006, pp. 525-530

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Stefanie Lindstaedt, Harald Mayer
A Storyboard of the APOSDLE Vision
In: 1st European Conference on Technology-Enhanced Learning (ECTEL 06), Crete, 2006

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Ian O'Keeffe, Aoife Brady, Owen Conlan, Vincent Wade
Just-in-Time Generation of Pedagogically Sound, Context Sensitive Personalized Learning Experiences
International Journal on E-Learning,2006

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Marc Rosenberg
Beyond E-Learning: Approaches and Technologies to Enhance Organizational Knowledge, Learning and Performance
2006

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Christopher A. Brooks, Jim E. Greer, Erica Melis, Carsten Ullrich
Combining ITS and eLearning Technologies: Opportunities and Challenges.
In: Mitsuru Ikeda and Kevin D. Ashley and Tak-Wai Chan (eds.): Intelligent Tutoring Systems, Lecture Notes in Computer Science vol. 4053, Springer, 2006, pp. 278-287

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April Ng, Marek Hatala, Dragan Gasevic
Ontology-based Approach to Learning Objective Formalization
In: Miguel-Angel Sicilia (eds.): Competencies in Organizational E-Learning: Concepts and Tools, Idea Group, 2006

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Andreas Schmidt, Simone Braun
Context-Aware Workplace Learning Support: Concept, Experiences, and Remaining Challenges
In: Wolfgang Nejdl and Klaus Tochtermann (eds.): Innovative Approaches for Learning and Knowledge Sharing. First European Conference on Technology-Enhanced Learning (EC-TEL 2006), Creete, Greece. Proceedings., Lecture Notes in Computer Science vol. 4227, Springer, 2006, pp. 518-524

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Abstract Workplace learning offers the unique possibility of the immediacy of purpose and real-world context. In order to leverage on this, we have developed a context-aware method to support workplace learning. In this paper, we want to describe the concept of context-steered learning, both from a content-driven and communication-driven perspective, and present corresponding system functionality primitives.

2005

George Siemens
Connectivism: Learning as Network-Creation
elearnspace

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Richard Straub
Lernen im Kontext - Dynamischen Lernkonzepten gehört die Zukunft
Competence-Site

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Claude Ostyn
General architecture for a SCORM 2004 LMS implementation

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Miguel-Angel Sicilia, Miltiadis D. Lytras
The semantic learning organization
The Learning Organization,2005

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Stephan Mosel
Praktiken selbstgesteuerten Lernens anhand der Nutzung von web-basierten Personal-Publishing-Systemen

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Karin Anna Hummel Michael Derntl
Modelling Context-Aware Learning Scenarios
In: Proceedings of the 3rd Int’l Conf. on Pervasive Computing and Communications Workshops (PerCom 2005 Workshops), 2005

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Martin Röll
Corporate E-Learning mit Weblogs und RSS
In: Andreas Hohenstein and Karl Wilbers (eds.): Handbuch E-Learning. Expertenwissen aus Wissenschaft und Praxis, Deutscher Wirtschaftsdienst, 2005

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Walter Mattauch, Sascha Kubath, Martin Schmidt, Claudia Meier, Sandra Mlosch
Konzept und Erprobung eines Learning-Management-Systems in der APO-Weiterbildung

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David Tosh, Tracy Penny Light, Kele Fleming, Jeff Haywood
Engagement with Electronic Portfolios: Challenges from the Student Perspective
Canadian Journal of Learning and Technology,2005

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Sabine Seufert, Dieter Euler
Learning Design: Gestaltung eLearning-gestützter Lernumgebungen in Hochschulen und Unternehmen

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Daniel Lemire, Harold Boley, Sean McGrath, Marcel Ball
Collaborative Filtering and Inference Rules for Context-Aware Learning Object Recommendation
International Journal of Interactive Technology and Smart Education,2005

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Pythagoras Karampiperis, Demetrios Sampson
Adaptive Learning Resources Sequencing in Educational Hypermedia Systems
Educational Technology & Society,2005

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K. Verbert, D. Gasevic, J. Jovanovic, E. Duval
Ontology-based learning content repurposing
In: 14th International World Wide Web Conference, Chiba, Japan, 1140--1141 vol. , 2005

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Weblogs. Grundlagen, Konzepte und Praxis im unternehmerischen Umfeld.
2005

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Theo Hug
Microlearning and Narration
In: MiT4: the work of stories - 4th Media in Transition Conference, Cambridge, MA, USA, 2005

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Christian Gütl, Maja Pivec, Christian Trummer, Victor Manuel Garcia-Barrios, Felix Mödritscher, Jürgen Pripfl, Martin Umgeher
AdeLE (Adaptive e-Learning with Eye-Tracking): Theoretical Background, System Architecture and Application Scenarios
European Journal of Open, Distance and E-Learning (EURODL),2005

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P. Karampiperis, D. Sampson
Automatic Learning Object Selection and Sequencing in Web-Based Intelligent Learning Systems
In: Zongmin Ma (eds.): Web-Based Intelligent e-Learning Systems: Technologies and Applications, Information Science Publishing, 2005, pp. 56--71

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