http://hdl.handle.net/1820/11 http://dspace.ou.nl/retrieve/6578 http://hdl.handle.net/1820/11 Search the Channel search http://dspace.ou.nl/simple-search http://hdl.handle.net/1820/4129 Title: Exploring social recommenders for teacher networks to address challenges of starting teachers<br/><br/>Authors: Fazeli, Soude; Brouns, Francis; Drachsler, Hendrik; Sloep, Peter<br/><br/>Abstract: The lack of a proper induction and organizational socialization is seen as one of the main reasons for beginning employees to leave the profession after a few years. It seems especially problematic for professions such as teaching. Teachers work in contexts that do not allow frequent and intense observations and interaction with others who could provide meaningful information and act as exemplars of good practice. Recently graduated teachers experience their first job as extremely challenging and they typically lack social support during their induction period. Teachers look for mentors and colleagues they can trust and discuss their problems with rather than content expert. Comprehensive induction programmes are characterised by accessing to good mentors, having relationships to and with peers, and professional development. Learning Networks, as online social networks designed to support professional development can fill this gap by offering an informal social support structure for professional development. They can improve the quality of the induction of starting teachers by providing means to share, exchange and acquire knowledge and experiences with other teachers. Not only can teachers find resources, moreover they get access to like-minded people with expertise and experience in the same domain. However, providing opportunities to meet like-minded people does not automatically result in the required social interactions for knowledge sharing. Therefore, we propose in this paper a social recommender that assists young teachers to find most suitable peers to address their problems. The social recommender is inspired by recommender systems from the e-commerce world that recommend most suitable content to a user. In this paper, we first analyse the problems that young teachers face during their induction phase. Second, we present online Learning Networks as a promising solution for the induction phase of starting teachers. Third, we evaluate promising recommendation approaches for the intended social recommender within the Learning Network, and we present some initial ideas on how to improve them to take into account the learner characteristics and also to meet the conditions of a Learning Network. Finally, we present a model and draw further conclusions for design and implementation of the Learning Network and the social recommender for starting teachers.<br/><br/>Description: Fazeli, S., Brouns, F., Drachsler, H., & Sloep, P. B. (submitted). Exploring social recommenders for teacher networks to address challenges of starting teachers. Proceedings of the Eighth International Conference on Networked Learning 2012, Maastricht, The Netherlands (April 2012) http://hdl.handle.net/1820/4117 Title: Proceedings of the 1st European Workshop on Awareness and Reflection in Learning Networks<br/><br/>Authors: Reinhardt, Wolfgang; Ullmann, Thomas; Scott, Peter; Pammer, Victoria; Conlan, Owen; Berlanga, Adriana<br/><br/>Abstract: The aim of the workshop was to build an interdisciplinary understanding of issues regarding awareness and reflection in networked learning. It attracted participants from social science, computer science, design, psychology, and learning sciences to discuss their understanding of awareness and reflection in Technology Enhanced Learning, this included research work that discussed issues from the theoretical, empirical and application point of view.<br/><br/>Description: Reinhardt, W., Ullmann, T. D., Scott, P., Pammer, V., Conlan, O., & Berlanga, A. J. (Eds.) (2011). Proceedings of the 1st European Workshop on Awareness and Reflection in Learning Networks(ARNets11). In conjunction with the 6th European Conference on Technology Enhanced Learning (ECTEL). September, 21, 2011, Palermo, Italy: CEUR Workshop Proceedings. Available online at http://ceur-ws.org/Vol-790/ http://hdl.handle.net/1820/4113 Title: Peer production & peer support at the Free Technology Academy<br/><br/>Authors: Potters, Hanneke; Berlanga, Adriana; Bijlsma, Lex<br/><br/>Abstract: The Free Technology Academy (FTA) is a programme of master-level courses on Free Software and Open Standards that publishes all of its materials as Open Educational Resources. The FTA is run through a virtual campus, entirely based on Free Software and implemented as part of a European project. The goal is to make the production of course materials economically sustainable. We surmise that peer production is an alternative that will foster the sustainability of the FTA. Our ultimate goal is to identify how peer production can be fostered and supported. To that end, in this paper we first describe the FTA educational methodology as well as the characteristics of peer production. Next, we present some evidence that shows the motivation people have to participate in peer production, mainly in Free Software, as well as the importance of Learning Networks in this context. Thereafter, we discuss our initial thoughts about what lessons can be drawn. Finally, we present conclusions and future work.<br/><br/>Description: Potters, H., Berlanga, A. J., & Lex, B. (2011). Peer Production & Peer Support at the Free Technology Academy. In G. van de Veer, P. B. Sloep, & M. van Eekelen (Eds.), Proceedings Computer Science Education Research Conference (CSERC '11) (pp. 49-58). April, 7-8, 2011, Heerlen, The Netherlands: ACM. http://hdl.handle.net/1820/4063 Title: Tweetstorming PLNs: Using Twitter to Brainstorm about Personal Learning Networks<br/><br/>Authors: Sie, Rory; Boursinou, Eleni; Rajagopal, Kamakshi; Pataraia, Nino<br/><br/>Abstract: We start off by giving a short introduction. The introduction defines the scope of the workshop, the purpose, and the means. Particularly, the participants will be asked to identify their personal online learning network. They should identify how they are connected to others (Twitter, LinkedIn, Facebook, offline), and what they think their peers’ expertises are. This will provide us with an elaborate view on how participants perceive their learning network.Next, the Tweetstorm (brainstorm over Twitter) will be introduced and explained. During the Tweetstorm, we discuss what contributes to meaningful cooperation within a learning network. A twitter hashtag (#usePLN) will be used to monitor and aggregate the participants’ utterances. A ‘Twitter wall’ (hashtags.org) will be used to visualise the brainstorm, such that participants see what others have posted, building upon their ideas and reacting to their ideas.Finally, we collect the results and conclude our session with an overview of the learning network and the outcomes of the Tweetstorm session.<br/><br/>Description: Sie, R., Boursinou, E., Rajagopal, K., & Pataraia, N. (2011). Tweetstorming PLNs: Using Twitter to Brainstorm about Personal Learning Networks. In Proceedings of The PLE Conference 2011. July, 10-12, 2011, Southampton, UK. http://hdl.handle.net/1820/4062 Title: Understanding personal learning networks: Their structure, content and the networking skills needed to optimally use them<br/><br/>Authors: Rajagopal, Kamakshi; Joosten-ten Brinke, Desirée; Van Bruggen, Jan; Sloep, Peter<br/><br/>Abstract: Networking is a key skill in professional careers, supporting the individual’s growth and learning. However, little is known about how professionals intentionally manage the connections in their personal networks and which factors influence their decisions in connecting with others for the purpose of learning. In this article, we present a model of personal professional networking for creating a personal learning network, based on an investigation through a literature study, semi-structured interviews and a survey.<br/><br/>Description: Rajagopal, K., Joosten-ten Brinke, D., Van Bruggen, J., & Sloep, P. B. (2012). Understanding personal learning networks: Their structure, content and the networking skills to optimally use them. First Monday, 17(1), 1-12. Retrieved from http://www.uic.edu/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/3559/3131 http://hdl.handle.net/1820/4059 Title: Networking to Learn & Learning to Network: Skills, Values and Technology<br/><br/>Authors: Rajagopal, Kamakshi; Costa, Cristina<br/><br/>Abstract: In networked learning, other people are a valuable part of the learner’ progress. To perform well in networked learning, learners need to be able to identify their own (learning) needs and identify the people who can help them with their learning. This entails that they also need to be able to recognize their own strengths and weaknesses, but also that of others. Networking is essential to succeed in this learning environment. It revolves around a complex skill of the learner to (i) recognize and identify the other’s qualities and to (ii) make (valuable) associations of these qualities with the learner’s own needs. This skill could take place at the moment of interacting with someone or even in that person’s absence. In recent years, technology has also played a big role in enhancing networked learning by supporting connections and interactions between people. However, does technology also encourage the development of the networking skill? Do people network better by using technology? In this workshop, participants will discuss networking and the role of technology in developing these skills.<br/><br/>Description: Rajagopal, K., & Costa, C. (2011). Networking to Learn & Learning to Network: Skills, Values and Technology. In Proceedings of The PLE Conference 2011. July, 10-12, 2011, Southampton, UK. http://hdl.handle.net/1820/3949 Title: Storify<br/><br/>Authors: Rubens, Wilfred<br/><br/>Abstract: Wat kun je met de sociale media applicatie Storify in het onderwijs?<br/><br/>Description: Rubens, W. (2011). Storify. In L. Hilgers, T. van Zadelhoff, & 123 co-auteurs (Eds.), BoekTweePuntNul (Onderwijseditie) (pp. 218-219). Leiden: Van Buurt Boek BV. http://hdl.handle.net/1820/3948 Title: Over de didaktiek van social media in de dagelijkse lespraktijk<br/><br/>Authors: Rubens, Wilfred<br/><br/>Abstract: Voor het onderwijs hebben sociale media een duidelijke toegevoegde waarde. Dat geldt het sterkste voor scholen en onderwijsgevenden die didactische concepten gebruiken waarin de leerling en het leerproces centraal staan, activerende werkvormen worden gebruikt en interactie en communicatie een belangrijke rol spelen. In dit artikel wordt die toegevoegde waarde geïllustreerd aan de hand van voorbeelden.<br/><br/>Description: Rubens, W. (2011). Over de didaktiek van social media in de dagelijkse lespraktijk. In L. Hilgers, T. van Zadelhoff, & 123 co-auteurs (Eds.), BoekTweePuntNul (Onderwijseditie) (pp. 15-17). Leiden: Van Buurt Boek BV. http://hdl.handle.net/1820/3946 Title: Storify<br/><br/>Authors: Rubens, Wilfred<br/><br/>Abstract: Wat kun je doen met de sociale media applicatie Storify?<br/><br/>Description: Rubens, W. (2011). Storify. In L. Hilgers, T. van Zadelhoff, & 123 co-auteurs (Eds.), BoekTweePuntNul (pp. 196-197). Leiden: Van Buurt Boek BV. http://hdl.handle.net/1820/3938 Title: Recensie 2 door Wilfred Rubens<br/><br/>Authors: Rubens, Wilfred<br/><br/>Abstract: Recensie van het boek Society 3.0 van Ronald van den Hoff<br/><br/>Description: Rubens, W. (2011). Recensie 2 door Wilfred Rubens. Expertise. Praktisch visieblad voor hoger onderwijs, 5/4, 26-27.