http://hdl.handle.net/1820/496 Building the European Network for Lifelong Competence Development http://dspace.ou.nl/retrieve/6511 http://hdl.handle.net/1820/496 Search the Channel search http://dspace.ou.nl/simple-search http://hdl.handle.net/1820/2432 Title: D1.5 TENCompetence project completion report<br/><br/>Authors: Kluijfhout, Eric<br/><br/>Abstract: The Project Completion Report comprises of the following documents:• Periodic Activity Report Year 4, including science & society, gender action, and socio-economic reporting questionnaires• Publishable Final Activity Report• Final Plan for using and disseminating the knowledge• TENCompetence software delivery, licensing and ownership agreement• Periodic Management Report – not included here as this is not a public document<br/><br/>Description: Kluijfhout, E. (2010). D1.5 TENCompetence project completion report. TENCompetence project. http://hdl.handle.net/1820/2403 Title: De weg bereiden tot leren. Demo van de leerpad specificatie en editor<br/><br/>Authors: Janssen, José<br/><br/>Abstract: De demo "De weg bereiden tot leren" legt uit waarom we een leerpad specificatie hebben ontwikkeld en wat de belangrijkste kenmerken zijn van die specificatie. Tevens wordt gedemonstreerd hoe in de Leerpad Editor leerpaden volgens de specificatie kunnen worden beschreven. De demo is ontwikkeld voor de workshop sessies die georganiseerd zijn met het doel de specificatie te evalueren.<br/><br/>Description: Janssen, J. (2010). De weg bereiden tot leren. Demo van de leerpad specificatie en editor. http://hdl.handle.net/1820/2348 Title: Evaluation of the Learning Path Specification: Lifelong learners' information needs<br/><br/>Authors: Janssen, José; Berlanga, Adriana; Koper, Rob<br/><br/>Abstract: Flexible lifelong learning requires that learners can compare and select learning paths that best meet individual needs, not just in terms of learning goals, but also in terms of planning, costs etc. To this end a learning path specification was developed, which enables to describe both the contents and the structure of any learning path, be it formal, non-formal, informal, or indeed a combination of these. This paper briefly explains the learning path specification and its purpose to then present a framework for the evaluation of the specification based on theories of model quality. A study of learner choice processes (n=15) was carried out to investigate the specification’s semantic and pragmatic quality (clarity, completeness and parsimony) with respect to the selection of a learning path. Results indicate that the specification does not contain any redundant information. Instead, the study has led to improvement of the specification’s (feasible) completeness by further refinement of scheduling information.<br/><br/>Description: Janssen, J., Berlanga, A. J., & Koper, R. (submitted). Evaluation of the Learning Path Specification: Lifelong learners' information needs. International Journal of Educational Technology and Society. http://hdl.handle.net/1820/2332 Title: Building the technical and organisational infrastructure for lifelong competence development<br/><br/>Authors: Kluijfhout, Eric; Koper, Rob<br/><br/>Abstract: Brochure of the TENCompetence project. The document reports on the project’s outcomes. Its most evident outcomes are: a) The Personal Competence Manager (PCM), tested and validated in pilots and business demonstrators, b) Scientific publications and specifications that have advanced the state of the art, c) Dissemination and training eventsThe TENCompetence Foundation to carry on the PCM (r)evolution<br/><br/>Description: Kluifhout, E., & Koper, R. (2010). Building the technical and organisational infrastructure for lifelong competence development. TENCompetence Brochure. http://hdl.handle.net/1820/2315 Title: Learning Path Editor<br/><br/>Authors: Melero, Javier; Van Stratum, Bas; Janssen, José; Heyenrath, Stef; Van der Heijden, Sander; Finders, Anton; Schaeps, Leon; Herder, Eelco; Vogten, Hubert; Martens, Harrie; Koper, Rob<br/><br/>Abstract: The Learning Path Editor is a tool which enables to describe learning paths in line with the learning path specification which was developed in the TENCompetence Integrated Project (WP7). The Editor is part of release 6.0 of the TENCompetence integrated software.<br/><br/>Description: This software is open source and is distributed under the three clause BSD licence, Copyright TENCompetence Foundation. http://hdl.handle.net/1820/2307 Title: Special Issue on Stimulating Personal Development and Knowledge Sharing<br/><br/>Authors: Koper, Rob; Stefanov, Krassen; Dicheva, Darina<br/><br/>Abstract: This special issue contains articles based on selected papers presented at the First TENCompetence Workshop “Stimulating Personal Development and Knowledge Sharing”, which took place in Sofia, Bulgaria on 30-31 October 2008. TENCompetence is a large integrated RTD project funded by the European Commission under the IST/TEL027087, program.The TENCompetence projectThe EU 6th Framework Integrated Project TENCompetence (www.tencompetence.org) aims at developing European open-source infrastructure that will support individuals, teams and organisations in lifelong development of competences. The infrastructure will enable:1.Creating formal and informal Learning Networks in different professions and domains of knowledge.2.Assessing and managing the competences that are acquired at any stage in life by the participants of a Learning Network, taking into account that people have learned from many different formal and informal learning sources.3.Stimulating the reflection on the current competences to support the formulation of new learning goals.4.Searching for adequate formal and informal learning resources to build new competences or to update existing competences in a profession or domain of knowledge.5.Providing the actual learning environment that is needed to perform learning activities.6.Providing effective and efficient support to learners.7.Support for sharing learning resources.<br/><br/>Description: Koper, R., Stefanov, K., & Dicheva, D. (2009). Stimulating Personal Development and Knowledge Sharing [Special issue]. International Journal of Continuing Engineering Education and Life-Long Learning (IJCEELL), 19(4/5/6), 271-395. http://hdl.handle.net/1820/2306 Title: Stimulating Personal Development and Knowledge Sharing (editorial special issue)<br/><br/>Authors: Koper, Rob; Stefanov, Krassen; Dicheva, Darina<br/><br/>Abstract: Editorial of the special issue of the International Journal of Continuing Engineering Education and Life-Long Learning (IJCEELL), Volume 19 - Issue 4/5/6 - 2009.<br/><br/>Description: Koper, R., Stefanov, K., & Dicheva, D. (2009). Stimulating Personal Development and Knowledge Sharing (editorial) [Special issue]. International Journal of Continuing Engineering Education and Life-Long Learning (IJCEELL), 19(Nos. 4/5/6), 271-275. http://hdl.handle.net/1820/2305 Title: Technology Support for Self-Organized Learners (special issue ET&S)<br/><br/>Authors: Kalz, Marco; Koper, Rob; Hornung-Prähauser, Veronika<br/><br/>Abstract: This special issue has been the result of a TENCompetence workshop in Salzburg that took place 2nd & 3rd of June 2008 in the context of the conference "Self-organised learning in the interactive Web" -A change in learning culture?"<br/><br/>Description: Kalz, M., Koper, R., & Hornung-Prähauser, V. (2009). Technology Support for Self-Organized Learners [Special issue]. Journal of Educational Technology & Society, 12(3). http://hdl.handle.net/1820/2304 Title: Visualisation of interaction footprints for enagement in online communities<br/><br/>Authors: Glahn, Christian; Specht, Marcus; Koper, Rob<br/><br/>Abstract: Contextualised and ubiquitous learning are relatively new research areas that combine the latest developments in ubiquitous and context aware computing with educational approaches in order to provide structure to more situated and context aware learning. The majority of recent activities in contextualised and ubiquitous learningfocus on mobile scenarios, with location as the primary contextual dimension. However, the meaning of context aware learner support is not limited to location based solutions, as it is highlighted by the educational paradigms of situated learning and communities of practice. This paper analyses learner participation as a contextualdimension of adapting graphical indicators of interaction data for engaging and motivating learners in participating and contributing to an open community. The analysis is based on interaction data and interviews with participants in a nine week lasting design study, during which we compared the effect of two indicators onthe engagement of the participants in the group activities. The trend of study results supports the presumption that the learners' perception of their activity visualisations is context dependent. We found that more engaging visualisation polarised the participants in this group: while contributing participants were attracted to contribute more to the community, non-contributing participants were distracted by the same visualisation.<br/><br/>Description: Glahn, C., Specht, M., & Koper, R. (2009). Visualisation of interaction footprints for engagement in online communities [Special issue]. In M. Kalz, R. Koper & V. Hornung-Prähauser (Eds.), Journal of Educational Technology & Society, 12(3), 44-57. http://hdl.handle.net/1820/2303 Title: Technology Support for Self-Organized Learners (Guest Editorial)<br/><br/>Authors: Kalz, Marco; Koper, Rob; Hornung-Prähauser, Veronika<br/><br/>Abstract: Technology Support for Self-Organized Learners (Guest Editorial)<br/><br/>Description: Kalz, M., Koper, R., & Hornung-Prähauser, V. (2009). Technology Support for Self-Organized Learners (Guest Editorial) [Special issue]. In M. Kalz, R. Koper & V. Hornung-Prähauser (Eds.), Journal of Educational Technology & Society, 12(3), 1-3.