http://hdl.handle.net/1820/1236 http://dspace.ou.nl/retrieve/6588 http://hdl.handle.net/1820/1236 Search the Channel search http://dspace.ou.nl/simple-search http://hdl.handle.net/1820/1517 Title: Times of Convergence. Technologies Across Learning Contexts <br/> <br/>Authors: Dillenbourg, Pierre; Specht, Marcus <br/> <br/>Abstract: Conference Proceedings, Third European Conference on Technology Enhanced Learning, EC-TEL 2008, http://www.springer.com/computer/general/book/978-3-540-87604-5 <br/> <br/>Description: Dillenbourg, P., & Specht, M. (Eds.) (2008). Times of Convergence. Technologies Across Learning Contexts. Third European Conference on Technology Enhanced Learning, EC-TEL 2008. September, 16-19, Maastricht, The Netherlands. Proceedings. Lecture Notes in Computer Science, Vol. 5192 Berlin, Heidelberg: Springer. P 476. ISBN: 978-3-540-87604-5. Available on: http://www.springerlink.com/content/l5q11v328721/ Thu, 16 Oct 2008 15:10:39 GMT http://hdl.handle.net/1820/1516 Title: A modelling approach to study learning processes with a focus on knowledge creation <br/> <br/>Authors: Naeve, Ambjorn; Yli-Luoma, Pertti; Kravcik, Milos; Lytras, Miltiadis <br/> <br/>Abstract: In this paper, we present a modelling approach to study learning processes. We introduce the process/pedagogy/tools model and shown how its assembly-line style of process modelling can be used to describe which pedagogical aspects and which tools that support which parts of a specific learning process. We also review the SECI knowledge creation theory of Nonaka and combine it with process modelling to arrive at a SECI process framework for the study and analysis of knowledge-creating learning processes. Finally, we show that the different SECI modes of knowledge conversion are empirically supported by pedagogical research. <br/> <br/>Description: Naeve, A., Yli-Luoma, P., Kravcik, M., & Lytras, M. D. (2008). A modelling approach to study learning processes with a focus on knowledge creation. International Journal Technology Enhanced Learning, 1(1/2), 1–34. Thu, 16 Oct 2008 15:01:53 GMT http://hdl.handle.net/1820/1468 Title: A Contextualised Multi-Platform Framework to Support Blended Learning Scenarios in Learning Networks <br/> <br/>Authors: De Jong, Tim; Fuertes, Alba; Schmeits, Tally; Specht, Marcus; Koper, Rob <br/> <br/>Abstract: This chapter describes a multi-platform extension of learning networks. In addition to web- and desktop-based access, we propose to provide mobile, contextualised learning content delivery and creation. The extension to a multi-platform extension is portrayed as follows. First, we give a description of learning networks, the kind of learning focused at, and the mechanisms that are used for learner support. After that, we illustrate a possible extension to contextualised, more authentic forms of learning mediated by mobile devices. Moreover, we give some requirements for a multi-platform learning network system and a set of tools that should support two different user groups. Two blended learning scenarios are given as examples of how the extended system could be used in practice. Last, the conclusions and outlook describe what is necessary to integrate multi-platform e-learning software in existing learning scenarios, and how a larger scale adaption can be achieved. <br/> <br/>Description: De Jong, T., Fuertes, A., Schmeits, T., Specht, M., & Koper, R. (to appear). A Contextualised Multi-Platform Framework to Support Blended Learning Scenarios in Learning Networks. Multiplatform E-Learning Systems and Technologies: Mobile Devices for Ubiquitous ICT-Based Education. IGI Global. Mon, 18 Aug 2008 10:41:10 GMT http://hdl.handle.net/1820/1467 Title: Serious games for higher education: a framework for reducing design complexity <br/> <br/>Authors: Westera, Wim; Nadolski, Rob; Hummel, Hans; Wopereis, Iwan <br/> <br/>Abstract: Serious games open up many new opportunities for complex skills learning in higher education. The inherent complexity of such games though, requires large efforts for their development. This paper presents a framework for serious game design, which aims to reduce the design complexity at both conceptual, technical and practical levels. The approach focuses on a relevant subset of serious games, labelled scenario-based games. At the conceptual level it identifies the basic elements that make up the static game configuration; it also describes the game dynamics, i.e. the state changes of the various game components in the course of time. At the technical level it presents a basic system architecture, which comprises various building tools. Various building tools will be explained and illustrated with technical implementations that are part of the Emergo toolkit for scenario-based game development. At the practical level, a set of design principles are presented for controlling and reducing game design complexity. The principles cover the topics of game structure, feedback and game representation, respectively. Practical application of the framework and the associated toolkit is briefly reported and evaluated. <br/> <br/>Description: Westera, W., Nadolski, R., Hummel, H. G. K., & Wopereis, I. (2008). Serious games for higher education: a framework for reducing design complexity. Journal of Computer-Assisted Learning, Published Online: Mar 14 2008 12:00AM DOI: 10.1111/j.1365-2729.2008.00279.x Mon, 18 Aug 2008 10:40:14 GMT