Introduction to Work Package 5 and the ROLE Test-beds
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The document introduces 5 test-beds for the ROLE project, each focusing on transitions across different learning contexts. The test-beds have diverse user bases like employees, students, and lifelong learners, and purposes such as continuing education and transitions between jobs or university and work. Common goals across the test-beds are to take more learner-centric approaches, increase openness and responsiveness of learning environments, enable collaborative learning, and help with transitions across different stages of learning.
Introduction to Work Package 5 and the ROLE Test-beds
- 1. © www.role-project.eu Introduction to Work Package 5 and the ROLE Test-beds Alexander Mikroyannidis http://projects.kmi.open.ac.uk/role
- 2. 24.07.09 © www.role-project.eu Outline • WP5 scope • The ROLE test-beds: • Description (users, purposes) • ROLE objectives • Summary
- 3. WP5 scope • Defining, implementing and validating scalable test-beds for personal learning augmented with responsive and open personal learning environments • Test-bed Design: • Identify current learning processes and goals • Identify current services/technologies used • Identify gaps in current learning processes • Design scenarios for addressing these gaps • Propose learning services/technologies • Test-bed Implementation: Service-oriented approach; 3 iteration cycles: • 1st iteration: core functionality in a quick prototype for early user feedback • 2nd iteration: real-world test-beds • 3rd iteration: fine tuning based on detailed user feedback 24.07.09
- 4. The ROLE testbeds • Transitions across various learning contexts: • The Festo Lernzentrum test-bed (Internal Job Opportunity in a Company) • The British Institute for Learning and Development test-bed (Continuing Education for Transition between two Jobs) • The OpenLearn test-bed by the Open University UK (Continuing Education for Transition between two Jobs) • The RWTH Aachen University Course “Web 2.0 Knowledge Map for academic teaching” (Transition from University to Company) • The Jiao Tong University Test-bed (Continuing Education for Transition between two Jobs) 24.07.09
- 5. Internal Job Opportunity in a Company - FESTO • The Virtual Academy is the central learning management system of FESTO • Providing a responsive learning environment within further education activities of a training centre in a company • Target groups: • FESTO employees • Participants in long-term education programmes • Learners from other companies that have outsourced their training business to FESTO • ROLE objectives: • Transform Virtual Academy from a “traditional” learning management system (LMS) towards a personal learning environment (PLE) that fulfils business requirements • Improve openness and responsiveness 24.07.09
- 6. Continuing Education for Transition between two Jobs – BILD • BILD members consist of individuals and organizations from the corporate sector, public sector, further and higher education, as well as charities • The learners are working in a variety of functions and sectors in which individual and collaborative learning is required • ROLE objectives: • Address transition from individual to shared competencies (e.g. across a multi site organisation or where from home training is required) • Open up current learning services • Enable collaboration and social networking • Address security restrictions (e.g. in the defence and healthcare industries) 24.07.09
- 7. Continuing Education for Transition between two Jobs - OpenLearn • The Open University (OU) provides a wide range of Open Educational Resources (OERs) through the OpenLearn educational platform • OpenLearn has gathered the interest of a wide audience ranging from governmental and non-governmental entities, public and private higher education institutes, academic teachers, training course designers, graduate and postgraduate students, educational researchers, and generally anyone interested in informal learning • OpenLearn has been built around units of study and not the personal profiles of learners; a learner-centric approach is missing • ROLE objectives: • Improve openness and adaptivity • Social networking and community-building 24.07.09
- 8. Transition from University to Company - RWTH • The semantic-based Web 2.0 Knowledge Map (WKM) for academic lectures is a tool for "unstructured, associated or self- directed learning" which can be used in different domains • Built and used by university students and teachers • Multi-domain & collaborative learning scenario • Mobility of learning environments and life-long learning aspects • ROLE objectives: • Special attention to the changes in learning paradigm from the university to the company context and how efficiently and effectively this transition can be sustained • Investigate the mentorship role of late-in-course professional contacts 24.07.09
- 9. Continuing Education for Transition between two Jobs - SJTU • Cross-cultural collaborative learning and teaching project • Synchronous and asynchronous tools of communication are used for collaborative learning tasks and intercultural exchange • Two groups of students will be involved: a group of English learners from China and a group of Chinese learners from Australia • Development of instructional methods and tools that promote ‘active’ learning by giving opportunities to students to express themselves and interact in the target language • ROLE objectives: • Facilitate collaboration and peer-assisted learning • Explore ways of benefitting from the experience acquired in a company, combined with continuing education, to get a better opportunity in another company 24.07.09
- 10. Summary • We have 5 diverse test-beds with different user bases and purposes • Some common themes in all test-beds: • Learner-centric approaches • Openness and responsiveness • Collaborative learning • Transitions across learning contexts 24.07.09