"Personas" are used in marketing and product design to represents a group of customers so that the company can better focus its efforts. In companies such as Ford Motor Company, Microsoft and Reuters, personas are used to help better understanding of customers . A persona has a name, face, motivations, and goals - yet it is fictitious.
We in eTwinning also use personas to help our 27 National Support Services (NSS) better
segment their "market" and focus their efforts. This time (June 27, NSS
PDW) we worked on communication strategies. First all the
six eTwinning personas were introduced (see the slides below). Then we set up groupwork
to think of strategies; first of all, how the NSS can identify
eTwinners who belong to different personas? and then, what are the
strategies to communicate with them?
Identifying an active eTwinner like Maria or Peter
(slides, page 8 and 10) can be rather straight forward for the NSS.
They can use the "NSS desktop tools" that allow monitoring eTwinners'
activities in their own country. Especially Marias are someone
that the NSS staff already knows rather well and is most likely already
in continuous communication with (they are often times also "eTwinning
Ambassadors").
However, the most interesting and "potential" eTwinners for NSS are Marcus, Lucia, Shaun and Nina (slides, pages 12, 14, 16, 18) . They
already are aware of eTwinning and have most likely established an
account, but for a reason or another, are inactive or dormant users. In
the workshop, we brainstormed better and more efficient communication
strategies for these personas.
Monday, July 02, 2012
Monday, June 18, 2012
Social Analytics for eTwinning
For the eTwinning report in 2011, I worked on creating a conceptual framework for eTwinning Analytics with a little "proof of concept"-study. The report itself is only for internal use, but we re-worked it into a research paper. The paper contributes to the field of Learning Analytics, which is pretty hot right now (see LAK12). This combines my personal research interests as well as my work (e.g. the Tellnet project, monitoring eTwinning).
An interesting thing about the framework is that we build it around the OECD‘s indices for teachers’ co-operation. This was one of the outcomes of the TALIS study which is one of my favourites. The TALIS study takes a wide look into teaching as a profession in a number of OECD countries.
The definition of eTwinning Analytics follows the one from G.Siemens (2010) on Learning Analytics in general:
The paper can be downloaded here!
Social Learning Analytics to study Teachers’ Large-scale Professional Networks
{Riina.Vuorikari, Santi.Scimeca}@eun.org
Abstract. A growing interest in research focuses on teachers’ large-scale socio- technical networks. Social learning approaches such as social constructivist theory is well established, however, the current challenges lie in creating reliable methods to gather evidence of how and under which conditions social learning takes place in such socio-technical networks and how does it support teachers’ lifelong learning goals. The field of Learning Analytics (LA) addresses the issue of individual learners, whereas Social Learning Analytics (SLA) addresses that of groups’ processes in knowledge construction.
The eTwinning action is used as a case study for applying the concepts of Social Learning Analytics. Our interest is on teachers’ co-operation behaviour and patterns within a socio-technical network and how that can support teachers’ continuous professional development. The eTwinning platform currently hosts more than 160000 European teachers. We first introduce the underlying pedagogical and lifelong learning related assumptions regarding teachers’ co- operation. To better understand the type of activities that teachers undertake in eTwinning, they are classified according to the OECD‘s indices for teachers’ co-operation. This creates the core of the eTwinning Analytics framework, which operationalises activities and allows them to be better measured and monitored. A snapshot of data from the platform is used as a proof of concept.
An interesting thing about the framework is that we build it around the OECD‘s indices for teachers’ co-operation. This was one of the outcomes of the TALIS study which is one of my favourites. The TALIS study takes a wide look into teaching as a profession in a number of OECD countries.
The definition of eTwinning Analytics follows the one from G.Siemens (2010) on Learning Analytics in general:
eTwinning Analytics focuses on the measurement, collection, analysis and reporting of data about eTwinners and their contexts, for purposes of understanding and optimising their co-operation and the environment in which it occurs. The goal of eTwinning Analytics, therefore, is to offer eTwinning stakeholders better tools to monitor the action through emerging trends and patterns upon which they can better base their decisions.
The paper can be downloaded here!
Social Learning Analytics to study Teachers’ Large-scale Professional Networks
{Riina.Vuorikari, Santi.Scimeca}@eun.org
Abstract. A growing interest in research focuses on teachers’ large-scale socio- technical networks. Social learning approaches such as social constructivist theory is well established, however, the current challenges lie in creating reliable methods to gather evidence of how and under which conditions social learning takes place in such socio-technical networks and how does it support teachers’ lifelong learning goals. The field of Learning Analytics (LA) addresses the issue of individual learners, whereas Social Learning Analytics (SLA) addresses that of groups’ processes in knowledge construction.
The eTwinning action is used as a case study for applying the concepts of Social Learning Analytics. Our interest is on teachers’ co-operation behaviour and patterns within a socio-technical network and how that can support teachers’ continuous professional development. The eTwinning platform currently hosts more than 160000 European teachers. We first introduce the underlying pedagogical and lifelong learning related assumptions regarding teachers’ co- operation. To better understand the type of activities that teachers undertake in eTwinning, they are classified according to the OECD‘s indices for teachers’ co-operation. This creates the core of the eTwinning Analytics framework, which operationalises activities and allows them to be better measured and monitored. A snapshot of data from the platform is used as a proof of concept.
A set of case studies focusing on "school teams"
As part of my assignments for 2012, I'm running a set of case studies on eTwinning school teams. The full set of case studies will be published on the eTwinning website
and a sub-set will become a printed publication. They will come out at
the end of 2012. The objective of these case studies is:
to better understand eTwinning teams in schools; to analyse existing models of school team in eTwinning, andto understand what makes them work (enablers) and what not (inhibitors).
I also have been following up the Innovative Teaching and Learning (ITL) Research project for inspiration.
- Different models of school teams (i.e. whole school approach lead by a school head vs. teacher-led innovation) and the proportion of teachers in the school who are part of the school team
- What kind of roles exist in teams within school and outside of school (involvement of internal and external actors in the school team)
- School organisational climate (e.g. vision on ICT integration, international collaboration, cross-curricular work, the whole school approach, history of innovation),
- Organisation of learning (layout of the learning units; allocation of students into learning groups) both in school and out of school.
- Infrastructure and resources (not only technical, but also physical, like libraries, etc) used within eTwinning teams both in school and out of school.
- Other conditions: Teachers PD, peer-learning opportunities within the school, national and local policies enabling/ encouraging the teamwork
Forkosh-Baruch, A., Nachmias, R., &
Mioduser, D. (2008). Innovative pedagogical practices using technology:
Cross-case analysis of the SITESm2 data. Presented at the 3rd IEA
International Research Conference, Taipei, Chinese Taipei. Retrieved
from http://www.iea.nl/irc-2008.html#c2050
Forkosh-Baruch, A., Nachmias, R., Mioduser, D.,
& Tubin, D. (2005). “Islands of Innovation”and “School-Wide
Implementations”: Two Patterns of ICT-based Pedagogical Innovations in
Schools. An Interdisciplinary Journal on Humans in ICT Environments, 1(2), 202–215.
Nachmias, R., Mioduser, D., Cohen, A., Tubin,
D., & Forkosh-Baruch, A. (2004). Factors Involved in the
Implementation of Pedagogical Innovations Using Technology. Education and Information Technologies, 9(3), 291–308. doi:10.1023/B:EAIT.0000042045.12692.49
I also have been following up the Innovative Teaching and Learning (ITL) Research project for inspiration.
Opening the teachers' professional development workshop on eTwinning
Last week about 80 teachers from various European countries gathered in Lithuania for a 3-day teachers' professional development workshop. I had the honor to give the opening speech in the event which focused on the eTwinning school collaboration in the field of STEM. eTwinning is "the community for schools in Europe", currently more than 160000 teachers have signed up. STEM fields stand for Science, Technology, Engineering and Maths.
In my presentation, I highlighted what are the good ingredients of an eTwinning school project. For this purpose, I "demystified" one of the awarded eTwinning projects in math (ATOM - a taste of math) using this video as an example.
I also talked about the importance of teachers' collaboration, both across schools and within the school. The main campaign in eTwinning this year is about school teams. By the end of the year, we will have a set of case studies from about 20 European countries on how eTwinning school teams work - a great way to highlight good practices but also to analyse different models.
Enjoy the slides of the opening speech below!Twinning PDW on STEM
In my presentation, I highlighted what are the good ingredients of an eTwinning school project. For this purpose, I "demystified" one of the awarded eTwinning projects in math (ATOM - a taste of math) using this video as an example.
I also talked about the importance of teachers' collaboration, both across schools and within the school. The main campaign in eTwinning this year is about school teams. By the end of the year, we will have a set of case studies from about 20 European countries on how eTwinning school teams work - a great way to highlight good practices but also to analyse different models.
Enjoy the slides of the opening speech below!Twinning PDW on STEM
View more presentations from European Schoolnet.
Friday, June 01, 2012
Country monographs on synergies between teachers’ professional development and eTwinning
The eTwinning report Teachers’ professional development – An overview of current practice was published by European Schoolnet in December 2010, it aims at understanding how eTwinning and national and local teachers’ professional development schemes interact. The report focused on three case studies, namely on Estonia, Poland and Spain.
The report, called "Teachers’ Professional Development: an overview of current practice" can be downloaded in different languages as a pdf file here: DE, EN, ES, FR, IT
Vuorikari, R. (2010). eTwinning Report 2010: Teachers’ professional development: an overview of current practice. European Schoolnet.
The report, called "Teachers’ Professional Development: an overview of current practice" can be downloaded in different languages as a pdf file here: DE, EN, ES, FR, IT
Vuorikari, R. (2010). eTwinning Report 2010: Teachers’ professional development: an overview of current practice. European Schoolnet.
Wednesday, May 30, 2012
Contributing to the Polish Presidency on Mobility
The Polish Presidency of the Council of the European Union organised a conference on "Mobility as a tool to acquire and develop competences from childhood to seniority” in October 2011. I participated in two workshops as an expert on virtual mobility for teachers. The proceedings of the conference include my short paper called Virtual mobility and teachers’ collaboration networks.
Do netbooks require a different type of pedagogy?
In the beginning of the Educational Netbook Pilot, I was often asked whether netbooks really require a different type of pedagogy. I was rather convinced that they do, especially under the circumstances that our pilot was implementing them: 8000 netbooks were distributed in more than 200 classes in 6 European countries. This was a rather disruptive change.
From the end of 2009 until the end of 2011, I was the project manager and chief investigator of the Acer-European Schoolnet Educational Netbook Pilot. I was responsible for implementing the pilot from scratch, meaning establishing links with national points in 6 countries, facilitating finding the schools, organising a network of national pedagogical coordinators, implementing pedagogical support through a community website, conducting evaluation and finalising the evaluation report. At the end, I was rather convinced that to use netbooks successfully, a netbook pedagogy is needed.
Below a 30-minute video presentation of the final results elaborating also on the concept of the netbook, or any 1:1 pedagogy (e.g. with tablets). Links to the reports can also be found below.
The final report "Introducing netbook pedagogies in schools" is available to download here (pdf, 7Mb).
Reference: Vuorikari, R., Garoia, V., & Balanskat, A. (2011). Introducing Netbook Pedagogies in Schools. Acer - European Schoolnet Educational Netbook Pilot. European Schoolnet.
The country reports are available in respective languages:
From the end of 2009 until the end of 2011, I was the project manager and chief investigator of the Acer-European Schoolnet Educational Netbook Pilot. I was responsible for implementing the pilot from scratch, meaning establishing links with national points in 6 countries, facilitating finding the schools, organising a network of national pedagogical coordinators, implementing pedagogical support through a community website, conducting evaluation and finalising the evaluation report. At the end, I was rather convinced that to use netbooks successfully, a netbook pedagogy is needed.
Below a 30-minute video presentation of the final results elaborating also on the concept of the netbook, or any 1:1 pedagogy (e.g. with tablets). Links to the reports can also be found below.
The final report "Introducing netbook pedagogies in schools" is available to download here (pdf, 7Mb).
Reference: Vuorikari, R., Garoia, V., & Balanskat, A. (2011). Introducing Netbook Pedagogies in Schools. Acer - European Schoolnet Educational Netbook Pilot. European Schoolnet.
The country reports are available in respective languages:
Tuesday, May 29, 2012
Different types of "Blended learning"
The term "blended learning" has become a lot used word in educational sciences, and in general in the filed of e-learning and technology enhanced learning (TEL). It's almost a "passe-partout", a term used to mean a little bit of everything.
I came across a paper that had identified 6 models or categories of blended learning. I'll copy them here and I look forward to reading the whole paper!
I came across a paper that had identified 6 models or categories of blended learning. I'll copy them here and I look forward to reading the whole paper!
Choose Your Blend*
In 2010, more than 4 million K-12 students participated in some sort of online learning (up from 45,000 in 2000). An Innosight Institute survey of schools that have adopted blended learning was able to identify six basic models.
*Source: Heather Staker et al., The Rise of K-12 Blended Learning, Innosight Institute, innosightinstitute.org
- Face-to-Face: Most material is taught in the traditional manner. The teacher uses online learning as a supplement or remediation.
- Flex: This is online learning but in a school setting. Teachers provide support as needed, generally through tutoring, either one-on-one or in small groups.
- Self-Blend: Students supplement traditional school by taking online classes from home. This model is used mostly to take AP and foreign language courses.
- Rotation: In this model, used in Rocketship schools, students spend a scheduled portion of their day learning online. Essentially, they rotate from classroom to online computer lab and back.
- Online Lab: Courses are conducted entirely online, including interaction with the teacher, but students do coursework in school (rather than at home).
- Online Driver: Schooling is online: Students take classes and work with teachers remotely.
Monday, May 21, 2012
Rethinking skills in education and training
Recently, there has been a lot of talk about skills and competences needed for the future. This is the case especially in the field of education and training, which is in a prime spot to influence on how the young citizens "turn out" after their initial basic education, and what kind of attitudes do they have regarding lifelong learning and future skills acquisition in the future.
In the European Commission's Road map for 2012, the on-going work in Education and Culture concentrates on Rethinking skills in the context of Europe 2020.
As part of an assignment, I've collected links to recent publications, studies and programmes in the field of education and training (initial, youth and adults, disadvantaged groups) that deal with skills acquisition, evaluation of skills, etc. Here is a list of interesting publications related to:
Here is also a (not-an-exhaustive) list of some references to relevant studies recently conducted in Finland (mostly in Finnish). I was very positively surprised and impressed with the high quality reports that the Finnish Board of Education and the Ministry of Education and Culture have published!
In the European Commission's Road map for 2012, the on-going work in Education and Culture concentrates on Rethinking skills in the context of Europe 2020.
As part of an assignment, I've collected links to recent publications, studies and programmes in the field of education and training (initial, youth and adults, disadvantaged groups) that deal with skills acquisition, evaluation of skills, etc. Here is a list of interesting publications related to:
Here is also a (not-an-exhaustive) list of some references to relevant studies recently conducted in Finland (mostly in Finnish). I was very positively surprised and impressed with the high quality reports that the Finnish Board of Education and the Ministry of Education and Culture have published!
Aihekokonaisuuksien tavoitteiden toteutumisen seuranta-arviointi 2010. (2012).Koulutuksen seurantaraportit 2012:1. Retrieved from http://www.oph.fi/julkaisut/2012/aihekokonaisuuksien_tavoitteiden_toteutumisen_seuranta_arviointi_2010
Harjunen, E., Jurvonen, R., Kuusela, J., Silen, B., Sääskilahti, M., & Örnmark, M. (2011). Opetushallitus - Miten peruskoululaiset kirjoittavat? (Raportit ja selvitykset 2011:2). Retrieved from http://www.oph.fi/julkaisut/2011/miten_peruskoululaiset_kirjoittavat
Havén, H., & Tuononen, M. (2011). Performance indicator for initial vocational education and training in Finland 2011 (Publications 2011:1). The Finnish National Board of Education. Retrieved from http://oph.fi/english/publications/2011/performance_indicator_for_initial_vocational_education_and_training_in_Finland_2011
Hildén, R., & Kantelinen, R. (2012). Language Education - Foreign Languages. In H. Niemi, A. Toom, & A. Kallioniemi (Eds.), Miracle of Education (pp. 161–176). Rotterdam: SensePublishers. Retrieved from http://rd.springer.com/chapter/10.1007/978-94-6091-811-7_11
Hirvonen, K. (2012). Onko laskutaito laskussa? - Matematiikan oppimistulokset peruskoulun päättövaiheessa 2011 (Koulutuksen seurantaraportit 2012:4). Opetushallitus. Retrieved from http://www.oph.fi/julkaisut/2012/onko_laskutaito_laskussa
Jäppinen, A.-K. (2010). Onnistujia opinpolun siirtymissä – Ammatilliseen peruskoulutukseen ohjaavan ja valmistavan koulutuskokeilun (ammattistartti) vaikuttavuus. Opetushallitus. Retrieved from http://www.oph.fi/julkaisut/2010/onnistujia_opinpolun_siirtymissa
Kärnä, P., Hakonen, R., & Kuusela, J. (2012). Luonnontieteellinen osaaminen perusopetuksen 9. luokalla 2011 (Koulutuksen seurantaraportit 2012:2). Opetushallitus. Retrieved from http://www.oph.fi/julkaisut/2012/luonnontieteellinen_osaaminen_perusopetuksen_9_luokalla_2011
Kilpinen, J., & Salonen, M. (2011). Maahanmuuttajien ammatillisen peruskoulutuksen tila lukuvuonna 2009-2010. Koulutuksen seurantaraportit 2011:3. Opetushallitus. Retrieved from http://www.oph.fi/julkaisut/2011/maahanmuuttajien_ammatillisen_peruskoulutuksen_tila_lukuvuonna_2009_2010
Lappalainen, P. (2011). Opetushallitus - Sen edestään löytää (Koulutuksen seurantaraportit 2011:2). Opetushallitus. Retrieved from http://www.oph.fi/julkaisut/2011/sen_edestaan_loytaa
Mäkelä, M., & Salonen, M. (2010). Hyvä startti! – Ammatilliseen peruskoulutukseen ohjaavan ja valmistavan koulutuksen kokeilun loppujulkaisu. Opetushallitus. Retrieved from http://www.oph.fi/julkaisut/2010/hyva_startti
Opetus- ja kulttuuriministeriö. (2012a). OKM - Ammatillisen lisäkoulutuksen työelämän kehittämis- ja palvelutoiminnan kehittämishankkeen loppuraportti. Opetus- ja kulttuuriministeriön työryhmämuistioita ja selvityksiä 2012:3. Retrieved from http://www.minedu.fi/OPM/Julkaisut/2012/Amm_lisakoulutuksen_tyoelaman_kehittamis_ja_palvelutoiminta.html?lang=fi
Opetus- ja kulttuuriministeriö. (2012b). Koulutus ja tutkimus vuosina 2011–2016. Kehittämissuunnitelma/ Education and Research 2011–2016 (Opetus- ja kulttuuriministeriön julkaisuja 2012:1). Retrieved from http://www.minedu.fi/OPM/Julkaisut/2012/Kehittamissuunnitelma.html
Ouakrim-Soivio, N., & Kuusela, J. (2012). Historian ja yhteiskuntaopin oppimistulokset perusopetuksen päättövaiheessa 2011 (Koulutuksen seurantaraportit 2012:3). Opetushallitus. Retrieved from http://www.oph.fi/julkaisut/2012/historian_ja_yhteiskuntaopin_oppimistulokset_perusopetuksen_paattovaiheessa_2011
Rajala, S., Salonen, M., Blomerus, S., & Nissilä, L. (2011). Romanioppilaiden perusopetuksen tilannekatsaus 2010-2011 ja toimenpide-ehdotukset (Raportit ja selvitykset 2011:26). Retrieved from http://www.oph.fi/julkaisut/2011/romanioppilaiden_perusopetuksen_tilannekatsaus_2010_2011_ja_toimenpide_ehdotukset
Rauhanen, T., Kangasharju, A., & Kröger, O. (n.d.). VATT - Talouden rakenteet 2011 (VATT Publications 59). 2011: Government institute for economic research. Retrieved from http://www.vatt.fi/en/publications/latestPublications/publication/Publication_1345_id/905
Sulkunen, S., & Välijärvi, J. (2012). OKM - PISA09. Kestääkö osaamisen pohja? (Opetus- ja kulttuuriministeriön julkaisuja 2012:12). Opetus- ja kulttuuriministeriö. Retrieved from http://www.minedu.fi/OPM/Julkaisut/2012/PISA09.html?lang=fi
Tuokko, E. (2009). Miten ruotsia osataan peruskoulussa? Opetushallitus. Retrieved from http://www.oph.fi/julkaisut/2009/miten_ruotsia_osataan_peruskoulussa
Tuokko, E., Takala, S., Koikkalainen, P., & Mustaparta, A.-K. (2012). Kielitivoli! - Peruskoulun vieraiden kielten opetuksen kehittämishankkeessa 2009–2011 koettua: tuloksia ja toimintatapoja (Raportit ja selvitykset 2012:1). Opetushallitus. Retrieved from http://www.oph.fi/www.oph.fi/julkaisut/2012/kielitivoli_!
Työ- ja elinkeinoministeriö. (2011). Rekrytoinnin mustan laatikon avaaminen: rekrytoinnin syyt, rekrytointiongelmat ja hakukanavat Suomessa v. 2010 (TEM-analyyseja 38/2011). Retrieved from http://www.tem.fi/index.phtml?C=97987&s=2687&xmid=4737
Wednesday, May 09, 2012
Workshop on Recommender Systems for Technology Enhanced Learning (RecSysTEL 2012)
Technology Enhanced Learning (TEL) aims to design, develop and test socio-technical innovations that will support and enhance learning practices of both individuals and organisations.
It is an application domain that generally addresses all types of technology research & development aiming to support of teaching and learning activities, and considers meta-cognitive and reflective skills such as self-management, self-motivation, and effective informal and self-regulated learning.
Information retrieval is a pivotal activity in TEL, and the deployment of recommender systems has attracted increased interest during the past years as it addresses the information overload problem in TEL scenarios with a low cost approach.
*************************************************************
FIRST CALL FOR PAPERS
Saarbrucken, Germany, 18-21 September 2012
Organised jointly with the
European Conference on Technology Enhanced Learning (EC-TEL 2012)
http://adenu.ia.uned.es/workshops/recsystel2012
*************************************************************
AIM & TOPICS
Recommendation methods, techniques and systems open an interesting
new approach to facilitate and support learning and teaching.
There are plenty a resource available on the Web, both in terms of
digital learning content and people resources (e.g. other learners,
experts, tutors) that can be used to facilitate teaching and
learning tasks. The challenge is to develop, deploy and evaluate
systems that provide learners and teachers with meaningful guidance
in order to help identify suitable learning resources from a
potentially overwhelming variety of choices.
The aim of the Workshop is to bring together researchers and
practitioners that are working on topics related to the design,
development and testing of recommender systems in educational
settings as well as present the current status of research in this
area. Overall, it aims to outline the rich potential of TEL as
an application area for recommender systems, as well as
expose participants to the challenges of developing such systems
in a TEL context.
Topics include but are not limited to:
* User tasks to be supported by recommender systems in TEL
* Focus of recommendation in TEL
* Requirements for the deployment of TEL recommender systems
* Publicly available data sets for TEL recommender systems
* Recommendation algorithms and systems for TEL
* Transfer of successful algorithms and systems from other application areas
* Evaluation criteria and methods for TEL recommender systems
* Experiences from actual implementation in teaching, learning and/or community building
IMPORTANT DATES
30 June 2012: Submissions
16 July 2012: Notifications
1 August 2010: Camera-ready of accepted papers
18-21 September 2012: RecSysTEL Workshop in Saarbrucken
SUBMISSIONS
The Workshop accepts a variety of submission types:
* Full papers: 12 pages
* Short papers: 6 pages
* System/service demos: 2 pages
* TEL Data sets: 2 pages (and if possible, data set file/URL)
Papers should be original and not previously submitted to other venues.
Submission will be available through the EasyChair submission system:
http://www.easychair.org/conferences/?conf=recsystel2012
If you haven't an EasyChair account yet, you'll be asked to create it before you can access the RecSysTEL'12 page.
PUBLICATION
Workshop proceedings will be published in a seperate volume by a publisher
that will be announced soon.
STEERING COMMITTEE
* Jesus G. Boticario, aDeNu - Spanish National University for Distance Education (Spain)
* Peter Brusilovksy, University of Pittsburgh (USA)
* Erik Duval, Katholieke Universiteit Leuven (Belgium)
* Denis Gillet, Swiss Federal Institute of Lausanne (Switzerland)
* Ralf Klamma, RWTH Aachen (Germany)
* Stefanie Lindstaedt, Know-Center Graz (Austria)
* Peter Scott, Open University (UK)
* Miguel-Angel Sicilia, University of Alcala (Spain)
* Martin Wolpers, Fraunhofer FIT (Germany)
* Riina Vuorikari, European Schoolnet (Belgium)
CO-CHAIRS
* Nikos Manouselis, Agro-Know Technologies & ARIADNE Foundation (Greece)
* Hendrik Drachsler, Open Universiteit Nederlands (The Netherlands)
* Katrien Verbert, Katholieke Universiteit Leuven (Belgium)
* Olga C. Santos, aDeNu - Spanish National University for Distance Education (Spain)
ABOUT EC-TEL 2012
The European Conference on Technology Enhanced Learning (EC-TEL 2012)
brings together technological developments, learning models, and
implementations of new and innovative approaches to training and education.
The conference traditionally explores how the synergy of multiple disciplines
can provide new, more effective and more especially more sustainable,
technology-enhanced learning solutions to learning problems.
EC-TEL is a unique opportunity for researchers, practitioners, and
policy makers to address current challenges and advances in the field.
Through EC-TEL, established and emerging researchers as well as practitioners,
entrepreneurs, and technology developers explore new collaborations,
strengthen networks, and complement their core experience.
See http://ec-tel.eu for details.
*************************************************************
It is an application domain that generally addresses all types of technology research & development aiming to support of teaching and learning activities, and considers meta-cognitive and reflective skills such as self-management, self-motivation, and effective informal and self-regulated learning.
Information retrieval is a pivotal activity in TEL, and the deployment of recommender systems has attracted increased interest during the past years as it addresses the information overload problem in TEL scenarios with a low cost approach.
*************************************************************
FIRST CALL FOR PAPERS
Saarbrucken, Germany, 18-21 September 2012
Organised jointly with the
European Conference on Technology Enhanced Learning (EC-TEL 2012)
http://adenu.ia.uned.es/workshops/recsystel2012
*************************************************************
AIM & TOPICS
Recommendation methods, techniques and systems open an interesting
new approach to facilitate and support learning and teaching.
There are plenty a resource available on the Web, both in terms of
digital learning content and people resources (e.g. other learners,
experts, tutors) that can be used to facilitate teaching and
learning tasks. The challenge is to develop, deploy and evaluate
systems that provide learners and teachers with meaningful guidance
in order to help identify suitable learning resources from a
potentially overwhelming variety of choices.
The aim of the Workshop is to bring together researchers and
practitioners that are working on topics related to the design,
development and testing of recommender systems in educational
settings as well as present the current status of research in this
area. Overall, it aims to outline the rich potential of TEL as
an application area for recommender systems, as well as
expose participants to the challenges of developing such systems
in a TEL context.
Topics include but are not limited to:
* User tasks to be supported by recommender systems in TEL
* Focus of recommendation in TEL
* Requirements for the deployment of TEL recommender systems
* Publicly available data sets for TEL recommender systems
* Recommendation algorithms and systems for TEL
* Transfer of successful algorithms and systems from other application areas
* Evaluation criteria and methods for TEL recommender systems
* Experiences from actual implementation in teaching, learning and/or community building
IMPORTANT DATES
30 June 2012: Submissions
16 July 2012: Notifications
1 August 2010: Camera-ready of accepted papers
18-21 September 2012: RecSysTEL Workshop in Saarbrucken
SUBMISSIONS
The Workshop accepts a variety of submission types:
* Full papers: 12 pages
* Short papers: 6 pages
* System/service demos: 2 pages
* TEL Data sets: 2 pages (and if possible, data set file/URL)
Papers should be original and not previously submitted to other venues.
Submission will be available through the EasyChair submission system:
http://www.easychair.org/conferences/?conf=recsystel2012
If you haven't an EasyChair account yet, you'll be asked to create it before you can access the RecSysTEL'12 page.
PUBLICATION
Workshop proceedings will be published in a seperate volume by a publisher
that will be announced soon.
STEERING COMMITTEE
* Jesus G. Boticario, aDeNu - Spanish National University for Distance Education (Spain)
* Peter Brusilovksy, University of Pittsburgh (USA)
* Erik Duval, Katholieke Universiteit Leuven (Belgium)
* Denis Gillet, Swiss Federal Institute of Lausanne (Switzerland)
* Ralf Klamma, RWTH Aachen (Germany)
* Stefanie Lindstaedt, Know-Center Graz (Austria)
* Peter Scott, Open University (UK)
* Miguel-Angel Sicilia, University of Alcala (Spain)
* Martin Wolpers, Fraunhofer FIT (Germany)
* Riina Vuorikari, European Schoolnet (Belgium)
CO-CHAIRS
* Nikos Manouselis, Agro-Know Technologies & ARIADNE Foundation (Greece)
* Hendrik Drachsler, Open Universiteit Nederlands (The Netherlands)
* Katrien Verbert, Katholieke Universiteit Leuven (Belgium)
* Olga C. Santos, aDeNu - Spanish National University for Distance Education (Spain)
ABOUT EC-TEL 2012
The European Conference on Technology Enhanced Learning (EC-TEL 2012)
brings together technological developments, learning models, and
implementations of new and innovative approaches to training and education.
The conference traditionally explores how the synergy of multiple disciplines
can provide new, more effective and more especially more sustainable,
technology-enhanced learning solutions to learning problems.
EC-TEL is a unique opportunity for researchers, practitioners, and
policy makers to address current challenges and advances in the field.
Through EC-TEL, established and emerging researchers as well as practitioners,
entrepreneurs, and technology developers explore new collaborations,
strengthen networks, and complement their core experience.
See http://ec-tel.eu for details.
*************************************************************
Friday, March 09, 2012
My updated CV/resume
I finally got around to work on my Curriculum Vitae. The major change is that from 2012 onwards, I've made a decision to widen my professional horizon and my client-base. This means that since the beginning of the year, I have a half-time contract with one of my biggest clients, which leaves me free for the second half :)
The version below here does not have my contact information for the privacy reasons. If you are interested in contacting me, you can always leave me a message here or look at my professional profile at LinkedIn.
The version below here does not have my contact information for the privacy reasons. If you are interested in contacting me, you can always leave me a message here or look at my professional profile at LinkedIn.
Monday, March 05, 2012
My e-learning project involvement from along the way (2000-2012)
I took time to list the major e-learning and technology-enhanced learning projects that I've worked with since 2000. Some of them where led by European Schoolnet (EUN) and in some EUN was a partner. Here is the list with links to my main tasks.
Position: a full time in-house expert in European Schoolnet (after my PhD)
December 2009- present: Teachers' Lifelong Learning Network (Tellnet)
January 2010- present: eTwinning
September 2009-June 2011:
Quality Network for a European Learning Resource Exchange (eQNet)
Position: Working part time in European Schoolnet during my PhD studies (January 2005 - September 2009)
March 2009-November 2010:
Metaschool
January 2008 – September 2009:
Open Educational Resources Teachers' Network (Open TN)
October 2003 - September 2005:
EPortfolio Initiatives Coordination Committee (EPICC)
Position: a full time in-house expert in European Schoolnet
September 2002 - March 2003:
Study on Virtual Learning Environments for European Schools
March 2000 - March 2002:
European Treasury Browser (etb.eun.org)
Position: a full time in-house expert in European Schoolnet (after my PhD)
December 2009- present: Teachers' Lifelong Learning Network (Tellnet)
- To study large-scale socio-technical networks to support teachers' professional development
- A Lifelong Learning Programe Project (KA4). Four project partners.
My tasks:
- Project manager
- Vuorikari, R., Berlanga, A. J., Cachia, R., Cao, Y., Fetter, S., Gilleran, A., Klamma, R., et al. (2011). ICT-Based School Collaboration, Teachers’ Networks and their Opportunities for Teachers’ Professional Development - A Case Study on eTwinning. In H. Leung, E. Popescu, Y. Cao, R. W. H. Lau, & W. Nejdl (Eds.), Advances in Web-based Learning (Vol. LNCS 7048, pp. pp. 112–121). Presented at the ICWL 2011, Hong Kong, China, December 8-10, 2011.: Springer-Verlag.Vuorikari, R., Gilleran, A., & Scimeca, S. (2011). Growing beyond Innovators – ICT-Based School Collaboration in eTwinning. In C. D. Kloos, D. Gillet, R. M. Crespo GarcÃa, F. Wild, & M. Wolpers (Eds.), Towards Ubiquitous Learning (Vol. 6964, pp. 537–542). Berlin, Heidelberg: Springer Berlin Heidelberg.
January 2010- present: eTwinning
- eTwinning is a community for schools in Europe with more than 150000 teachers participating
My tasks:
- Principal investigator on monitoring eTwinning
- e.g.
Vuorikari, R. (2010). eTwinning Report 2010: Teachers’ professional development: an overview of current practice. European Schoolnet.
November 2009-November 2011:
Acer-European Schoolnet's Educational Netbook Pilot (Netbooks.eun.org)
- Project Manager and Principal Investigator (responsibility for completion of the project, directing the research and reporting)
September 2009-June 2011:
Quality Network for a European Learning Resource Exchange (eQNet)
- Project Manager
Position: Working part time in European Schoolnet during my PhD studies (January 2005 - September 2009)
March 2009-November 2010:
Metaschool
January 2008 – September 2009:
Open Educational Resources Teachers' Network (Open TN)
- International project funded by the Hewlett foundation
- Working with a network of international teachers on the "travel well" aspects of learning resources
- Final report: evaluation of teachers' feedback on the "travel well" aspects
October 2006 – December 2008:
Metadata Ecology for Learning and Teaching (MELT)
- eContent Plus project with 18 partners from 13 countries
- Expert on social tagging: specifications of a tagging tool for multilingual learning resources;
- Report: Part II: Folksonomies – state-of-the-art, requirements and use cases for the MELT social tagging tool
- User studies with teachers
- Analysis of the usage of tags and their usefulness for the system:
- Vuorikari, R., & Van Assche, F. (2007). Collaborative content enrichment in multilingual Europe, European Schoolnet approach on educational resources. Proceedings of the 3rd International Conference on Automated Production of Cross Media Content for Multi-Channel Distribution (pp. 85–88). Presented at the Axmedis 2007, Barcelona, Spain: Firenze University Press.
- Vuorikari, R., & Berendt, B. (2009). Study on contexts in tracking usage and attention metadata in multilingual Technology Enhanced Learning. In S. Fischer, E. Maehle, & R. Reischuk (Eds.), Im Focus das Leben, Lecture Notes in Informatics (LNI) (Vol. P-154, pp. 181, 1654–1663). Presented at the Informatik 2009, Lübeck, Germany: Gesellschaft für Informatik.
- Vuorikari, R., & Koper, R. (2009a). Evidence of cross-boundary use and reuse of digital educational resources. International Journal of Emerging Technologies in Learning, 4(4), 51–56. doi:http://dspace.ou.nl/handle/1820/1709
- Vuorikari, R., & Koper, R. (2009b). Ecology of social search for learning resources. Campus-Wide Information Systems, 26(4), 272–286. doi:10.1108/10650740910984619
- Vuorikari, R., & Ochoa, X. (2009). Exploratory Analysis of the Main Characteristics of Tags and Tagging of Educational Resources in a Multi-lingual Context. Journal of Digital Information, 10(2). Retrieved from http://journals.tdl.org/jodi/article/view/447
- Vuorikari, R., Sillaots, M., Panzavolta, S., & Koper, R. (2009). Are tags from Mars and descriptors from Venus? A study on the ecology of educational resource metadata. In M. Spaniol, Q. Li, R. Klamma, & R. W. H. Lau (Eds.), Advances in Web-Based Learning - ICWL 2009, Lecture Notes in Computer Science (Vol. 5686/2009, pp. 400–409). Berlin Heidelberg: Springer-Verlag. Retrieved from http://dspace.ou.nl/handle/1820/1849 (BEST PAPER AWARD!)
January 2005 - March 2006 : Learning Interoperability Framework for Europe (Life)
- The aim of the LIFE project was to improve interoperability and the use of standards in the field of eLearning
- Project funded by the DG of Education and Culture
My tasks:
- "Insight: observatory for new technologies and education":
to run a section about interoperability issues to policy-makers (articles in 2005 ; 2006; 2007) - Study: Can European teachers find curriculum related digital learning resources? (wiki)
- Vuorikari, R. (2004). Methods for Sharing Open Source Content: The School Network’s Perspectives. Didamatica 2004. Ferrara, Italy.
October 2003 - September 2005:
EPortfolio Initiatives Coordination Committee (EPICC)
- A project looking into the potential of e-portfolios.
- An 18-month project funded by the DG Education and Culture in 2003
My tasks:
- Co-ordination and implementation of European Schoolnet's participation in the project (WP)
- Scenario-tool for the use of portfolios in education
- Vuorikari, R. (2005). Can personal digital knowledge artefacts’ management and social networks enhance learning? Proceedings of the ICL2005. Villach, Austria.
Position: a full time in-house expert in European Schoolnet
September 2002 - March 2003:
Study on Virtual Learning Environments for European Schools
- An outlook on the use of Virtual Learning Environments in educational settings in Europe (Over 500 schools and 17 ministries and national agencies responded to surveys)
My tasks:
- Organise and implement the surveys, analyse of the data, final reporting
- Reports available here
- Vuorikari, R. (2003). Virtual Learning Environments in Schools: Overview of Open Source and Open Standards Development in Europe. Proceedings of Online Educa Berlin (pp. 265–268). Presented at the Online Educa, Berlin, Germany: ICWE.
March 2002 - August 2004:
OASIS (Open Architecture and Schools in Society)
- To develop a concept of virtual communities especially suitable for small schools, which do not necessarily have the resources required to implement new technologies on their own.
- FP5 project on IST with 10 partners (education authorities and industry)
- Co-organisation and running the EUN Pilot:
Experimentation report on the EUN Pilot; Implementation and Evaluation report - "Insight: observatory for new technologies and education":
run a section on interoperability issues for policy-makers (articles in 2003; 2004) - Work on the area of interoperability,
e.g. Research on School Information Systems;
Investigation of localisation of School Interoperability Framework in Europe; - Participation in CEN/ISSS workshop on Learning Technologies on issues around SIF
- Vuorikari, R. (2003). Ressources d’apprentissage européennes. Actes de la conférence EIAH 2003 (pp. 31–39). Presented at the EIAH, Strasbourg, France: Paris: INRP. Retrieved from http://archiveseiah.univ-lemans.fr/EIAH2003/Pdf/n006-143.pdf
January 2002 - 21 March 2003:
European Quality Observatory (EQO, project description)
- Project funded by the DG Education and Culture in 2002
- Working on various quality aspects
- Quality description model, specifications for the implementation of the repository
- VanAssche, F., & Vuorikari, R. (2006). A framework for quality of learning resources. In U. Ehlers & J. Pawlowski (Eds.), Handbook on Quality and Standardisation in E-Learning (pp. 443–456). Retrieved from http://dx.doi.org/10.1007/3-540-32788-6_29
- Anderson, J., Vuorikari, R., Lind, L., McCormick, R., Van Assche, F., Duval, E., Dyson, K., et al. (2005). Thematic dossier: Quality Criteria. Retrieved from http://insight.eun.org/ww/en/pub/insight/thematic_dossiers/qualitycriteria.htm
March 2000 - March 2002:
European Treasury Browser (etb.eun.org)
- To build a metadata network infrastructure for schools in Europe to access educational resource on the Web
- FP5 project on IST with a partnership of 11 education authorities
- Survey on Educational repositories in Europe;
- Quality assurance of learning resources;
- Participation in CEN/ISSS workshop on Learning Technologies on issues around Quality Standards
- News and communication,
- Assistance with cost statements and other project support tasks
Tuesday, February 28, 2012
The hybrid world of eTwinning
Lately, I've been thinking and talking a lot about how online world has changed thanks to social media. What I find intriguing is that a lot of communication on social media takes place between people that I already know, I rarely talk to strangers.
If I think of time before social media, that's how the Internets mostly was; if I communicated with someone over the web, e.g. in a forum or chat, it was usually someone that I had never met before in the physical life.
I talk about it as a hybrid world, an easy combination of life offline and online. That's why I was very glad to see some current research on the topic.
This is something that I have also experienced with the eTwinning action, and it's quite interesting. It is just something rather had to pinpoint.
If I think of time before social media, that's how the Internets mostly was; if I communicated with someone over the web, e.g. in a forum or chat, it was usually someone that I had never met before in the physical life.
I talk about it as a hybrid world, an easy combination of life offline and online. That's why I was very glad to see some current research on the topic.
According to Caroline Haythornthwaite and Lori Kendall, professors in the Graduate School of Library and Information Science at Illinois, online interactions not only have positive outcomes for real-life, place-based communities, but the intersection between online communication and the offline world also forms two halves of a support mechanism for communities.
Previously, most attention was paid to highly virtual, online-only experiences. But as information and communication technologies have become increasingly intertwined with everyday life, the Internet and social media have combined to create a vibrant and indispensable communication and information platform and infrastructure for today's world.
"In its earliest incarnation, the online world was considered a separate realm, and it was not viewed as a serious venue for work or business," Haythornthwaite said. "But as more people have come online, the more online communication has become the norm. So it isn't thought of as a separate realm anymore, but as one that merges and overlaps with our daily activities. Full article"
This is something that I have also experienced with the eTwinning action, and it's quite interesting. It is just something rather had to pinpoint.
Monday, February 20, 2012
Book out: Educational Recommender Systems and Technologies: Practices and Challenges
It's always nice to see a piece of work coming alive that one has been part of. In this case, I was involved in the reviewing process of the articles for the book called "Educational Recommender Systems and Technologies: Practices and Challenges", a topic that is very dear to me.
The editors of the book will collect reviews to share them with all, they will be compiled here.
The editors of the book will collect reviews to share them with all, they will be compiled here.
Recommender systems have shown to be successful in many domains where information overload exists. This success has motivated research on how to deploy recommender systems in educational scenarios to facilitate access to a wide spectrum of information. Tackling open issues in their deployment is gaining importance as lifelong learning becomes a necessity of the current knowledge-based society. Although Educational Recommender Systems (ERS) share the same key objectives as recommenders for e-commerce applications, there are some particularities that should be considered before directly applying existing solutions from those applications.
Educational Recommender Systems and Technologies: Practices and Challenges aims to provide a comprehensive review of state-of-the-art practices for ERS, as well as the challenges to achieve their actual deployment. Discussing such topics as the state-of-the-art of ERS, methodologies to develop ERS, and architectures to support the recommendation process, this book covers researchers interested in recommendation strategies for educational scenarios and in evaluating the impact of recommendations in learning, as well as academics and practitioners in the area of technology enhanced learning.
Monday, January 30, 2012
My favourite teen girls blogging
I was checking quickly the web for references on teens, especially girls, and how do they use social media nowadays. Having an opportunity to spend time with my nieces every once in a blue moon, it's fun to see how they embrace social media.
Even before starting their own blogs, they've been reading blogs from other teens a lot. Mostly about hobbies, like pets and nails. It came out last summer, kind of a roundabout way, that my god-daughter would maybe be interested in starting her own blog. I asked her if she wanted us to do it together, and so we sat down to get it started, check how to post, choose templates, etc. By now, she's taught it to her older sister, who after a long time contemplating on the name of her blog (this was a major discussion item over the Christmas), finally got started with hers.
I enjoy seeing them as "doers" on the Web rather than as just readers and passive receivers. It's also fun that it's something that I can help them with. I think it's funny, though, that they are interested in blogs! No one blogs these days anymore, after all, everything can be expressed in 140 characters! - but I guess teenage girls - and me...wonder if this is a start of a new trend?
14% of online teens now say they blog, down from 28% of teen internet users in 2006. (Pew, 2010)Last summer I helped my god-daughter (11), to start her own blog. Today, I received an email saying she had started a new one and had deleted the old one. This one is about her favourite receipts, she likes to bake muffins. A few hours later came a mail from her older sister (15) about her new blog, on nails, a topic she is, ehem, rather obsessed with.
Teens are now beginning to resemble their elders in their likelihood of blogging, as about 12% of adults have consistently reported blogging since February 2007. This decline is also reflected in the decline of the number of teens (Pew, 2010)
Even before starting their own blogs, they've been reading blogs from other teens a lot. Mostly about hobbies, like pets and nails. It came out last summer, kind of a roundabout way, that my god-daughter would maybe be interested in starting her own blog. I asked her if she wanted us to do it together, and so we sat down to get it started, check how to post, choose templates, etc. By now, she's taught it to her older sister, who after a long time contemplating on the name of her blog (this was a major discussion item over the Christmas), finally got started with hers.
I enjoy seeing them as "doers" on the Web rather than as just readers and passive receivers. It's also fun that it's something that I can help them with. I think it's funny, though, that they are interested in blogs! No one blogs these days anymore, after all, everything can be expressed in 140 characters! - but I guess teenage girls - and me...wonder if this is a start of a new trend?
Thursday, January 05, 2012
Open and Social Technologies for Networked Learning (OST '12)
30.July – 3.August 2012
Tallinn University, Tallinn, Estonia
Read more: http://ifip-ost12.tlu.ee
In 2011, Tallinn (Estonia) is the European Cultural Capital. In 2012, Tallinn will host an IFIP open conference on “Open and Social Technologies for Networked Learning”. Sponsored by IFIP Working Group 3.4 (Professional Education), the conference is jointly organized by Tallinn University and University of Tampere (Finland).
Open and Social Technologies play an increasingly important role in many educational settings. Social technologies are naturally entering primary, secondary and higher education where they blur the boundaries between formal and informal learning. Social technologies also enter
the workplaces where they connect learners and bridge the boundaries between individual learning and organizational knowledge processes.
Not only do these technologies connect learners independent of place and time, they have also been found to exert emergent properties. For example, wikis or social tagging environments are increasingly used for collaborative knowledge construction where new knowledge emerges
from a large scale interaction of individuals. These properties and their impact on individual, group and organizational learning have only started to be researched.
Open Source Software (OSS) and Technologies have received extensive
research attention due to some favorable properties contrasting with a
traditional understanding of software development and the use of those
systems. Many OSS issues are motivations for OSS developers and
licensing bodies. However, important research areas in OSS are product
and implementation success and the use of OSS in different educational
and enterprise settings. OSS can also serve as a platform for
providing services to user communities. Especially in developing
countries, OSS provides an attractive opportunity.
We invite Contributions for the following topics
Revised full and short papers will be published in the Conference Book
to be published by Springer Publishers as a special volume in
accordance with the high standards associated with IFIP publications.
Important dates
15 January 2012: Submission of long (8 pages) and short (4 pages)
papers, submission of symposia (2 page description)
28 February 2012: Notification of acceptance for long and short papers
and for symposia
15 March 2012: Submissions for Doctoral Consortium, Posters, Demos,
Discussion Groups
15 April 2012: Submission of Revised Camera Ready long and short
papers, Notification of acceptance Doctoral Consortium, Posters,
Demos, Discussion Groups
29 July 2012: Meeting of the Doctoral Consortium
30 July - 03 August 2012: Conference at Tallinn University
Conference Chairs
* Tobias Ley, Tallinn University, Estonia
* Mikko Ruohonen, University of Tampere, Finland
Local Organisation Chair
* Mart Laanpere, Tallinn University, Estonia
Chair of the Editorial Board
* Arthur Tatnall, Victoria University, Melbourne, Australia
Tallinn University, Tallinn, Estonia
Read more: http://ifip-ost12.tlu.ee
In 2011, Tallinn (Estonia) is the European Cultural Capital. In 2012, Tallinn will host an IFIP open conference on “Open and Social Technologies for Networked Learning”. Sponsored by IFIP Working Group 3.4 (Professional Education), the conference is jointly organized by Tallinn University and University of Tampere (Finland).
Open and Social Technologies play an increasingly important role in many educational settings. Social technologies are naturally entering primary, secondary and higher education where they blur the boundaries between formal and informal learning. Social technologies also enter
the workplaces where they connect learners and bridge the boundaries between individual learning and organizational knowledge processes.
Not only do these technologies connect learners independent of place and time, they have also been found to exert emergent properties. For example, wikis or social tagging environments are increasingly used for collaborative knowledge construction where new knowledge emerges
from a large scale interaction of individuals. These properties and their impact on individual, group and organizational learning have only started to be researched.
Open Source Software (OSS) and Technologies have received extensive
research attention due to some favorable properties contrasting with a
traditional understanding of software development and the use of those
systems. Many OSS issues are motivations for OSS developers and
licensing bodies. However, important research areas in OSS are product
and implementation success and the use of OSS in different educational
and enterprise settings. OSS can also serve as a platform for
providing services to user communities. Especially in developing
countries, OSS provides an attractive opportunity.
We invite Contributions for the following topics
- Social Technologies in Education (Weblogs, Tagging, Wikis, Microblogging, Social Networking)
- Open Technologies in Education (Open Source Software, Standards, Licensing, Linked open Data)
- Technologies for networked learning (Personal Learning environments, Virtual Learning environments, Mobile Learning)
- Collaborative and networked learning (Collaborative Knowledge Building, Community-based Learning)
- Socio-Technical Systems and Digital Ecosystems in Education,
- Models and Networks (Learning Analytics and User Modelling, Emergent Properties, Social Network Analysis, Educational uses of data mining)
- Design, Development and Evaluation Methodologies for Open and Social Systems
- Application of Technologies in Educational Settings (Pre-School, Primary and Secondary Schools, Higher Education)
- Application of Technologies in Professional Education and the Workplace (Workplace Learning, Learning in Business Networks and Alliances, Learning and Knowledge Management, Learning and Innovation)
Revised full and short papers will be published in the Conference Book
to be published by Springer Publishers as a special volume in
accordance with the high standards associated with IFIP publications.
Important dates
15 January 2012: Submission of long (8 pages) and short (4 pages)
papers, submission of symposia (2 page description)
28 February 2012: Notification of acceptance for long and short papers
and for symposia
15 March 2012: Submissions for Doctoral Consortium, Posters, Demos,
Discussion Groups
15 April 2012: Submission of Revised Camera Ready long and short
papers, Notification of acceptance Doctoral Consortium, Posters,
Demos, Discussion Groups
29 July 2012: Meeting of the Doctoral Consortium
30 July - 03 August 2012: Conference at Tallinn University
Conference Chairs
* Tobias Ley, Tallinn University, Estonia
* Mikko Ruohonen, University of Tampere, Finland
Local Organisation Chair
* Mart Laanpere, Tallinn University, Estonia
Chair of the Editorial Board
* Arthur Tatnall, Victoria University, Melbourne, Australia
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