Date
2011-11-11
Speaker
Stefanie Lindstaedt (KMI-TUG)
Summary
Today, much of knowledge work is learning. In-depth studies have shown that learning and working activities are seamlessly interwoven and can’t be separated. However, computational support for learning (eLearning) assumes that learning is a separate activity before the actual work activity takes place. That is, the “stock-piling“ approach (learn first, apply later) is still dominating the field.
Instead, our research at Knowledge Management Institute (MKI) of TU Graz and at the Know-Center is focusing on understanding how people learn at work and on building computational tools – so called knowledge services - to support it. Our knowledge services support e.g. individual learning within work tasks, collaborative knowledge maturing, and reflection at work. In this talk I will give an overview of our different technological approaches and their applications.
Slides
Video
Author's Biography
Stefanie Lindstaedt
 Since October 2011 Prof. Dr. Stefanie Lindstaedt is head of the Knowledge Management Institute (KMI) at Graz University of Technology (TUG) in Austria. In addition, Stefanie is heading the Knowledge Services Division of the Know-Center – Austria’s Competence Center for Knowledge Technologies. She is scientific coordinator of the EU-funded IPs MIRROR and APOSDLE, and is involved in a number of other European and nationally founded projects such as STELLAR NoE, MATURE IP, Organic.Lingua, and LASSO. For more than 10 years she has been leading interdisciplinary, international projects in the fields of knowledge management, technology enhanced learning, and software engineering.
For the last five years she has focused specifically on the issue of work-integrated learning and knowledge evolution. She held several responsible positions such as product manager for web-globalization services at GlobalSight in Boulder (USA) and research project manager at DaimlerChrysler Research & Technology in Ulm (Germany).
She holds a PhD and a M.Sc. both in Computer Science from the University of Colorado (CU) at Boulder (USA). She is member of the Center for LifeLongLearning and Design and the Institute of Cognitive Science at CU. She is general chair of the I-Know conference series, program chair of the, part of the organizational committee of EC-TEL 2010, 2011 and 2012, has been chairing numerous workshops and tutorials, and has published more than 130 scientific publications. Read more...
Date
2011-11-11
Speaker
David Moreno Canta (Virtualware)
Summary
We are currently accustomed to be trained for the acquisition of knowledge, as the ability to develop skills that are part of this training is leaved out. In many areas theoretical and practical knowledge are so important. That is why the creation of immersive environments for learning where you can simulate a particular process and experience safely is essential. In the talk we will discuss how to integrate these learning environments and their advantages.
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Date
2011-11-11
Speaker
Carlos Cabañas Gárate (élogos)
Summary
The application of eLearning in business environment has ceased to be a "promising future" and has already become a reality, showing significant growth trends and establishing itself as an indispensable mode of training to reach large groups with a high effectiveness index. In this talk, Carlos Cabañas will display some data from the recent study "The State of the Art of Training In Spain" by élogos, focusing also on the correct keys for the adoption of eLearning in the business. Finally, he will raise a few lines about future trends, in line with the emergence of social media in different activity areas.
Slides
Video
Author's Biography
Carlos Cabañas Gárate
 Carlos Cabañas is Degree in Computer Science and nowadays is the Technology Development Director in élogos. He has developed his career in various companies, always in the field of Training and people development. He was responsible for "Teleformedia" in Garben in late 90's, then moved on to develop the eLearning Area in Soluziona. He continued his career in KPMG Consulting, participating in the management of both, the area of eLearning training and presential one. He also was responsible for the unity of "Talent Management" in Matchmind (a company recently acquired by Telvent) before his arrival to élogos.
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Date
2011-05-06
Lecturer
Rafael Ibáñez Molinero (UNED)
Summary
The digital revolution is changing our reading habits in a radical way. However, reading on screens still has many disadvantages compared to reading on paper. A major one is the difficulty of the interaction with the text. Active reading or studying texts on paper usually involves a series of steps: “working” on the text (highlighting, tagging, annotating, etc.) and then writing an outline or summary. Libertexto condenses these steps into one, because while working on the text, a schema is automatically formed. In addition, the reader can enrich the documents with images, notes, links, etc. Thus, the reader forms his/her own structured and enriched text from the documents. Libertexto has a clear educational application: reading becomes a more active and significant process, improving understanding and facilitating the study. Libertexto is a Mozilla Firefox add-on and it is under the GPL license. See more information at Libertexto.
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Date
2011-04-12
Lecturer
Christian M. Stracke (UC3M)
Summary
The speech will summarize the current situation concerning innovation and standardization in Learning, Education and Training: Many new concepts and standards are evolving and published during the last months leading to a confusing and uncertain situation. The presentation will try to provide a guideline through the unclear landscape and highlight the major and most important outcomes and instruments. Finally future prospects will be given on the trends in learning innovation and standardization.
Date
2011-04-12
Lecturer
Miguel Rodríguez Artacho (UNED)
Summary
In the context of the authoring process of educational material in e-learning, the notion of learning specification has been considered the fundamental step for the development of an e-learning industry, based on reusability and interoperability of interchangeable components. However, when considering authoring based on instructional and pedagogical aspects, we need to avoid being driven by LT specifications, and rely on an abstract reference model based on instructional semantics and semantic-aware learning content retrieval functionality.
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Date
2011-04-12
Lecturer
Israel Gutiérrez (UC3M)
Summary
The adoption of the European Space of Higher Education leads to a series of challenges for the teaching staff at the University, among them, the adaptation of the existing courses to the new rules. The usage of standards in the authoring of e-learning content makes this task easier; concretely, the assessment resources should be adapted in order to address the intended learning outcomes of the course, and the outcome-based assessment standards could be a critical tool used to accomplish this difficult task.
In this session the current state of the outcome-based assessment standards and specifications will be presented. At the beginning, we will introduce the advantages of using standards in the e-learning context, and an analysis of the assessment standards ans specifications will be presented. After that, a practical use case will be introduced and a set of recommendations of the usage of standards and specifications will be presented, addressing higher education management and faculty. These recommendations are the outcomes of the ICOPER project (Interoperable Content for Performance in a Competency-driven Society).
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Date
10/09/2010
Lecturer
Miguel Lizondo (Deimos-Space)
Summary
It will exhibit two new concepts that illustrate new ways of approaching the creation of mobile services: MoBots and gloo.
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Date
21/05/2010
Speakers
Manuel Alonso Castro Gil and Elio San Cristobal Ruiz (UNED)
Summary
When addressing the educational work is of paramount importance to adjust the resources which are available at the end than was desired. Not only the theoretical basis, also good practice to it, or the teaching method employed can define learning outcomes in one direction or another. It is also necessary to adjust the technology and language to the aim pursued to optimize the process and get the results that have been previously defined.
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