Papers WS 2010
1) Alex Poulovassilis, Fatos Xhafa, “Awareness in P2P groupware systems: a convergence of contextual computing, social media and semantic web”
Abstract: Collaborative work through virtual teams so as to undertake a common group project is a significant mode of collaboration in online learning. Awareness is a vital aspect of collaborative systems, and refers to knowledge provided by the system to group members about what other group members are doing at present same time and what they did in the Past. The provision of service-based group awareness capabilities in P2P systems is a setting that represents a convergence of pervasive computing (since network peers may be mobile as well as fixed), social media (since groupware is founded on synchronous and asynchronous communication between peers), and the semantic web (using languages such as RDF/S to represent and reason with the diverse range of information required by the P2P middleware and the awareness services).
2) An-Te Nguyen, Bich-Thuy Dong Thi, Duc-Long Le, “A Tool for Instructional Recommendation in e-Learning”
Abstract: This article discusses about an approach to instructional recommendation in e-Learning based on combination of profile techniques, profile modeling and learning communities. It focuses on the introduction to the general architecture of tool named UMeL (User Modeling for e-Learning) that can support learner or group learning with multi-recommending forms systematically in distance
training programs of Vietnam Higher Education context
3) Andrew Ravenscroft, “Less will be More: Harnessing Web Science and Design to Manage Complexity in Future Learning Landscapes”
Abstract: The future web will almost certainly provide limitless opportunities for social learning and interaction through new or emerging technologies. This will require a better understanding of the web, through ‘Web Science’ , and foregrounding a more profound role for ‘Design’ in future learning landscapes. These perspectives will be necessary to ensure that we manage complexity and support or promote desirable practices and discourage, or engineer out, undesirable ones. These are also two key perspectives that need to combine to provide a framework, or lens, that can be used to guide the development, and convergence, of pervasive computing, social media and the semantic web within future learning landscapes.
4) J-M Gilliot, Sylvain laubé, Pham Nguyen Cuong, “A collaborative pervasive IBST scenario with semantic facilities”
Abstract: Web2.0 is becoming mobile and even pervasive. This offers new opportunities for learning, by enabling new collaborative situations for learning. Developing new learning environments for such situations imply to integrate activities in open architecture and identify candidate scenario jointly. In this paper, we propose a collaborative scenario for History of Science and Technology and teaching approach based on Inquiry. Through this scenario, we identify pedagogical activities, candidate tools for working on them, and facilities that could be provided thanks semantic analysis of the student work.
5) Yvan Peter, Sabine Leroy, Eric Leprêtre, “First steps in the integration of institutional and personal learning environments”
Abstract: Institutional learning environments are generally designed to fit organisational needs and objectives and take little consideration of learners needs and preferences. Meanwhile, the Web 2.0 services world is perpetually expending and has enabled the emergence of personal learning environments built in an ad hoc manner by learners. In our work, we are interested in the articulation of these two kinds of environments to enable learners appropriation of their learning. In this article we will more particularly present a prototype of the integration of pedagogical scenarios (institutional space) and a blog (personal space).
6) Amel Bouzeghoub, Serge Garlatti, “Semantic Recommendations and Adaptations for a collaborative and pervasive IBST scenario”
Abstract: A major challenge for future technology-enhanced learning systems is to combine the benefits of learning management systems, personal learning environments, social media software and pervasive learning environments. Our viewpoint is that future pervasive learning environments will be based on contextual adaptation of pedagogical activities and resources based on a semantic web approach to provide on the fly the distributed software environment, composed of appropriate standards tools, to enable the fullfillment of proposed or chosen assessable activities in a social environment. We are more particularly interested in collaborative and pervasive inquiry-based science teaching approaches. Inquiry-Based Science Teaching in the context of History of Science and Technology provides a rich context for pedagogical scenarios. In such a framework, semantic recommendations and adaptations are presented to enhance collaborative learning among students, according to an improved IBST scenario.
7) Lilia Cheniti-Belcadhi, Serge Garlatti, “Towards a framework for pervasive assessment”
Abstract: Pervasive assessment is defined as delivering and taking part in assessment activities that involve mobile technologies and other mobile applications. In this paper we study the possibilities to provide learner assessment in pervasive environments through an analysis of an assessment scenario in these environments. We also provide an overview of the main issues that can be faced when this type of assessment is offered as part of the teaching–studying learning process.