Fridolin Wild

ABSTRACT We describe our use of the Experience API in preparing blue-collar workers for three frequently arising work contexts, including, for example, the requirement to perform maintenance tasks exactly as specified, consistently, quickly, and without error. We provide some theoretical underpinning for modi-fying and updating the API to remain useful in near-future training scenarios, such as having a shorter time allowed for kinaesthetic learning experiences than in traditional apprenticeships or training. We propose ways to involve a wide range of stakeholders in appraising the API and ensuring that any enhancements to it, or add-ons, are useful, feasible and compatible with current TEL practices and tools, such as learning-design modelling languages.

ABSTRACT The trends in web development of educational applications and of Web 2.0 or social applications are converging. Platforms are designed to host a variety of software components (called widgets or plugins), which can be organised or combined (mashed-up) at user’s convenience. Such platforms can be exploited as both personalised learning environment (PLE) and as social network applications. This article argues that six qualitative dimensions can be defined to analyse the main features of these platforms: the screen dimension measures the visual integration, the data dimension measures the portability of data, the temporal dimension measures the rate of data synchronisation, the social dimension measures the networking of users, the activity dimension measures the structuring of users’ interactions with the environment, and the runtime dimension measures the flexibility in accessing the environment from different end points. As a proof of concept of the introduced dimensions, a few familiar Web 2.0 platforms are first measured along each dimension and then, using the results visualised as spider diagrams, compared with respect to their usefulness as PLEs.

ABSTRACT Tout enseignement est à distance. De nouveaux environnements informatisés peuvent évaluer automatiquement diverses productions d’apprenants et leur procurer divers renseignements sur ces dernières. En révélant d’autres distances que physiques (épistémiques et sociales), et en s’agrégeant au sein de plates-formes sociales, ces environnements offrent de nouvelles perspectives dans l’enseignement à distance et en présence. Cet article présente trois widgets évaluant des aspects divers des processus d’apprentissage et délivrant leurs évaluations sous la forme de distances (distance sémantique, cognitive individuelle ou sociale). Ces trois widgets peuvent s’interconnecter pour former un environnement personnel d’apprentissage, environnement qui a fait l’objet d’une première étude exploratoire d’usage, avec des étudiants d’informatique.

Articles are still the predominant format in scientific publishing, even in the web-based era. However, scientific articles often lack semantic markup. In this paper, we propose an integrated publishing and journal management workflow based on the DSpace repository software. A simple authoring and submission process, including content storage in an eXtensible Markup Language (XML)-based format and automated metadata extraction directly from the author's document, allows extending articles with structured metadata ...

Seleccionar todos Título: Redes de alimentadores distribuidos para el aprendizaje. (El futuro de la tecnología educativa) Autores: Wild, Fridolin; Sigurdarson, Steinn E. Revista: Novática: Revista de la Asociación de Técnicos de Informática, 2008 MAY-JUN; XXXIV (193) Página(s): 40-44 ISSN: 02112124. ...

Wild, F., Kalz, M., & Palmér, M. (Eds.) (2008). Proceedings of the First International Workshop on Mashup Personal Learning Environments (MUPPLE08). September, 17, 2008, Maastricht, The Netherlands: CEUR Workshop Proceedings, ISSN 1613-0073. Available at http://ceur-ws.org/Vol-388.

Augmented Reality is providing a whole new set of possibilities to improve proficiency and safety on the workplace and reduce costs during training, in particular in manufacturing and automotive industries. Among the applications developed to support workers on the shop floor, telementoring plays a leading role as a demonstrator of the capabilities of AR in industry. This paper explores the user experience of telementoring via GhostHands-the use of a virtual model of a men-tor's real hands, appearing in a workers full AR view of a work task. The mentor can see the workers view 'through their eyes' and can place their GhostHands into that view. Both worker and mentor appear to cope with this 'ghost assisted' experience very well, and recognise a sense of joint accomplishment from the cues that the hands embody in completing a task.

Wild, F., Kalz, M., & Palmér, M. (Eds.) (2008). Proceedings of the First International Workshop on Mashup Personal Learning Environments (MUPPLE08). September, 17, 2008, Maastricht, The Netherlands: CEUR Workshop Proceedings, ISSN 1613-0073. Available at http://ceur-ws.org/Vol-388.

Seleccionar todos Título: Redes de alimentadores distribuidos para el aprendizaje. (El futuro de la tecnología educativa) Autores: Wild, Fridolin; Sigurdarson, Steinn E. Revista: Novática: Revista de la Asociación de Técnicos de Informática, 2008 MAY-JUN; XXXIV (193) Página(s): 40-44 ISSN: 02112124. ...

The MUPPLE workshop serves as a forum to bring together researchers and developers from these projects and an open public that have an interest in understanding and engineering mash-up personal learning environments (MUPPLEs). The aim of this workshop is to bring together the various research and development groups in technology-enhanced learning that currently focus on the development of the next

Seleccionar todos Título: Presentación. Technology - Enhanced Learning. (El futuro de la tecnología educativa) Autores: Delgado Kloos, Carlos; Wild, Fridolin Revista: Novática: Revista de la Asociación de Técnicos de Informática, 2008 MAY-JUN; XXXIV (193) Página(s): 03-05 ISSN: 02112124. ...

A change in perspective can be certified in the recent years to technology-enhanced learning research and development: More and more learning applications on the web are putting the learner centre stage, not the organisation. They empower learners with capabilities to customize and even construct their own personal learning environments (PLEs). These PLEs typically consist of distributed web-applications and services that support system-spanning collaborative and individual learning activities in formal as well as informal settings. These PLEs typically complement or interface with Learning Management Systems (LMS) with additional widgets, services, and data integrated from and with organization-external learning tools. Consequently, the aim of this workshop is not to discuss the concepts ‘PLE vs. LMS’, but to focus more generally on how learning experiences can be enriched using mash-ups of widgets and services with microformats and how technology can help to respond automatically ...

Approaching technology-enhanced learning from the perspective of a learner, we foster the idea of learning environment design, learner interactions, and tool interoperability. In this paper, we shortly summarize the motivation for our personal learning environment approach and describe the development of a domain-specific language for this purpose as well as its realization in practice. Consequently, we examine our learning environment design language according to its lexis and syntax, the semantics behind it, and pragmatical aspects within a first prototypic implementation. Finally, we discuss strengths, problematic aspects, and open issues of our approach.

This deliverable addresses the challenges of developing an integrative framework for appraising and optimising production tasks, associated business models and training, and available workspaces and workplaces. The integration leads to additional innovations, notably the concept of “flexible placification” of production, by which we mean the support for experimentation with different physical deployment schemes for various parts of the production process. The overarching aim is to be able to extend the integrative framework to provide WorkPlace as enhanced Service (WPaaS++), where the enhancements are concerned with the augmentation of the performance of work-users of a workplace. The main idea behind how we support the deployment of intentional schemes (= business models) is to separate consideration of Spaces and Places, in our case WorkSpaces and WorkPlaces. WorkSpaces express the intentions of the underlying business model, and WorkPlaces express the deployment (= physical local...

Abstract The paper addresses the main activities and findings of an EU based initiative for provision of interoperability of eLearning systems in the enlarged EU. The initiative is a project named iCamp1. The project is based on the current research results in several finished and on-going projects such as the Network of Excellence in Professional Learning-PROLEARN. As several surveys of the eLearning market have shown the abundance of eLearning systems that are difficult to be interconnected and used in various ...

Science 2.0 focuses on supporting new practices with new tools. In this keynote, an overview on recently emerging open research support environments is given and substantialized with a set of examples of new practices of creating awareness, facilitating networked collaboration, and supporting reflection.

Abstract The field of technology-enhanced learning has been blessed with interdisciplinarity. At the same time, this heterogeneity is also its curse, as each of the participating scientific communities brings along its own research tradition, and established as well as innovative tools to support the research process. Within this contribution, we propose a framework that will help to leverage this plurality to integrate the fragmented technologies into an open, distributed, and participatory research infrastructure in support of technology-enhanced ...

This report explains the issues of positioning learners in a knowledge domain, to recommend learning materials to follow, and diagnosing learners' conceptual development, to provide formative feedback and recommend remedial actions. It also discusses how Language Technologies can be used to perform these two tasks in a (semi) automatic way. To this end, the report presents an outline of the existing language technologies, and resources for the analysis of learner texts (task 4.1), and an overview of the process of ...

Duval, Erik; Ullmann, Thomas Daniel; Wild, Fridolin; Lindstaedt, Stefanie and Scott, Peter (2010). Editorial: Research 2.0 for TEL: four challenges. In: Duval, Erik; Ullmann, Thomas Daniel; Wild, Fridolin; Lindstaedt, Stefanie and Scott, Peter eds. Proceedings of the 2nd International Workshop on Research 2.0. At the 5th European Conference on Technology-Enhanced Learning: Sustaining TEL, Barcelona, Spain, September 28, 2010. Publisher not known, pp. 2–4. ... 2010 For the individual papers by the papers' authors.

ABSTRACT We describe our use of the Experience API in preparing blue-collar workers for three frequently arising work contexts, including, for example, the requirement to perform maintenance tasks exactly as specified, consistently, quickly, and without error. We provide some theoretical underpinning for modi-fying and updating the API to remain useful in near-future training scenarios, such as having a shorter time allowed for kinaesthetic learning experiences than in traditional apprenticeships or training. We propose ways to involve a wide range of stakeholders in appraising the API and ensuring that any enhancements to it, or add-ons, are useful, feasible and compatible with current TEL practices and tools, such as learning-design modelling languages.

Blogging has become mainstream, even in Higher Education. How to successfully build and sustain dispersed cross-institutional learning networks, however, still remains a conundrum. Validation trials evaluating learning technology and practice lack possibilities to investigate this at scale with hundreds of individuals over yearlong periods of time. With this contribution, we therefore propose a model for simulating a Higher Education blogosphere in order to circumvent this cost and resources problem. The model is informed by actual, ...

ABSTRACT Tout enseignement est à distance. De nouveaux environnements informatisés peuvent évaluer automatiquement diverses productions d’apprenants et leur procurer divers renseignements sur ces dernières. En révélant d’autres distances que physiques (épistémiques et sociales), et en s’agrégeant au sein de plates-formes sociales, ces environnements offrent de nouvelles perspectives dans l’enseignement à distance et en présence. Cet article présente trois widgets évaluant des aspects divers des processus d’apprentissage et délivrant leurs évaluations sous la forme de distances (distance sémantique, cognitive individuelle ou sociale). Ces trois widgets peuvent s’interconnecter pour former un environnement personnel d’apprentissage, environnement qui a fait l’objet d’une première étude exploratoire d’usage, avec des étudiants d’informatique.