Personal Learning Enviroments
The PLE Conference intends to create a space for researchers and practitioners to exchange ideas, experiences and research around the development and implementation of Personal Learning Environments (PLEs) – including the design of environments and the sociological and educational issues that they raise. The 2013 edition will take place in Berlin and Melbourne.
The deadline for abstracts is 4 March 2013.
PLE 2013 – 4th International Conference on Personal Learning Environments The Personal Learning Environment Conference (The PLE Conference) is an international scientific conference taking place annually, each time in a different city. Following the highly successful events in Barcelona, Southampton, Aveiro and Melbourne, Australia, the 4th International PLE Conference 2013 will be held in Berlin, Germany together with a parallel event in Melbourne, Australia (#PLECONF) from the 10th to the 12th July 2013.
So far Personal Learning Environments have been designed and implemented in formal and informal learning contexts, such as school and higher education, work-based learning and in-company training, and in continuing education. The potential of Personal Learning Environments for crossing the boundaries of traditional learning contexts, connecting diverse communities and infrastructures has not been fully realised. Therefore, the 4th PLE Conference in 2013 aims at taking the discussion on Personal Learning Environments a step forward, providing a new impulse for PLE research and development.
The theme for the conference is learning and diversity in cities of the future. In view of the “Smart City” concept and the key priorities for research and innovation expressed in the EU Horizon 2020 framework, innovative, sustainable and inclusive solutions become crucial not only in terms of future and emerging technologies but first and foremost in terms of (i) human knowledge and skills, (ii) diverse and inclusive communities, as well as (iii) learning and knowledge networks. Hence, new forms of connected, interdisciplinary learning and cross-boundary cooperation are seen to play a critical role in the development of creative solutions and in the intelligent exploitation of networked urban infrastructures. In smart urban spaces, people, organisations and objects become interconnected by means of new technologies and media, forging new patterns of cooperation, production, research and innovation.
More information can be found here.
The deadline for the first round of the 5th Widget Competition has been extended!
You have two more weeks to contribute a Widget Specification by November 04, 2012!
The Winner of the first round will be notified on November 14, 2012.
NEW IMPORTANT DATES
Submission Deadline (Widget Specifications): 04 November 2012
Winners Announcement (Round 1): 14 November 2012
Submission Deadline (Widgets): 10 January 2013
Winner Announcement (Round 2): 22 January 2013
FOR MORE INFORMATION PLEASE SEE: http://www.role-project.eu/WidgetCompetition
For any questions regarding the ROLE Widget Competition please contact Ms. Diana Dikke email@example.com.
Held at the 4th STELLAR Alpine Rendez-Vous (ARV)
Date: January 28 – February 1, 2013
Venue: Villard‐de‐Lans, Vercors, French Alps
Deadline for submission:
- Initial Experiential Report: 31st August 2012
- Final Paper: 15th October 2012
The main focus of the workshop DAILE’13 is to elaborate as well as integrate various computational approaches for analysing and interpreting data from technology-enhanced learning (TEL) environments, thereby serving three goals: (i) improving learning and instruction; (ii) designing learning software; (iii) developing deeper understanding of learner and teacher models.
In the spirit of “learning analytics”, we will extend the focus from closed within-system usage of computational analyses towards putting humans in the loop of making use of analysis results, for instance, in terms of monitoring and reflection support. This entails adequate modalities of information provision, including visualisation techniques and visual metaphors.
Contributors are invited to share sample datasets of user interactions with TEL environment and an analysis approach in the form of an experiential report, which will then be further developed into a scientific paper in the scope of the workshop.
“If you cannot measure it, you cannot improve it” (a.k.a. Sir William Thomson, n.d.). This dictum has been employed to justify the quantification of theoretical concepts of various disciplines. We further claim that “if you cannot interpret what is measured, you cannot improve it“. Arguably one can measure (almost) anything in some arbitrary way. The compelling concern is whether the measure is meaningful, useful and valid to reflect the state or nature of the object or event in question. The key attribute “meaningfulness” hinges critically upon interpretability of data.
Recent initiatives in the field of technology-enhanced learning (TEL) consider establishing an open learning environment built upon a dynamically evolving network of people, artefacts, and tools as the most important outcome of learning. Consequently, measuring and interpreting the dynamics of and interactions within flexible TEL environments based on digital traces (action logs, versions of digital artefacts) is of tremendous importance for various target groups.
In the context of open learning environments, a specific challenge is the specification, identification and interpretation of errors through error patterns. However, error identification is not a clear-cut process in certain situations as evaluators may diverge on what constitutes an error. Besides, the issue of data interpretability (and the transferability of findings) will further be complicated by collaborative learning scenarios, and community effects in large-scale learning environments with huge networks of learners are intriguing to explore.
Given the interdisciplinary nature of the workshop, researchers and practitioners from TEL, Human-Computer Interaction (HCI), the Semantic Web, and data-driven research (Learning Analytics, TEL Recommenders, Educational Data Mining etc.) are relevant contributors. The following topics of interest, albeit non-exhaustive, are identified to invite submissions:
- Modelling, capturing, and processing of user interaction data in learning environments
- Anonymization and privacy preservation of real-world datasets
- Educational data mining on interaction traces and user-generated content
- Learning and Visual Analytics for institutions and individuals
- Interpretability and transferability of user interaction patterns in learning environments
- Evaluation of pedagogical models using digital traces of learners
- Effects of learning technology on user behaviour and competence development
- Implications of continuous and discrete values for user interface and usability issues
- Social network analysis and community effects in large-scale learning environments
- Feedback for teachers, learners and developers
- Process analysis (description of traces analysis and transformations steps)
Workshop Format and Submission Procedure
Contributors are invited to submit experiential reports including example datasets, a proposed approach to analyze or exploit the data as well as preliminary or expected findings. Based on a voluntary mentoring process, contributors might be supported by the programme committee members in developing a scientific paper from the experiential report. There will be two types of contributions: full papers with up to 6 pages describing substantial, completed work or position papers with 2 pages describing either results that can be concisely reported or work in progress. Papers should be formatted with the template (http://www.acm.org/sigs/publications/proceedings-templates) and submitted as PDF-file to: http://www.easychair.org/conferences/?conf=daile13. Thereafter, all submissions will be reviewed by the programme committee members according to their originality, significance, clarity, and quality. An open contribution process (i.e. shepherding) will be launched to engage dialogs between experienced and young researchers in the workshop blog already at the early stage to facilitate the writing up of papers.
Furthermore, contributors will be asked to carry out preparatory work before attending the workshop. Specifically, they should prepare an experiential report (blog entry) to describe which research question is addressed and which dataset is used for this purpose. Pre-workshop activities will be arranged to discuss these preliminary findings. Highlights of these discussions will be documented and further analysed in the workshop. All peer-reviewed scientific contributions will be published as CEUR workshop proceeding (http://ceur-ws.org/).
Accepted submissions will be presented at the workshop (15 minutes) and discussed on a round table format (15 minutes). Additionally, a panel of three discussants with different expertise (Technology-Enhanced Learning, Human-Computer Interaction, Semantic Web) will be invited to present their views (each 5 minutes) on the following statements: “Which data is necessary to measure the success of pedagogical models, and how to gather this data in learning environments?”
- Felix Mödritscher, Vienna University of Economics and Business, Austria
- Vanda Luengo, Domaine Universitaire de Saint-Martin d’Hères, France
- Effie Lai-Chong Law, University of Leicester, UK
- Ulrich Hoppe, University of Duisburg-Essen, Germany
Personal Learning Enviroments (PLEs) dienen der individuellen Ausgestaltung der eigenen Lernumgebung und sind so für Unterstützung selbstgesteuerten Lernens von Interesse. Anders als bei herkömmlichen Lern-plattformen bestimmt der Lernende im Wesentlichen selbst die Informations- und Kommunikationskanäle seiner Lernprozesse. Die Referenten Ilona Buchem (Beuth Hochschule für Technik Berlin) und Sebastian Fiedler (Zentrum für Soziale Innovation) zeigen erste Ansätze und Erfahrungen im institutionellen Umfeld.