Digital Skills Workshop Proceedings DeLFI2020

We have been organising digital skill workshops as part of the DeLFI Conference for three years now in different teams. In 2020 we organised the third workshop titled “Digital Skills Workshop: Modelling, Capturing, Cataloguing, Processing and Certification”. The focus of the third workshop was on the scientific challenges in the modelling of semantic competence definitions.

Some of the workshop contributions addressed digital credentials such as Open Badges as an answer to some of the drawbacks of traditional certificates such as incompatibility for machine processing and semantic search as well as an impediment in digitisation of education on all levels including certification. Some of the key contributions touched upon skill matching and skills intelligence through application of ontologies and semantic technologies, as well as different forms of competency modelling.

You can view all publications from the DeLFI2020 workshop on digital skills in the DeLFI2020 workshop proceedings.

Special issue on: Designing for ownership in technology-enhanced learning (TEL): a core element for learners’ SRL and agency

I am happy to share our Open Access IxD&A Special issue on: Designing for ownership in technology-enhanced learning (TEL): a core element for learners’ SRL and agency:

IxD&A Special Issue on Ownership in Technology-Enhanced Learning

Here is an extract from the Preface, where we give the background information about the concept of psychological ownership:

“Psychological ownership is a concept describing a relationship between a person and an object in which the object is experienced as “connected with the self” (Wilpert, 1991) and/or becomes a part of an “extended self’ (Dittmar, 1992). Psychological ownership in context of learning and education is rooted in Self-Regulated Learning, SRL (Zimmerman & Schunk, 2001) and has been viewed as an essential component in the development of metacognitive and critical thinking skills (Honebein, Duffy & Fishman, 1993). Psychological ownership has received increased attention in different fields of research, including organisational development and leadership, education and consumer behaviour (Van Dyne & Pierce, 2004; Jeswani & Dave, 2011). A number of authors have addressed the links between psychological ownership and self-identity, self-adjustment, accountability, sense of belonging and citizenship (Pierce, Kostova & Dirks, 2001; Van Dyne & Pierce, 2004). Psychological ownership has been viewed as a positive resource for attitudes (e.g. higher commitment, responsibility), self-esteem, self-efficacy, motivation, accountability, performance and self-identity (Avey, et al., 2009; Pierce, Kostova & Dirks, 2001; Pierce, Kostova & Dirks, 2003; Van Dyne & Pierce, 2004). The theory of psychological ownership considers ownership as a multi-dimensional construct encompassing (1) sense of responsibility, (2) sense of identity, (3) sense of accountability, (4) sense of self-efficacy and (5) sense of belongingness (Pierce Kostova & Dirks, 2001).”

For references, check the Preface.

Table of Contents


Ilona Buchem, Gemma Tur, Jesus Salinas

pp. 5 – 14,  download

Victoria I. Marín, Bárbara de Benito, Antònia Darder

Technology-Enhanced Learning for Student Agency in Higher Education: a Systematic Literature Review, pp. 15 – 49,  abstract ,  download

Linda Castañeda, Gemma Tur

Resources and Opportunities for Agency in PLE-Related Pedagogical Designs , pp. 50 – 68, abstract ,  download

Virginia Rodés-Paragarino, Adriana Gewerc-Barujel

Ownership and Agency in the adoption of Open Educational Resources , pp. 69 – 86, abstract ,  download

Elena Barberà, Iolanda Garcia, Marcelo Fabián Maina

Fostering psychological ownership in MOOC through a self-regulation design layer , pp. 87 – 111,  abstract ,  download

Ilona Buchem, Gemma Tur, Tobias Hoelterhof

The role of learner control and psychological ownership for self-regulated learning in technology-enhanced learning designs, pp. 112 – 132,  abstract ,  download

Eva Durall, Marjo Virnes, Teemu Leinonen, Begoña Gros

Ownership of learning in monitoring technology, pp. 133 – 154,  abstract ,  download

Kamakshi Rajagopal, Rani Van Schoors, Stefanie Vanbecelaere, Lien de Bie, Fien Depaepe

Designing personalized learning support for K12 education, pp. 155 – 176,  abstract ,  download

Invitation to MOOCs and OERs in the OpenVM Learning Hub

In the last three years I have been coordinating the Open Virtual Mobility project (abbreviated: OpenVM) which is a three year (2017-2020) strategic partnership for innovation and the exchange of good practices funded by the European Erasmus+ program of the European Commission.

One of the key outcomes of the Open Virtual Mobility project is the OpenVM Learning Hub, an online learning environment for the development, assessment and recognition of virtual mobility skills in higher education.

The OpenVM Learning Hub hosts a set of eight mini-MOOCs, in each of the eight competency areas. Each mini-MOOC is dedicated to a specific competency cluster needed for successful engagement in virtual mobility. In each mini-MOOC the learner can study at one of three levels: Foundations, Intermediate and Advanced.

Learners in OpenVM MOOCs receive shareable digital proof of the skills developed in mini-MOOCs in the form of digital credentials. OpenVM Credentials are based on the Open Badges standard (version 2.0). All available badges are listed on our partner Bestr website:

The OpenVM Learning Hub also includes a repository of Open Educational Resources (OERs), which is also available at the project website. Additionally, the OpenVM Learning Hub offers a marketplace in which students and teachers can share information about their own offers with others and look for available virtual mobilities, as well as open virtual mobility activities and programs.

Our partnership invites higher education teachers and students to use OpenVM MOOCs and OERs in the OpenVM Learning Hub to support existing or new curricula and/or to recommend OpenVM MOOCs and OERs to students for self-learning.

OpenVM MOOCs have been developed to support virtual mobility, especially in context of open education, but can be also used in other educational contexts, since the skills they support are applicable in many different areas.

Learners (teachers and students in higher education) can develop competencies in the following eight areas / MOOCs:

  1. Media and digital literacy 
  2. Active self-regulated learning skills 
  3. Autonomy-driven learning 
  4. Networked learning 
  5. Intercultural skills and attitude 
  6. Interactive and collaborative learning in an authentic international environment 
  7. Open-mindedness 
  8. Open virtual mobility knowledge

You can find out more about our project and our offer in the OpenVM Learning Hub in our brochure:

Click to access OpenVM-Erasmus-brochure.pdf

Making competencies visible with Open Badges

Our final report on “Making competencies visible with Open Badges” (in German and English) is online and I am happy to share this result of our joint work which we have conducted in 2018-2019 in the HFD Community Working Group “Competence Badges”.

The authors of the report are:

We also have two reviews with big thanks to your colleagues:

Here is a short excerpt from our reports to give you an idea about what it is about:

“The HFD Community Working Group Competence Badges 2 on digital credentials of competence was established in 2018 to sound out the opportunities and obstacles in the implementation of digital credentials of competence on the basis of open badges.

The group’s work was based on these six key questions:

  1. What knowledge do potential users (including employers) already have of digital credentials of competence based on open badges?
  2. What acceptance is given to this instrument and how is its usefulness assessed as an alternative form of certification or recognition?
  3. What are the common challenges related to the transition from higher education to the labour market?
  4. Can higher education institutions also meet the demand for continuing education among
    employees? What role would they have here?
  5. How do potential users (including employers) assess the effectiveness of formal qualifications and the scope for considering alternative or supplementary certificates or competence recognition instruments?
  6. What role can universities play in the implementation and quality assurance of alternative
    or supplementary digital credentials of competence?

In order to approach these questions in a constructive and concrete manner, a total of five rounds of talks were held with selected experts and stakeholders in Germany and abroad in 2018. On the basis of the results, three concrete scenarios were developed for the use of digital credentials of competence on the basis of open badges to facilitate transitions from higher education to the world
of work, i.e. a minimum scenario (MinS), a medium scenario (MedS) and a maximum scenario (MaxS).”

You are welcome to share the report and drop us a comment!

You can also read an interview and a podcast with me at Deutschlandfunk (DLF): 

Short link to this blogpost:

Perspectives on Wearable Enhanced Learning (WELL) Current Trends, Research, and Practice

Perspectives on Wearable Enhanced Learning (WELL) Current Trends, Research, and Practice.

We are delighted and proud to inform you that our Springer book Perspectives on Wearable Enhanced Learning (WELL) edited by Ilona Buchem, Ralf Klamma and Fridolin Wild has recently just published and is available online!

The book has altogether 21 chapters related to various aspects of Wearable Enhanced Learning and organised into seven parts:

  1. The Evolution and Ecology of Wearable Enhanced Learning
  2. The Topography of Wearable Enhanced Learning
  3. Technological Frameworks, Development and Implementation
  4. Pedagogical Frameworks and Didactic Considerations
  5. Design of User Experience
  6. Research and Data
  7. Synopsis

Start exploring with the opening chapter which provides an introduction to the field of Wearable Enhanced Learning (WELL):

“Wearable enhanced learning (WELL) is an emerging area of interest for researchers, practitioners in educational institutions, and companies. Also many grassroots movements are providing new sensors, devices, prototypical concepts, and learning solutions for WELL. Deeply rooted in the traditions of technology enhanced learning (TEL), such as self-regulated learning and mobile learning, WELL has been generating new challenges and opportunities in the field.” (Buchem, Klamma & Wild, 2019)*.

*Buchem, I.; Klamma, R. & Wild, F. (2019). Introduction to Wearable Enhanced Learning (WELL): Trends, Opportunities, and Challenges. In I. Buchem, R. Klamma & F. Wild (Eds.) Perspectives on Wearable Enhanced Learning (WELL). Current Trends, Research, and Practice. Springer Nature Switzerland, URL

We would like to thank all the authors for your valuable contributors to this book and in consequence to the field of Wearable Enhanced Learning (WELL). Thank you for your collaboration on this joint and exciting project!

We hope all readers of the book will be informed and inspired for their own research and development in the field of Wearable Enhanced Learning (WELL).

Please connect with us for future projects and publications!

Also visit the website of our Special Interest Group at the European Association of the Technology Enhanced Learning.

Ilona Buchem @mediendidaktik, Ralf Klamma @klamma and Fridolin Wild @fwild

Perspectives on Wearable Enhanced Learning (WELL) Current Trends, Research, and Practice

Perspectives on Wearable Enhanced Learning (WELL)
Current Trends, Research, and Practice

Mobile Learning Compendium 2018

Mobile Learning Compendium / Handbuch Mobile Learning edited by Claudia de Witt and Christina Gloerfeld from FernUniversitaet in Hagen was published  in 2018 by Springer and is a comprehensive handbook with 45 chapters in German (1015 pages!) dedicated to a large spectrum of aspects related to mobile learning.

It is an impressive collection divided into five thematic sections with a number of subsections:

  1. Foundations and State of the Art
    • Changes in learning and teaching through mobile learning
    • Technological foundations
    • Data protection and copyrights
  2. Theoretical Underpinnings
  3. Didactical Design and Implications
    • Conditions
    • Planing and conception
    • Design and implementation
    • Evaluation and management of mobile learning
  4. Mobile Learning in Educational Contexts
    • School Education
    • Higher Education
    • Vocational Education
  5. Future of Mobile Learning

I am very glad to have been part of this project and to have contributed a chapter titled “Changes in Didactics through Mobile Learning” in the first part of the book.

You can find out more about the Mobile Learning Compendium / Handbuch Mobile Learning 2018 on Springer website:


Designing a Collaborative Learning Hub for Virtual Mobility Skills

I have been coordinating a new European project called Open Virtual Mobility (Erasmus+ strategic partnership, 2017-2020) and presented about the design of the collaborative learning hub for virtual mobility skills which we have been developing in the project at the Human Computer Interaction International Conference, 15-20 July 2018 in Las Vegas, USA.

Our paper was published in the Conference Proceedings published by Springer. Here is the abstract:

“Higher education faces high requirements and challenges in today’s global world, including internationalisation as a response to globalisation. Virtual Mobility (VM) has a great potential to contribute to the internationalisation, innovation and inclusion in higher education. While it is feasible to encourage outward and inward student and faculty mobility, the main limitations include high costs of travelling and living in a foreign country, diverse socio-economic, health-related and even political issues. These barriers can be reduced by adding virtual components to mobility programs and actions (e.g. virtual seminars, virtual labs, virtual internships). This paper presents an approach for designing a collaborative learning hub for promoting VM Skills of educators and students in the European Higher Education Area. The VM Learning Hub assists to enhance the Virtual Mobility readiness of higher education institutions, educators and students through achievement, assessment and recognition of VM skills. This paper introduces the concept and the architecture of VM Learning Hub – a Collaborative and Personal Learning Environment with embedded technologies for innovative forms of skill attainment (open education, gamification), skill assessment (test-based and evidence-based e-assessment), skill recognition (open credentials, linked data) and collaboration (based on algorithm-based matching of learning groups).”

You can read our paper titled Designing a Collaborative Learning Hub for Virtual Mobility Skills. Insights from the European Project Open Virtual Mobility. (Authors: Ilona Buchem, Johannes Konert, Chiara Carlino, Gerard Casanova,
Kamakshi Rajagopal, Olga Firssova, Diana Andone) by following this Springer link:


And you can view the presentation slides on SlideShare:

Open Badges at Internet Week Denmark

Last week I was invited to introduce Open Badges at Internet Week Denmark in Aarhus. It was also a great opportunity to share some of the insights and experiences related to Open Badges with colleagues from VIA University College and Business Academy Aarhus. I am very glad about the growing interest in Open Credentials and look forward to possible new joint projects in the area!

Here are my slides:

Skills without borders

The first European Open Badges Summit took place last on 1st December 2017 in London and was dedicated to:

Modern Employment and Digital Credentials

The conference was organised by IMS Global Learning Consortium and Digitalme in partnership with Open University and JISC. I was glad to support the event and the preparation of the summit program.

We have had a great line up of speakers starting with Matthew Taylor (Chief Executive of the Royal Society for the encouragement of Arts, Manufactures and Commerce, RSAwho wrote about digital badges in his report commissioned by the UK Prime Minister, titled “Modern Working Practices” (Download here).

Mark Leuba, IMS Vice President, set out a global vision for an Open Badges Ecosystem, exploring how Open Badges v2.0 can empower us to communicate our verified knowledge, skills, and achievements to employers, educators, and our peers and how new features allow institutions to scale their programs and deliver on the promise of digital credentials.

David Leaser, Senior Program Executive, IBM Support Transformation, Skills and Globalization presented the employer’s view on Open Badges and the impressive developments in the IBM Open Badge Program.

Chris Jones, CEO of City & Guilds together with Jonathan Finkelstein, founder & CEO of Credly talked about the evolution of recognition of skills.

Patrina Law from Open University UK (see badged courses at OpenLearn) talked about employability skills for Higher Education and how digital credentials can support learners transition from HE to employment.

My own presentation was titled “Skills without borders” and discussed Open Badges as boundary objects which can act as bridges connecting contexts of learning, experience and work. I presented three of my projects in which Open Badges have been applied to enable recognising and sharing skills across borders: BeuthBonus program for migrant academics, Open Badges Network for sharing good practice and bringing European stakeholders together and the new Erasmus+  project Open Virtual Mobility dedicated to recognising skills in Virtual Mobility programs.  You can find my slides on SlideShare:

To find out more about the Open Badge Summit, follow the Twitter stream using the hashtag #ModernEmployment.

Perspectives on Wearable Enhanced Learning: Call for Chapters

I am happy to announce the Call for Chapter for the Springer Edited Volume on Wearable Enhanced Learning:

Perspectives on Wearable Enhanced Learning: Current Trends, Research and Practice

An edited volume by

Ilona Buchem

Ralf Klamma

Fridolin Wild

to be published by Springer, New York

Springer website:

Dedicated website:

EasyChair submission:



Wearable technologies – such as smart glasses, smart watches, smart objects, or smart garments – are potential game-changers, breaking ground, and offering new opportunities for learning. These devices are body-worn, equipped with sensors, and integrate ergonomically into everyday activities. With wearable technologies forging new human-computer relations, it is essential to look beyond the current perspective of how technologies may be used to enhance learning.


This edited volume “Perspectives on Wearable Enhanced Learning” aims to take a multidisciplinary view on wearable enhanced learning and provide a comprehensive overview of current trends, research, and practice in diverse learning contexts including school and work-based learning, higher education, professional development, vocational training, health and healthy aging programs, smart and open learning, and work. This volume will feature current state of the art in wearable enhanced learning and explore how wearable technologies begin to mark the transition from the desktop through the mobile to the age of wearable, ubiquitous technology-enhanced learning.


The edited volume is divided into seven parts:

Part I The Evolution and Ecology of Wearable Enhanced Learning

This part includes chapters describing an evolution of technology-enhanced learning from the desktop to wearable era, the different phases in the evolution of technologies for learning, introducing in the technological and conceptual shifts from e-learning through m-learning to ubiquitous learning. This part introduces the reader to the topic and provides both a historical perspective and a conceptual framework for a socio-cultural ecology of learning with wearables.

Part II The Topography of Wearable Enhanced Learning

This part includes chapters giving an overview of current trends and uses of wearable enhanced learning including examples of projects, use cases, case studies. This part provides an overview of real-life examples and aims at illustrating the breadth of uses of wearable technologies for learning in different application contexts such as education, work, health and open learning.

Part III Technological Frameworks, Development and Implementation

This part includes chapters providing insight into different technological aspects of wearable enhanced learning focusing both on the hardware and the software. This part also gives an overview of different development and implementation methodologies applied in wearable enhanced learning.

Part IV Pedagogical Frameworks and Didactic Considerations

This part includes chapters providing insight into different pedagogical frameworks and didactic/instructional design approaches applied in wearable enhanced learning. This part also discusses pedagogical affordances of wearables as technologies for learning and the consequences for a didactically sound design and integration of wearables in learning settings/environments.

Part V Design of User Experience

This part includes chapters providing insight into different aspects of user experience design including approaches for enhancing user engagement such as gamification and information visualisation as well as human-computer interaction and interface design. This part also discusses how current insights from research and development in wearable computing, which represents the forefront of HCI innovation, may be applied to designing user experience in learning settings.

Part VI Research and Data

This part includes chapters providing overview of current empirical research results in wearable enhanced learning touching upon the different dimensions of learning including cognitive, social and embodied dimensions. This part also discusses how data can be gathered and exploited in wearable enhanced learning which includes such topics as wearable learning analytics, turning data into information and data-driven approaches to enhancing learning in wearable enhanced learning.

Part VII Synopsis and Prognosis

The final part includes a chapter providing a synopsis and a prognosis for the future development in the field of wearable enhanced learning.

Call for Chapters

Prospective authors (co-authors are welcome) are invited to submit a chapter proposal (via EasyChair: in form of an abstract (max. 300 words) with the title, names of authors, five keywords and the part of the book for the contribution not later than 30 September 2017. The proposals for chapters should be a previously unpublished work.

Upon acceptance of the chapter proposal and notification of authors by 20 October 2017, the final chapter should be completed not later than 01 February 2018.

Contributions will be double blind reviewed and returned with comments by 31 March 2018. Finalised chapters are due no later than 30 April 2018. The final contributions should not exceed 20 manuscript pages. Guidelines for preparing your chapter will be sent to you upon acceptance of your proposal.

Proposed Timeline

The following represents a timeline for completing this volume:

  • 20 June 2017: Call for Chapters open
  • 30 September 2017: Abstracts due (title, authors, abstract, keywords & book part)
  • 20 October 2017: Notification and additional information for authors and templates
  • 01 February 2018: Chapters due (according to the template)
  • 31 March 2018: Chapters returned with reviewers’ comments
  • 30 April 2018: Final chapters due (ready for publication)
  • 31 May 2018: Book manuscript delivered to Springer

Inquires and Submissions

Please forward your inquiries to:

The Editors: Ilona Buchem, Ralf Klamma and Fridolin Wild



Twitter: @mediendidaktik @klamma @fwild

Please submit your proposal to: