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: https://www.springer.com/us/book/9783658191221

ML-HANDBUCH

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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: https://link.springer.com/chapter/10.1007/978-3-319-91743-6_27

HCI-Springer-Publication

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: http://www.springer.com

Dedicated website: http://ea-tel.eu/special-interest-groups/well

EasyChair submission: https://easychair.org/conferences/?conf=wellspringer2018

 

Introduction

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.

Scope

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.

Contents

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: https://easychair.org/conferences/?conf=wellspringer2018) 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

E-mail: sig-well@dbis.rwth-aachen.de

Web: http://ea-tel.eu/special-interest-groups/well

Twitter: @mediendidaktik @klamma @fwild

Please submit your proposal to:

EasyChair: https://easychair.org/conferences/?conf=wellspringer2018

Open Badges in India

This March I had an opportunity to visit the Staff Training and Research Institute of Distance Education (STRIDE) at the Indira Gandhi National Open University (IGNOU) in New Delhi,  India. I was invited to give a workshop on Open Badges as part of the STRIDE activities at IGNOU. IGNOU is one of the largest universities in the world and is also known as “The People’s University”. STRIDE was set up in 1993 as a training and research institute for distance education in the South Asian Region. STRIDE has developed a number of training materials related to Open and Distance Education und runs the Indian Journal of Open Learning (IJOL) published by Indira Gandhi National Open University.

It was very interesting for me to learn about Open Education and Open Badges activities at IGNOU and I was delighted to share the experience on Open Badges from Europe including Germany. Here is a short press release from the Times of India (21st March 2017) about the workshop on Open Badges at IGNOU titled “IGNOU Creates Awareness On Digital Certificates”.

I am very grateful for this experience and thankful to the STRIDE team, especially Prof. Prabir K. Biswas (Director), Dr. G. Mythili (Deputy Director) and Prof. PR Ramanujam (former Pro-Vice-Chancellor of IGNOU) for a truly warm welcome, superb organisation and open sharing of ideas around Open Education.

Now I am looking forward to the presentation of Dr. G. Mythili (Deputy Director) of STRIDE/IGNOU activities on Open Badges in the Open Badges MOOC we run in the Open Badge Network, founded under the ERASMUS+ grant. More details will follow soon on the Open Badge Network portal: http://www.openbadgenetwork.com/

Here is the link to my slides on Open Badges from the IGNOU workshop:

Open Badges in South Africa

The Open Education Global Conference 2017 took place 8-10 March in Cape Town, South Africa. I was a great conference with a great number of interesting contributions and superb researchers and practitioners so I was very pleased to attend and introduce Open Badges as elements of Open Education in form of an Action Lab (see program and the Twitter hashtag #oeglobal). Also I presented a poster with the results of the policy research we have done in the Open Badge Network project.

It seems to me that the discussion around Open Education has been often narrowed down to Open Educational Resources and recently MOOCs, not sufficiently taking into consideration other forms of Open Education and Open Learning. I see Open Badges as one of these elements of Open Education which should be anchored in the global discourse on Open Education and Open Education Practices. I hope through these contributions to the conference program, I managed to trigger the interest and discussion about Open Badges for Open Education in this global community.

The OE Global Conference 2017 concluded but the Year of Open continues! The Year of Open is “a global focus on open processes, systems, and tools, created through collaborative approaches, that enhance our education, businesses, governments, and organizations” (learn more).

Here is the abstract of the Action Lab titled “Scaling up Open Badges for Open Education” and the link to my slides in SlideShare:

“This Action Lab aims at exploring and designing Open Badges as elements of Open Education. Open Badges are based on an open standard which enables to anyone to recognise and openly communicate open learning achievements including skills. Open Badges are used as open (micro) credentials and are an important element of Open Education as they enable learners to get their open learning achievements recognised, digitally recorded, validated and communicated to any audience in an open and transparent way. Open Education has been discussed in view of open access and participation in open courses and the production and use of Open Educational Resources. However, the element of recognition and communication of open education achievements has been neglected so far. The European Open Badge Network project is one of the global initiatives to promote Open Badges: http://openbadgenetwork.com.

This Acton & Design Lab aims at incubating ideas and formulating recommendations for scaling-up the use of Open Badges to recognise Open Learning in different open educational contexts. This lab takes 2 hours and starts with a hands-on demonstration of Open Badges as an open technology and educational approach including selected case studies (30 minutes). This is followed by a structured discussion about potentials and challenges of using Open Badges for recognition of Open Learning, using affinity diagramming techniques (30 minutes). The last part is about brainstorming ideas and designing recommendations for scaling-up Open Badges for Open Education (60 minutes). The last part is organised around three key dimensions of scaling-up of Open Badges, i.e. context, content, community. The results of the lab is a list of actions and recommendations for scaling up the use of Open Badges. The list encompasses policy, organisational, teacher and learner recommendations and will be published on the Open Badge Network portal.”