Die GeNeMe'12 Tagung stellt innovative Technologien und Prozesse zur Organisation, Kooperation und Kommunikation in virtuellen Gemeinschaften vor und bildet ein Forum zum fachlichen Austausch. Diskutiert werden nicht nur technologische oder ökonomische Gesichtspunkte der Benutzung neuer Medien, vielmehr rücken auch soziologische, psychologische, personalwirtschaftliche, didaktische und rechtliche Aspekte in den Mittelpunkt des Interesses. Es richtet sich an Fachleute aus Forschung und Industrie und sucht den Erfahrungsaustausch zwischen Teilnehmern verschiedenster Fachrichtungen, Organisationen und Institutionen aus Wirtschaft und Verwaltung.
Internet-basierte Technologien wie z.B. Social Media Werkzeuge,aber auch ERP-Systeme und Wissensplattformen verändern weiterhin Form und Intensität der Zusammenarbeit in Wirtschaft, Wissenschaft und Bildung bis hin zum privaten (Zusammen-)Leben. Dabei führt die zunehmende Mobilität zu neuen Nutzungsoptionen auch für multimediale Systeme, sei es im Bereich des Gaming oder beim gemeinsamen Gestalten digitaler Produkte. Gerade für die Web 2.0 Technologien gilt: Ziel der Nutzung sind Kommunikation, Kooperation und Kollaboration.
Die Nutzer suchen Unterstützung bei täglichen Routineprozessen ebenso wie in nicht alltäglichen Situationen - etwa bei der Erstellung von Inhalten - und schließen sich in Online-Fachgemeinschaften, sogenannten Communities, unterschiedlichster Ausrichtung zusammen. Dabei entstehen weiterhin neue organisationale Einheiten: Kleine Unternehmenseinheiten finden bedarfs- und kompetenzorientiert in fluiden Netzwerken oder virtuellen Unternehmen zueinander, E-Business-Systeme, Online-Auktionen, Portale, Diskussionsforen u.v.m. lassen Gemeinschaften aus Konsumenten entstehen; fachbezogene überregionale Informationssysteme und lokale Bürger-Informationssysteme sind Orte gemeinschaftlicher Aktivität in Wirtschaft und Gesellschaft gleichermaßen.
Die Gemeinschaften fördern das web-basierte Arbeiten,Unterhalten, Lernen und dienen zunehmend auch wissenschaftlichen Zielen unter dem Label der eScience. Das Prinzip der virtuellen Organisationen verbindet nicht nur bestehende Standorte, vielmehr kennzeichnet es zunehmend die Kooperation innerhalb klassischer Präsenzgemeinschaften und -unternehmen und eröffnet neue Spielräume, sowohl intra- wie auch interinstitutionell. Mit dem aktuell erwarteten Börsengang von Facebook zeigt sich einmal mehr die ungebrochene wirtschaftliche Bedeutung von globaler Dimension.
Auf der GeNeMe 2012 werden technologische, ökonomische und organisationale Gesichtspunkte der Benutzung von Informations- und Kommunikationstechnologien, so genannten neuen Medien, diskutiert. Hinzu kommen medienwissenschaftliche, psychologische, didaktische, personalwirtschaftliche, soziologische und rechtliche Perspektiven mit dem Ziel der Interpretation des Funktionierens von Gemeinschaften in und durch neue Medien.
CLC12 Leitthema: HR und Corporate Learning im Umbruch
Der große Erfolg des CLC11 macht uns Mut für das zweite BarCamp für Trainings-, Kompetenz- und Personalentwicklungs-Profis aus Unternehmen. Diesmal vom 28. bis 29. September 2012 in Frankfurt. Veranstalter des CoLearnCamps ist der Arbeitgeberverband HESSENMETALL.
Pragmatisches Lernen voneinander - über Unternehmensgrenzen hinweg. Für die, die sonst das Lernen Anderer in Unternehmen anstoßen, begleiten, oder verant-worten: Für HR-Experten, Trainings-Profis und Führungskräfte.
Its goal is to develop technology, which can contribute to more effective utilization of worldwide information resources and connect information, media, communication and learning theory in an effective way. This can be based on pedagogical concepts and models and design of embedded hardware and software technology supporting engagement and use of multiple interaction modalities for learning.
Bett is the global meeting place for everyone who is passionate about the transformational power of learning technology.
Bett enables thousands of visitors to discover how technology can improve and enhance learning, from early years to Higher Education and workplace learning and training.
In times where modern learning environments are becoming more mobile and 'learning anywhere' is more of a possibility, Bett gives visitors the opportunity to explore how technology can power learning, raise attainment and increase efficiency.
Connect with thought-leading speakers in Bett's 1000-seat arena
Over 150 workshops, seminars and discussion sessions
Training sessions on the latest classroom software and content
Conference: Helping school leaders to adapt to change
Conference: Improving teaching, learning, student engagement and operational efficiency
Conference: Learn how top organisations are building world-class employee learning cultures
Now in its 20th year, the World of Learning is set to showcase the latest developments in L&D in everything from e-learning and mobile learning, as well as live workshops, one-to-one consultations, free seminars and its renowned annual conference.
An essential two-day conference for all senior learning & development professionals
A visit to the World of Learning presents L&D professionals with an invaluable time and cost-efficient opportunity to share experiences and learn from others how to best overcome the hurdles and ensure you are delivering the solutions the business needs to stay ahead.
What makes the conference unique?
The World of Learning Conference is unique. By combining extensive research with authoritative input from key industry figures, the conference programme provides an up-to-the-minute overview of the vital issues facing the senior L&D professional.
Featuring high-profile cases studies, interactive seminars and discussion forums, the World of Learning Conference programme concentrates on the current issues of most concern to L&D professionals. You will come away from the World of Learning Conference with genuine and inspiring solutions for your day-to-day and long-term business objectives.
The World of Learning Conference 2012 will present delegates with a fascinating combination of first-hand case-study presentations, lively panel debates and discussions, and interactive workshops
The time, effort and money that learners invest in their education need to be matched by commensurate learning experiences, improved use of technology in learning, and effective methods of delivery, all underpinned by sustainable business models.
Here are three of the hard questions that we face, both as institutions and as individuals, each centred on the development of knowledge about technology in learning:
- How can learning technology better support the core processes of learning, teaching, assessment, recruitment and retention?
- What will be the place of open educational resources and other kinds of free, shared, low cost or informal support and organisation in good provision?
- How should we respond to learners themselves, who are increasingly voluble in their desire for value for money and for effective use of technology?
Speaking in June 1962, John F. Kennedy railed against our tendencies to “hold fast to the clichés of our forbears”, “subject all facts to a prefabricated set of interpretations”, and “enjoy the comfort of opinion without the discomfort of thought” . He called for a “new, difficult, but essential confrontation with reality”.
ALT-C 2012 will provide a valuable and practical forum for practitioners, researchers, managers and policy-makers from education and industry to come together to explore, reflect, influence and learn.
Sign-up to a low-volume email distribution list about the conference; download a PDF of the flyer for the conference [1.5MB; September 2011].
The aim of the ASC is to jointly exploit the possibilities and address the challenges so that the eyetracking technique can be effectively used to design, evaluate and improve education.
The conference is organized around three topics. Each topic will be introduced by one presentation from the Educational Psychology community and one from the Eye Tracking Methodology community. The presentations are meant to give insight in each of the three topics from different perspectives and serve as an inspiration for the later parallel group session.
The speakers and topics are:
- Daniel Richardson (University College London )& Els Boshuizen (CELSTEC): Expertise and expertise development in the professions: The case of visual expertise
This topic focuses on the methodology for coupling eye tracking and verbal data.
- Richard Dewhurst (Humanities Lab, Lund University ) & Saskia Brand-Gruwel (CELSTEC): Information-problem solving: Connecting attentional and cognitive processes
This topic focuses on the methodology of measuring cognitive states, such as mental effort with eye tracking.
- Jukka Hyönä (Turku Univeristy )& Liesbeth Kester (CELSTEC): Adaptive learning Technologies
This topic focuses on the methodology of eye tracking data-analysis in navigational and reading strategies
Apart from these six presentations, you can follow two extra presentations in the life stream. Halszka Jarodzka (CELSTEC) will give a presentation on the Current status of eye tracking research on Learning and Instruction. Kenneth Holmqvist (Humanities Lab, Lund University ) will go into “Methodological aspects of eye tracking research.
We understand the relationship between UX and usability as the latter is subsumed by the former. Usability evaluation methods (UEMs) and metrics are relatively more mature. In contrast, UX evaluation methods (UXEMs) which draw largely on UEMs are still taking shape. It is conceivable that feeding outcomes of UX evaluation back to the software development cycle to instigate the required changes can even be more challenging than doing so for usability evaluation (UE). It leads to several key issues.
- UX attributes are (much) more fuzzy and malleable, what kinds of diagnostic information and improvement suggestion can be drawn from evaluation data. For instance, a game can be perceived by the same person as a great fun on one day and a terrible boredom the following day, depending on the player's prevailing mood. The waning of novelty effect (cf. learnability differs over time in case of usability) can account for the difference as well. How does the evaluation feedback enable designers/developers to fix this experiential problem (cf. usability problem) and how can they know that their fix works (i.e. downstream utility)?
- Emphasis is put on conducting UE in the early phases of a development lifecycle with the use of low fidelity prototypes, thereby enabling feedback to be incorporated before it becomes too late or costly to make changes. However, is this principle applicable to UX evaluation? Is it feasible to capture authentic experiential responses with a low-fidelity prototype? If yes, how can we draw insights from these responses?
- The persuasiveness of empirical feedback determines its worth. Earlier research indicates that the development team needs to be convinced about the urgency and necessity of fixing usability problems. Is UX evaluation feedback less persuasive than usability feedback? If yes, will the impact of UX evaluation be weaker than UE?
- The Software Engineering (SE) community has recognized the importance of usability. Efforts are focused on explaining the implications of usability for requirements gathering, software architecture design, and the selection of software components. Can such recognition and implications be taken for granted for UX, as UX evaluation methodologies and measures could be very different (e.g. artistic performance)?
- How to translate observational or inspectional data into prioritised usability problems or redesign proposals is thinly documented in the literature. Analysis approaches developed by researchers are applied to a limited extent by practitioners. Such divorce between research and practice could be bitterer in UX analysis approaches, which are essentially lacking.
While the gap between HCI and SE with regard to usability has somewhat been narrowed, it may be widened again due to the emergence of UX.
The main goal of I-UxSED 2012 is to bring together people from HCI and SE to identify challenges and plausible resolutions to optimize the impact of UX evaluation feedback on software development.
Think again - Infographic of key findings from Boosting Business Agility, the 2011-12 Towards Maturity Benchmark
New perspectives from Europe's largest learning technology benchmark to help you and your colleagues Think again about the use of learning technologies in your organisation.
Please download the full report below for more details on how top performers are delivering results.
We are pleased to announce the 8th Joint European Summer School on Technology Enhanced Learning, to take place from Monday, May 21st to Friday May 25th, 2012. Pre-summer school activities are organized all day on Sunday, May 20th.The summer school aims to encourage participants to adopt a critical stance in thinking about the role of technologies in providing opportunities for learners and the potential of these opportunities in terms of learning.
The summer school aims to encourage participants to adopt a critical stance in thinking about the role of technologies in providing opportunities for learners and the potential of these opportunities in terms of learning.
The summer school provides a learning environment where participants get opportunities to: develop their research skills; increase their knowledge base; collaborate with others in their own and complementary research areas; engage in debate; have access to experts in the field; and discuss their own work.
The programme will include lectures from a broad range of domains which contribute to advancing the field of Technology Enhanced Learning. TEL research projects are encouraged to provide students with a perspective of the state-of-the-art research under study in their working groups. The programme will also include practical and methodological workshops and opportunities for doctoral candidates to develop their personal research. Students will have opportunities to present and discuss their doctoral work.
Applications should be submitted online before Thursday, March 1st, 2012: Application Form.
Applicants will be required to submit:
- a CV outlining their educational background and work experience (maximum one page);
- a letter of motivation, explaining why they want to participate in the Summer School (maximum one page);
- a letter of support from their PhD advisor, which should include a statement of the level of support the institution is able to supply.
Applicants requiring financial support for participation should explicitly mention it in their motivation letter, briefly explaining their circumstances. It is expected that applicants working on research projects which are able to fund them will not apply for financial support. To ensure a high ratio between tutors and students the school will be limited to 60 PhD students.
In order to increase social contacts among the summer school participants, the programme includes several social events. A variety of sport activities will also be offered to the summer school participants. A cultural excursion is organised on the Sunday preceding the summer school.