My browsing gender: male!

I just found the gender test (thanks) of Mike on adds … : According to your browsing activity, it decides about your gender…

This is my result:

Likelihood of you being FEMALE is 11%
Likelihood of you being MALE is 89%

[…]

Peter Warden took Mike’s work and combined it with deli.io.us API:

searchengine search research engine news email ค้นหา buscador reference images yahoo portal mail searchengines e-mail msn microsoft toolbar_favorites hotmail imported_ie_favorites safari_export video youtube videos entertainment media web2.0 fun social community movies encyclopedia wikipedia wiki information dictionary shopping auction shop ebay online sell auctions deals business compras facebook networking friends socialnetworking network college blog photos flickr photography photo sharing digg technology tech daily links documents ebooks pdf books tools free career jobs linkedin job blogs technorati blogging web traffic statistics internet alexa analytics seo uk newspaper newspapers london times politics international google suchmaschine suche suchmaschinen suchen german forums forum gadgets gadget electronics design engadget nachrichten magazine spiegel germany zeitung deutsch gossip celebrity popculture fashion celebrities twitter mobile sms socialsoftware nerd nerds geek culture einkaufen auktion auktionen kaufen tv vlog videoblog hosting videoblogging adidas sports sport shoes clothing apparel flash brand storage files file upload bücher amazon dvd music musik comics humor webcomic comic funny math webcomics collaboration wikis software powerpoint presentation slides presentations slideshow slideshare jewelry crystal jewellery swarovski art gifts

… for myself I am not very convinced,  but nevertheless: two interesting applications 😉

If you know similar tools/projects/websites dealing with meta information as these and use them for … whatever  – please send me a short message, I’ll need it for the next brochure of my ComStudy project

On the way towards PLE: Seven crucial aspects

Today the new issue of the elearningpapers, which forms part of the eLearningeuropa.info portal, was published. Inside you can find:

  • Schaffert, Sandra & Hilzensauer, Wolf (2008). On the way towards Personal Learning Environments: Seven crucial aspects. In: elearningpapers, 9, July 2008. [to the text]

Our Abstract:

The practice of learning and teaching is not pre-determined, but always related to the tools and systems used in the process. The development and rising success of social software applications such as weblogs and wikis and so-called Personal Learning Environments (PLE) changes, enables and challenges learning with the Internet. PLE, especially in contrast to traditional Learning Management Systems (LMS), received significant attention and are about changing the paradigm of learning and teaching. This paper tries to underpin a better understanding of the underlying concepts of both approaches and, on the other hand, to emphasise the consequences and challenges of PLE and its rising usage for learning.
We have identified seven aspects where these changes are most obvious and/or important. To sum up, learning with PLE leads to changes concerning: (1) the role of the learner as active, self-directed creators of content; (2) personalisation with the support and data of community members; (3) learning content as an infinite “bazaar”; (4) the big role of social involvement; (5) the ownership of learner’s data; (6) the meaning of self-organised learning for the culture of educational institutions and organisations, and (7) technological aspects of using social software tools and aggregation of multiple sources.
The vast number of tools, supporting collaboration on the web is an indicator that PLE and social software tools are not only a flash in the pan, but lead to a new notion of learning and a measure for sustainable competence development. Nevertheless, the existing approaches and ideas for PLE need further development and elaboration. With the discussion of the related shifts from LMS towards PLE and their challenges, this paper may serve as the basis for learners, teachers and educational institutions decisions for (or against) the technological concept of PLE, on a general level and taking into account its pedagogical implications.

The (our 😉 ) seven crucial aspects of the shift from LMS to PLE (cf. p. 3/4):

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LMS

PLE

challenges & shifts

1

role of learner

learner as consumer of pre-defined learning materials, dependent on the “creativity” of the teacher

active, self-directed, creator of content

shift from consumer to “prosumer”, self organisation is possible AND necessary

2

personalisation

… is an arrangement of learning assignments and materials according to a (proposed or pre-defined) learner’s model, based on an underlying expert system

… means to get information about learning opportunities and content from community members and learning services fitting to the learner’s interests (via tags/RSS)

competence for usage of several tools and a self organisation is needed

3

content

developed by domain experts, special authors, tutors and/or teachers

the infinite “bazaar” of learning content in the Web, exploring learning opportunities and services

necessary competences to search, find and use appropriate sources (e.g. Weblogs)

4

social involvement

limited use of group work, focus on the closed learner group (e.g. in the LMS), collaboration and exchange not primarily in the focus

the community and the social involvement (even in multiple communities) is the key for the learning process and the recommendations for learning opportunities

community and collaboration as the central learning opportunities

5

ownership

content is generally owned by the educational institutions or the students, due to technological reasons, this ownership can not always be realised

content is organised in multiple, Web-based tools, ownership is controlled by the learners themselves and/or (commercial) service providers

awareness of personal data is needed

6

educational & organisational culture

imitation of classroom learning, course-orientated, teacher-orientated features

self-organised learner in the focus

change of learning culture and perspective – move towards self organisation and self determination

7

technological aspects

classical learning content needs interoperability between LMS and data repositories

Social Software tools and aggregation of multiple sources

required interoperability between LMS and the Social Software

Any comments are welcome!

Call for Papers: Computer-based Knowledge & Skill Assessment and Feedback in Learning Settings (ICL 2008)

On the next ICL conference a first special track on Computer-based Knowledge & Skill Assessment and Feedback in Learning Settings (CAF) will be offered (25. September 2008 in Villach, Austria). Your contributions are welcomed – deadline: 30th June 2008.

Our modern life at the beginning of the 21st century is strongly influenced by effects such as rapidly changing and developing information, technology-enhanced communication and information access, and new forms of production and services in a globalized world. This situation requires individuals to adapt their skills and competencies. Consequently, educational objectives and societal expectations have changed significantly in recent years. Modern learning settings must consider learning community aspects as well as learner-centered, knowledge-centered and assessment-centered aspects.

By focusing on the assessment, this concept can be further distinguished in (1) summative assessment, performed at the end of a set of learning activities, and (2) formative assessment, which is intended to give continuous feedback to students and teachers. The latter mentioned formative assessment gives information about the current state of knowledge and/or the degree of knowledge acquisition within learning activities.

Assessment is an important component of modern teaching and learning processes in face-to-face courses as well as in e-learning environments; it provides valuable feedback to teachers and students which allows the revision and adaptation of teaching and learning activities. Furthermore, assessment activities and results can also be utilized for building and strengthening metacognitive skills. However, continuous and frequent assessment in learning processes may cause excessive efforts and costs. Therefore, computer-assisted assessment systems (CaAS) and computer-based assessment systems (CbAS) have become of increasing interest over the years. Assessment systems may support parts or the entire chain of the assessment lifecycle. This lifecycle includes authoring and management of assessment items, compilation of specific tests, performance of assessments, and compilation and management results. Additionally, emerging interest in the sharing and re-use of assessment items or compiled assessment tests and the exchangeability of assessment outcomes has resulted in standardization efforts, such as the IMS Question & Test Interoperability Specification (IMS QTI).

The special track will bring together international researchers as well as practitioners from different organisations who will have plenty of time for networking and real-world knowledge sharing.

CAF is interested in novel scientific research, findings from experiments and results form real-life applications. We invite submissions that deal with issues including, but not limited to:

  • Aspects of formative and summative assessment
  • History and challenges of e-assessment
  • Computer-supported assessment rubric
  • Computer-based knowledge & skill assessment for individuals and groups
  • Computer-supported peer assessment for individuals and groups
  • Computer-supported self-assessment and group assessment
  • Computer-based student and teacher feedback about knowledge state and acquisition
  • Computer-based assessment in adaptive e-learning
  • Web 2.0 and assessment & feedback for individual and group learning
  • Automated essay grading
  • Natural short answer assessment
  • Assessment and feedback in computer-based simulations
  • Assessment and feedback in game-based learning settings
  • Test & training data and evaluation procedures
  • Reuse, Interoperability and Standardization
  • Security and Privacy

[to the call for papers]