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When developing new ICT systems and applications for domestic environments, rich qualitative approaches improve the understanding of the user's integral usage of technology in their daily routines and thereby inform design. This knowledge will often be reached through in-home studies, strong relationships with the users and their involvement in the design and evaluation process. However, whilst this kind of research offers valuable context insights and brings out unexpected findings, it also presents methodological, technical and organizational challenges for the study design and its underlying cooperation processes. In particular, due to heterogeneous users in households in terms of technology affinity, individual needs, age distribution, gender, social constellations, personal role assignment, project expectations, etc. it produces particular demands to collaborate with users in the design process and thereby exposes a range of practical challenges. The full-day workshop wishes to identify these practical challenges, discuss best practice and develop a roadmap for sustainable relationships for design with users.
This book constitutes the proceedings of the 14th International Conference on Relational and Algebraic Methods in Computer Science, RAMiCS 2014 held in Marienstatt, Germany, in April/May 2014. The 25 revised full papers presented were carefully selected from 37 submissions. The papers are structured in specific fields on concurrent Kleene algebras and related formalisms, reasoning about computations and programs, heterogeneous and categorical approaches, applications of relational and algebraic methods and developments related to modal logics and lattices.
As soon as data is noisy, knowledge as it is represented in an information system becomes unreliable. Features in databases induce equivalence relations—but knowledge discovery takes the other way round: given a relation, what could be a suitable functional description? But the relations we work on are noisy again. If we expect to record data for learning a classification of objects then it can well be the real data does not create a reflexive, symmetric and transitive relation although we know it should be. The usual approach taken here is to build the closure in order to ensure desired properties. This, however, leads to overgeneralisation rather quickly.
On nothing
(2014)
Open educational resources (OERs) provide opportunities as enablers of societal development, but they also create new challenges. From the perspective of content providers and educational institutions, particularly, cultural and context-related challenges emerge. Even though barriers regarding large-scale adoption of OERs are widely discussed, empirical evidence for determining challenges in relation to particular contexts is still rare. Such context-specific barriers generally can jeopardize the acceptance of OERs and, in particular, social OER environments. We conducted a large-scale (N = 855) cross-European investigation in the school context to determine how teachers and learners perceive cultural distance as a barrier against the use of social OER environments. The findings indicate how nationality and age of the respondents are strong predictors of cultural distance barrier. The study concludes with identification of context-sensitive interventions for overcoming the related bar riers. These consequences are vital for OER initiatives and educational institutions for aligning their efforts on OER.
Open Educational Resources in the Context of School Education: Barriers and possible solutions
(2014)
Due to the increasing professional mobility of their parents, pupils often find themselves in new and unfamiliar learning scenarios in foreign contexts and countries. Besides having to leave their familiar environments, these pupils additionally may face language barriers, different curricula, and have to cope with foreign cultures. Printed textbooks, which are the most commonly used educational resources in schools, provide little support for these pupils to manage the new challenges. Teachers are the professionals designated to provide the necessary support. However, they often may not fully appreciate the pupils’ individual challenges. Possible solutions could be the provision of alternative learning contents in the pupils’ native languages and an international open exchange of knowledge and experiences amongst schoolteachers. These issues are addressed by the Open Discovery Space platform. In order to empower this platform to provide the best possible support to teachers, we explored barriers to adoption of Open Educational Practices in the context of school education and asked for manageable solutions. The investigation took place in an action research scenario. After an introduction of the ODS project, we will present the identified barriers and recommendations for solutions to overcome these, and the mechanisms which we are going to implement in the ODS platform in order to provide the best possible support to the community.
After an introduction, we discuss the conflicts that occurred in a highly experimental course setting, in which we implemented a student-centered course in urban higher education with a constructivist, blended-learning design. We analyse to which extent the cultural country profiles from our Learning Culture Survey suffice to prevent intercultural conflicts in education and provide support for the design of respective interventions.
The central concept behind Open Educational Resources (OER) is opening up the access to educational resources for stakeholders who are not the usual target user group. This concept must be perceived as innovative because it describes a general economic and social paradigm shift: Education, which formerly was limited to a specific group of learners, now, is promoted as a public good. However, despite very good intentions, internationally agreed quality standards, and the availability of the required technological infrastructure, the critical threshold is not yet met. Due to several reasons, the usefulness of OER is often limited to the originally targeted context. Questions arise if the existing quality standards for Technology Enhanced Learning (TEL) actually meet the specific requirements within the OER value chain, if the existing quality standards are applicable to OER in a meaningful way, and under which conditions related standards generally could support the exploitation of OER. We analyze quality standards for TEL and contrast the life cycle model of commercial learning resources against the life cycle model of OER. We investigate special demands on quality from the context of OER and, taking the former results into account, derive emergent quality criteria for OER. The paper concludes with recommendations for the design of OER and a future standard development.
The Learning Culture Survey: An international research project on cultural learning attitudes
(2014)
Dieses Dokument beinhaltet die englische Version des standardisierten Fragebogens für das fortlaufende, internationale Forschungvorhaben "Learning Culture Survey". Die Bereitstellung des Fragebogens in dieser Form dient lediglich der Möglichkeit zur Prüfung und zur Kenntnisnahme. Der Entsprechend dem Forschungsdesign ist der Fragebogen in seiner Onlineversion zu verwenden.
Culture, at least to some extent, is related to particular (individual and collective) experiences. In terms of education, this means that a learner, who experienced particular services in his/her past, might perceive such services as usual for educational culture and thus, expect them to be delivered in any kind of learning scenario. In German universities, education is meant to be a full-time job and usually is designed to provide a broad basis of theoretical and methodological knowledge. Achieving methodological competences is a core goal of German academic education: Once a student leaves the university, he/she is expected to decide about appropriate methods for any kind of problem (in the field of study and beyond) and how to modify the known methods in case of need. In contrast, in professional training, the learners have to study in extra-occupational situations (time is a serious issue) and might expect training that pointedly prepares them for very specific tasks. We assumed that scenarios of professional training have their own educational cultures. When designing learning contents and learning scenarios for professional training, it might be essential for the learning success to meet the learners’ expectations and contextual peculiarities.
We found remarkable differences between the results of the investigated enterprises, but even more significant diversity between the results of the German enterprises and the priory investigated German universities. As a general conclusion we can assume that generalizing research results that were solely achieved from national university students might lead to an inappropriate design of learning scenarios for particular professional contexts. Professional training for a particular enterprise should be developed according to its specific educational culture.
Many e-Learning-basedoffers, such as international programs and MOOCs have long since overcome the concept of national education and are designed to attract learners distributed throughout the world. In order to cope with the differences between learners, related offers often include opportunities to support the particular learning styles and learning pace beyond the advantages, which the technology itself naturally provides. Examples arethe individual configuration of the learning platformand display of contents and the provision of stylistically diverse and supplementary learning material. Such measures are relatively easy to implement andonce established, do not generate further expenses. Just, is it appropriate to lay the full responsibility for designing a comfortable (and supportive) learning environment into the hands of the learners and do they get along with such a responsibility? We asked university students from three continents regarding their expectations towards instructor-support and found major differences.
The title of the annual report 2013 "Shaping change: The University Addresses Society‘s Probing Challenges" reveals the great importance placed on social, economic and technological changes at the university.
This key aspect thus runs through the contents of the 90-page annual report like a common thread, without losing track of the enormous variety of research and teaching at Bonn-Rhein-Sieg University. Whether the exploration of gaps in robot safety during a European Intensive Programme, a report about the Philipines crisis region from a graduate who has worked as an organizer for Care International, or the chapter "What does change look like?" – The annual report provides the full spectrum of opportunities, activities and findings of university members.