Dai Griffiths

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Can widget technologies revolutionize the VLE and challenge the dominant design of elearning? The authors describe an experimental implementation of the Moodle VLE using the W3C Widget specification and Google Wave Gadget API to replace existing core features. This raises four challenges; (1) By replacing most of the functionality of the VLE with simple(More)
One of the issues for the Personal Learning Environment is the integration of personal tools with institution-centric information and services such as timetable information, and the coordination of cohort-specific group activities. One potential solution is the use of widgets – small, single-function applications that can be used in different applications,(More)
IMS Learning Designs provide a specification for the activities undertaken by learners within an environment; currently the definition of the environment is typically a set of web resources and files, with the potential to add two basic types of tool: conferencing and mail. In this paper we describe our initial findings on using a lightweight approach to(More)
It is important that the LAK community looks to the future, in order that it can help develop the policies, infrastructure and frameworks that will shape its future direction and activity. Taking as its basis the Visions of the Future study carried out by the Learning Analytics Community Exchange (LACE) project, the panelists will present future scenarios(More)
An IMS Learning Design Expert Workshop was held at the University of Vienna on November 20 & 21, 2008. This report contains a description of the purpose of the workshop, its methodologies and results. Participating experts first brainstormed visions and problems of IMS Learning Design (IMS LD), and then developed potential solutions to some of the(More)
Dialogic learning and interactive groups have proved to be a useful methodological approach applied in educational situations for lifelong adult learners. The principles of this approach stress the importance of dialogue and equal participation also when designing the training activities. This paper adopts these principles as the basis for a configurable(More)
The concept of social role is a fundamental underpinning of the design and implementation of a wide range of learning technologies. However, the roles that are designed into technologies often ill-fit the real roles of teachers, learners and other stakeholders in educational institutions. This can exacerbate problems in adoption as stakeholders do not(More)
The evolution of new technology and its increasing use, has for some years been making the existence of informal learning more and more transparent, especially among young and older adults in both Higher Education and workplace contexts. However, the nature of formal and non-formal, coursebased, approaches to learning has made it hard to accommodate these(More)