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To empower the learner for true lifelong and personalised learning with a responsive open learning environment (ROLE) is one aim of the ROLE project. A psycho-pedagogical integration model (PPIM) towards supporting learning has been developed by facilitating the concept of personalised self-regulated learning. The first version of the ROLE PPIM is presented(More)
The authors investigated the effects of visual properties of hierarchical graphs on speed of comprehension: planarity (crossing of lines), slopes (orientation of lines), and levels (adjustment of dots). In each of 4 experiments, 30 participants responded to interpretive questions that required comparisons among the elements of the graph. Knowledge provided(More)
Personalized eLearning Systems tailor the learning experience to characteristics of individual learners. These tailored course offerings are often comprised of discrete electronic learning resources, such as text snippets, interactive animations, diagrams, and videos. An extension of standard metadata schemas developed for facilitating the discovery and(More)
We present a formalisation for employee competencies which is based on a psychological framework separating the overt behavioural level from the underlying competence level. On the competence level, employees draw on action potentials (knowledge, skills and abilities) which in a given situation produce performance outcomes on the behavioural level. Our(More)
We present a methodology for constructing and evaluating models for adaptive informal technology-enhanced workplace learning. It is designed for knowledge-intensive work domains which are not pre structured according to a fixed curriculum. We extend research on Competence-based Knowledge Space Theory which has been mainly applied in educational settings.(More)
In 1985, Doignon and Falmagne introduced surmise relations for representing prerequisite relationships between items within a body of information for the assessment of knowledge. Often it is useful to partition such a body of information into sub-collections. As we are primarily interested in psychological applications, we refer to these sub-collections as(More)
  • Michael D Kickmeier-Rust, Birgit Marte, Stephanie Linek, Tiphaine Lalonde, Dietrich Albert
  • 2009
The idea of utilizing computer games for educational purposes is not new and grounds on the simple fact that playing is one of the most natural forms of learning. Advantages of digital games are that they offer a meaningful context, rich visualizations, and interactivity. Successful educational games, however, require a subtle balance between learning and(More)
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Competence-based extensions of Knowledge Space Theory are suggested as a formal framework for implementing key features of personalised learning in technology-enhanced learning. The approach links learning objects and assessment problems to the relevant skills that are taught or required. Various ways to derive these skills from domain ontologies are(More)