]> http://labgroup.org.uk LabGroup Viewing last 15 news http://news.kmi.open.ac.uk/6/18415 Wed, 02 May 2012 14:26:00 +0100 Is an article published by the University of London Computing Centre featuring certain aspects of the CORE system. Check it out ... http://news.kmi.open.ac.uk/6/18414 Mon, 23 Apr 2012 15:54:00 +0100 "Collaborative Learning 2.0: Open Educational Resources". Edited by Ale Okada Teresa Connolly Peter J. Scott (Open University, UK) The purpose of this book is to understand how OER and Web 2.0 can be deployed successfully to enrich the collaborative learning experience and ensure a positive outcome in terms of user generated knowledge and development of skills. This book offers current state of the art in collaborative learning through Open Educational Resources and the Web 2.0. This collection work presents the latest research through case studies, trends and also considers future developments within the field. With solid theoretical foundation and precise guidelines, authors analyse the benefits that these "user-generated content, resources and tools" promise. "Collaborative Learning 2.0: Open Educational Resources" was written by 58 authors, who are leading researchers and practitioners in their field, from 14 countries: Australia, Belgium, Brazil, Canada, Chile, Germany, Greece, India, Italy, Spain, Switzerland, The Netherlands, UK and USA. The book comprises of some 560 references, 168 key terms and definitions as well as 25 chapters including introductions and is organised in four sections: Section 1 - " Widening participation and OER Communities Section 2 - " Producing, reusing and recreating OER Section 3 - " Sharing User-generated content Section 4 - " Social Learning, Rich Media and Games The chapters cover a wide-range of topics including: - Assessment - Collaborative Learning - Communities of Practice - Continuous Professional Development - Interactive Contents - Knowledge Sharing - New Media Environments - OER in Higher Education - Personal Learning Environments - Peer-support - Social Media - Social Networking - Social Learning - Virtual Laboratories - Web 2.0 This project began in January 2010 and the process of writing, reviewing as well as publishing this book occupied the editors and authors for almost two years. Find out more at the book's website. http://news.kmi.open.ac.uk/6/18412 Tue, 17 Apr 2012 10:59:00 +0100 Alexander Mikroyannidis and Teresa Connolly have prepared in collaboration with other ROLE partners, a new ROLE course about Self Regulated Learning (SRL). The course, which is available in OpenLearn, provides an overview of the concepts behind SRL and also offers an opportunity to use a selection of learning tools that have been developed by the ROLE project. The learner is introduced to SRL through a series of learning scenarios and examples that are accompanied by the relevant learning activities. These learning activities enable the learner to use the ROLE tools in order to apply the SRL principles to their own learning, as well as assess their SRL skills. The previous ROLE course in OpenLearn introduced learners to the ROLE and PLE concepts and allowed them to start building their PLE by using some of the widgets that the project has developed. Like all other OpenLearn courses, the ROLE courses are open educational resources that can be downloaded, reused, repurposed, and republished under the Creative Commons licence. http://news.kmi.open.ac.uk/6/18411 Fri, 30 Mar 2012 16:31:00 +0100 The 3rd annual review of the European project ROLE (Responsive Open Learning Environments) took place on March 27 in Luxembourg. The project consortium presented the ROLE technological achievements and their applications in different learning contexts. Alexander Mikroyannidis presented the lessons learned and best practices from piloting and evaluating the ROLE technologies in the test-beds of the project. The ROLE test-beds involve a variety of learning contexts and audiences, namely teachers, students, workplace learners, and developers. The project consortium received commendations from the reviewers on the scientific impact of its work. The reviewers particularly acknowledged the effort put on increasing user adoption in the test-beds. ROLE has now entered its 4th and final year. During this period, emphasis will be given to the externalisation and sustainability of the project's outcomes. http://news.kmi.open.ac.uk/6/18410 Thu, 29 Mar 2012 09:55:00 +0100 One of the research fields which KMi leads is Computer-Supported Argumentation, in particular, Argument Mapping -- the visualization of the structure of an argument or debate for greater comprehension, better analysis, and collaborative sensemaking. A great example of knowledge transfer to the OU's frontline is the ArguEd project led by Paul Piwek (Maths, Computing & Technology Faculty), an OU strategic project aiming to provide "evidence-based improvement of VLE-based formative assessment of students' argument analysis and evaluation skills." To quote the site's summary: "CONTEXT: The ability to analyse and evaluate arguments is a key transferable skill. Firstly, it is an indispensable skill for study at Higher Education level. From the University's point of view, retention is likely to be better for students that have mastered it. Secondly, it is central to many employability skills such as "negotiating/persuading, contributing to discussions", "analysing facts and situations" and "the ability to produce clear, structured written work and oral literacy". Finally, it is a skill that helps citizens to assess their own and other people's arguments both on issues of personal importance and questions about the society they live in. RESEARCH QUESTION: The presentation of TU100 ("My Digital Life"), which includes a part (Part 5, Block 5) dedicated to argument analysis skills, presents an opportunity to collect data from relevant iCMAs and TMA questions for answering the question: Which mistakes do students make when analysing arguments and how can we help them avoid these mistakes?" Paul showed me the introductory tutorial on argument mapping in the OU's Moodle-based VLE (using the OU's OpenMark formative assessment technology), and the integrated drag+drop interface for students to complete simple argument map templates, in their analysis of a target text. The screens show how the learner drags the statements into the template in order to demonstrate their ability to parse the text into the top level claim, and supporting/challenging premises/sub-premises. Learners can then check their map, which preserves the elements in the correct place, but leaving them to try again with those they got wrong. Fabulous to see this in use by 2000 students, and hopefully something that will spread to other faculties, now that the infrastructure is in place within the OU's VLE. Kudos to Paul for all his hard work! http://www.lkl.ac.uk/cms/index.php?option=com_content&task=view&id=478&Itemid=107 Wed, 28 Mar 2012 01:00:00 +0100 The London Knowledge Lab in collaboration with University of Nottingham and the Open University are delighted to launch the first of a new series of events designed for those who... http://www.lkl.ac.uk/cms/index.php?option=com_content&task=view&id=473&Itemid=109 Tue, 24 Jan 2012 15:27:53 +0000 Professor Andrew Burn and Dr John Potter have won £56k from First Light (http://www.firstlightonline.co.uk/) to make and research young people's film-making in London, Cambridge and Sheffield. The project is a... http://www.lkl.ac.uk/cms/index.php?option=com_content&task=view&id=472&Itemid=119 Tue, 17 Jan 2012 12:07:56 +0000 We are pleased to announce an exciting new series of specialised professional development short courses in Media and ICT Education, all taking place at the London Knowledge Lab during the spring/summer term... http://www.lkl.ac.uk/cms/index.php?option=com_content&task=view&id=439&Itemid=109 Tue, 15 Mar 2011 14:47:19 +0000 Professor Andrew Burn has been leading a project on children's playground games and songs for the past two years working with members of the London Knowledge Lab, University of East... http://www.lkl.ac.uk/cms/index.php?option=com_content&task=view&id=433&Itemid=109 Mon, 21 Feb 2011 11:57:26 +0000 This new British Academy-funded project led by Neil Selwyn aims to explore the origins of educational technology policymaking during the 1979-1990 Thatcher governments. This period saw the UK established as... http://portal.lsri.nottingham.ac.uk/news/Pages/SummerScientistweekoninExchangeOnlineJanuary2011.aspx Wed, 19 Jan 2011 16:26:37 +0000 http://www.lkl.ac.uk/cms/index.php?option=com_content&task=view&id=429&Itemid=109 Wed, 12 Jan 2011 14:59:22 +0000 A team of researchers from the London Knowledge Lab have been commissioned to assess the effectiveness and impact of the teacher/school networks that have been supported by the National Centre... http://www.lkl.ac.uk/cms/index.php?option=com_content&task=view&id=416&Itemid=109 Wed, 10 Nov 2010 16:45:52 +0000 The London Knowledge Lab is pleased to be acting as the UK research partners in a new international project called Innovative Teaching and Learning Research (ITL) (http://itlresearch.com/). ITL Research is... http://www.lkl.ac.uk/cms/index.php?option=com_content&task=view&id=395&Itemid=110 Thu, 23 Sep 2010 11:20:10 +0100 Celia Hoyles is the co-editor of Mathematics Education and Technology-Rethinking the Terrain, the 17th ICMI study published by Springer. http://www.lkl.ac.uk/cms/index.php?option=com_content&task=view&id=392&Itemid=107 Wed, 08 Sep 2010 21:00:00 +0100 LKL's Tim Neumann and Kit Logan are members of the Bloomsbury Learning Environment Technical Team, which was highly commended in the 2010 Learning Technologist of the Year Award at ALT-C...