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[2005-09-05 01:09:47  |  jesper]
This blog has been discontinued as of 5 September 2005.
After this date new entries get posted to the x-file.

The x-file repeats all existing already posted here as well as all entries posted on other blogs on linqx|dk!

Sorry for the inconvenience! Hope the new service meets your needs.


Denne blog er ikke længere aktiv.
Efter den 5. september vil nye blog noter blive publiceret på den nye x-file.

Den nye blog indeholder alle tidligere poster fra denne og andre blogs på linqx|dk.

Beklager denne ændring. Forhåbentlig vil den nye service dække dine behov.


[2005-08-08 08:29:52  |  jesper]
Et konsortium under Kommissionens IST program har – uden at definere det – skabt et eksempel på pervasive e-læring. Med afsæt i mobil læring, m-læring, har man udvidet anvendelsen af mobile enheder, således at indholdet der vises, tager højde for dels brugerens lokation, dels dennes profil – dette betegnes context awareness:

“The users were given mobile phones, PDAs and tablet PCs and visited the Botticelli and Leonardo rooms of the Uffizi Gallery. Their positions within the rooms were tracked through location awareness and the system automatically sent them information about the paintings they were viewing. This information was tailored to the user’s profile and a more detailed history of the artwork was sent to art experts than to secondary school students, for example. Users could also choose to listen to the information or read it, they could also interact with the content, improving the cultural learning experience compared to reading from a traditional paper guidebook”.

Projektet minder i store træk om det danske pilot projekt kaldet sunkne verdener, imidertid er lokaliseringssystemet her begrænset til det pågældende museums fire vægge – hvorfor den bagvedliggende teknologi er anderledes.

Kilde: Offering flexible and adaptable mobile learning

Game-based learning

[2005-07-21 20:55:06  |  jesper]
In an article published on 11JUL05 on the pan-European e-learning portal readers may learn about the benefits of playing and learning, i.a.:

- secure and contextual environment
- eye-hand coordination skills
- problem solving skills
- communication and collaboration skills
- strategic thinking skills
- social skills.

In addition a specific game classification scheme is mentioned, unigame.net. It holds a list of case studies, game links (list should be revised - linkrot), and two projected games. One of these, the Oaktland games, a business role-play activity simulating the process of decision making within a medium-sized manufacturing firm. Could be interesting, however, no chanche of testing it...

Source: The benefits of game-based learning


[2005-07-04 12:28:37  |  actant]
A Spanish-led, EU-financed consortium has just finished (approx 2 years late) an e-learning project called Ped-Care. The project has applied business techniques to education, creating a "Learning Relationsship System" (LRM) that "not only aids students’ but also reduces the burden on teachers":

"At the heart of the Ped-Care system are the Pedagogical Pursuit and Evaluation Manager, which analyses students’ performances, and the Pedagogical Segmentation Manager, which breaks student populations down into groups based on pedagogical criteria defined by the educator, permitting learning activities to be brought closer to the needs of each individual student".

In addition to that the system holds an "Intelligent Messages Manager" (IeMM): "The IeMM captures the questions sent to the teacher and analyses their content through semantic analysis to select the best answer from the knowledge base of the educational course the student is on. The proposed answer is then forwarded to the teacher for confirmation before being sent to the student".

It all sounds pretty interesting - but looking up the project homepage (FEB06: deep link removed, link rot) I get the impression that it despite everything the project remained but a R&D project.

IST: Borrowing from business to improve e-learning


[2005-06-21 23:33:22  |  jesper]
Funny, but somewhat instructive video about the problems organic food producers face vis-a-vis "the big farms"...

If not the way to make good online learning material, this form may suggest ways to engage otherwise hard-to-engage students and non-followers to consume a bit of online learning; about the ways of the farm and

toxic and persistent pesticides and one health
value and cost
organic and non-organic crops and the planet
taste vs. looks...

All back-up material comes, however, from one source, namely the Organic Trade Association (OTA), which unfortunately makes it a heavily biased...

Become an organic rebel - distribute the link to the "Grocery Store Wars": storewars.org/flash/index.html ;-)


[2005-06-20 00:43:18  |  jesper]
At the E-portfolio & Talent Management" conference (30-31 May 2005), participants could see and later on (hands-on workshop) discuss and test the interesting learning landscape developed within the so-called Elgg project (elgg.net)(power point slide show).

The Elgg project appears to be a promising open source initiative. It aims at merging several collaborative or social sotware tools such as

- weblog
- file sharing
- user profiling/communities
- tagging (meta-data indexing)
- social networking (e.g. LinkedIn)
- syndication (43 things, flickr, friendster, livejournal, techonorati)
- access to large repositories/DB

In short, Elgg "is an electronic portfolio, weblog and social networking system, connecting learners and creating communities of learning."

Later this year (15AUG05) one of the project leaders will again visit Denmark. Its the national network for pervasive communication (komialt.dk) that has planned a workshop on "Pervasive Communication and E-portfolio".

More about pervasive communication and social software technologies

Compete, connect and collaborate

[2005-06-06 10:06:19  |  jesper]
Thomas L. Friedman (TLF) taler på MIT (video præsentation) om sin seneste bog ”The World is Flat”. TLF identificerer 10 globale, delvist IKT-baserede ændringer, som de seneste 10-15 år har udfordret vores opfattelse af (væren i) verden.

Grundlæggende betyder den allestedsnærværende adgang til netbaseret kommunikation, at den måde vi producerer og samarbejder på, er blevet udfordret (eksempelvis hvad angår outsourcing af ’call services’).

Globalisation Ver. 3.0

TLF taler om 10 såkaldte ”flatteners”, der grundlæggende er baseret på dot-com æraens massive investeringer i bl.a. fiber-optiske kabler og de dermed øgede muligheder for kommunikation og face-to-interface samarbejdsformer!

1. Berlinmurens fald
2. Netscapes børsintroduktion
3. Investeringer i fiber-optiske kabler
4. Outsourcing
5. Off-shoring
6. Open Sourcing (!)
7. Supply Chaining
8. In-Sourcing
9. In-forming (google search)(!)
10. The steroids (wireless, VoIP, File-sharing)(!)

Ændringerne betyder en lang række udfordringer der fordrer, at vi må re-orientere os (fra en opfattelse af en vertikal til en horisontal produktionskæde). TLF mener, at vi først er ved slutningen af begyndelsen, at det er nu, at vi er klart til take-off. Dot-com æraens bobleøkonomi var i virkeligheden i "turbo-charger" for gloabliseringen - og den måde vi eksempelvis deler og udvikler viden, arbejder eller lærer på.

MIT World: The World is Flat (video streaming)


[2005-06-03 11:50:49  |  jesper]
Roger Ellmin introduced the "18-18 perspective"... We start in school when we are 18 months old, and leave at the age of 18. It means that most people make a journey of 17 years in a pedagogical environments where they meet many different teachers (nobody know how many), and are confronted with a lot of different subject areas. During the 17 years in different educational settings, the pupil or the student is the only person who experience it all…

In that light it might well be relevant to ask how to document it all, how to keep the desire to learn alive, what kind of learning do we want?

The portfolio is not answer to all problems, but a possibility to overcome barriers for learning, because it secures continuity and support links between pupils, teachers and parents.

Ellmin about e-portfolio (ii/ii)

[2005-06-03 11:47:03  |  jesper]
Portfolio work started from below, and up (empowerment). It was not initiated from management or government. It means that students are seen as partners, who take responsibility for own learning. It strengthens individual’s capacity…

Portfolio support shift from… the ‘old paradigm’ to the ‘new paradigm’… It is a tool for learning and collaboration and self-reflection as well as a planning and communication system.

Maintaining a portfolio is called portfolio work, and this consists of preparing both a basic working portfolio and a presentation portfolio. Using the portfolio help us learning to learn, i.e.:

- metacognitive development; goal setting, thinking models, reflection
- assessment to improve learning; self-assessment, clear performance, authentic processes
- development of home-school links; on-going portfolio review, development talks, individual development plans

Other key questions…

- What is included in the portfolio?
- Who chooses and sets criteria for selection?
- How to use what is stored?

Ellmin about e-portfolio (i/ii)

[2005-06-03 11:41:26  |  jesper]
According to Roger Ellmin the e-portfolio offers new way of working, thinking and acting. The e-portfolio is here to stay – its alive and kicking and there is a fast growing interest around it. It should not be seen as an isolated phenomenon, rather, it is a mega trend, illustrating “quality thinking”.

The e-portfolio reaches back to 1995. It is based on thinking by Bruner, Dewey, Gardner and their concepts of “good learning”. If well designed, the e-portfolio can add pleasure in teaching…

Ellmin distinguished between

a. Documentation of learning
- reflect development
- focus on what the student learned – what the student already know
- focus on products
- do not demand the student’s active participation


b. Documentation for learning
- support development
- demands the student’s active participation
- focus on process – product – progression
- it is not the collecting that is important, but the reflection it causes

and argued that the use of the portfolio shifts focus from evaluation to reflection, etc…!

In short, portfolio work is based on positive thinking. The e-portfolio
- focus on ability/competence
- opens opportunities
- look at what the student really can
- and what could be improved
- support the learner is his own learning

However, the portfolio itself does not change anything, only if the teacher understands what it takes to put the pupils learning in focus. In fact, e-portfolios can be misused as a tool to control students in another way.


[2005-05-30 17:04:21  |  jesper]
At the end of October 2005 there will be an(other) international conference on e-portfolio:

"The ePortfolio 2005 Conference will be taking place on 27th and 28th October 2005 in Cambridge UK. An ePortfolio plugfest will be held prior to the main event on 26th October 2005."

ePortfolio 2005

SMEs & e-portfolio

[2005-05-30 17:03:17  |  jesper]
Employees in SME's (engineering and hospitality sectors) may find particular interest in the "inflow" (Informal Learning Opportunities in the Workplace)project:

Go: inflow.eu.com>inflow.eu.com
enfa.fr/portfolio (ENFA France - apprenticeship training)
eucebs.org (Basic skills for adults)
careerwales.com (Portfolio-based portal supported by "Careers Wales")

Europortfolio roadmap

[2005-05-30 16:55:52  |  jesper]
E-portfolios – potentials from a european perspektive

Presentation by Angela Baker, Eifel

While most portfolios were mono-dimensioned, a future Europortfolio should encompass all three dimensions at once:

a. Learning or reflective portfolio
PROCESS > product > validation

b. Presentation portfolio
Process > PRODUCT > validation

c. Assessment portfolio
Process > product > VALIDATION

All three levels at once: PROCESS + PRODUCT + VALIDATION

The Europortfolio take into account (requirements):

- Mobility (portable - across physical borders, platforms)
- Multilinguality
- Diversity (cultural, behavioural, accessibility)
- Lifelong learning (cf. the EU LL memorandum)

The Europortfolio would (visions):

- Be learner owned and –driven
- Support reflective practice
- Enable a learner to manage their learning and its outcomes
- Enable a learner to demonstrate achievement
- Enable portability and transparency of learning achievements
- Be dynamic and not static

Europortfolio - EU consortium roadmap:

- achieve the goal eportfolio for all
- promote the innovative practice and technology
- ccontribute to the definition of technical standards
- provide support
- coordinate initiatives

Go: eife-l.org/portfolio/activities/roadmap

Portfolio - History and perspectives

[2005-05-30 12:18:49  |  jesper]
Weblogging from the conference ”E-portfolio and Talent Management” in Odense, 30-31 May 2005.

Opening presentation by Lars Qvortrup, Knowledge Lab

Definition of portfolio: Traditionally a flat case of leather for carrying documents. Today it is an electronic representation of ones works, but also a tool for self-reflection.

In the traditional society (before 1400) a portfolio was a documentation of non-personal authority. Then in modern times (1400-1900) it became a representation of personal competences, e.g. for artists to carry representations of their works, or for an investor to prove his credibility. Now, in the knowledge society it became a tool for self-documentation and –reflection. Today the portfolio is used by students and employees. The portfolio is personal.

From a structural perspective the portfolio is a knowledge collection tool. It is a representation/translation tool (the student makes a representation of him- or herself). It is as such a self-reflection tool.

The digital portfolio is normally shared between a work space and a communication space, or put differently, the private (individual) and the public (student and student-teacher) spheres.

Implications regarding learning dimensions

In the private sphere first order learning takes place – here you simple keep content. Second and third order learning takes place when the student crosses the border between the private and the public sphere.

- First order learning: knowledge collection (non-contextualised/un-reflected knowledge)
- Second order learning: knowledge reflection (knowledge and the specific other (other students) – scaffolding and chronologies)
- Third order learning: knowledge meta-reflection (knowledge and the general other (teachers and rest of society) – theories and paradigms)

Peoples favorite e-learning sites

[2005-05-26 09:29:14  |  actant]
Users of the pan-european portal elearningeuropa.info have chosen Gaudi and the technology as "My favourite e-learning resource".

At the same time, almost, the Webby Awards were distributed. In the education category, montereybayaquarium.org, got nominated as the people's voice winner.

Nominated sites of both competitions can be consulted here:

Webby Awards - Education
Elearningeuropa - My elearning resource

Star Wars Interactives

[2005-05-21 12:41:42  |  jesper]
The latest movie, Revenge of the Sith, in the Star Wars series sparks much interest, among others in the huge list of characters developed over almost 30 years of sci-fi.

For those developing e-learning content, e.g. by using scenarios and fictive characters, one may get inspired by at least two fine Star Wars interactives explaining the plots and the characters in this unfolding saga.

The intercative maps are in fact quite useful as learning tools. Personally I don't know much about the characters, but I think, should I actually go and watch the movie, the experience will be improved having studied the basics about the apparently numerous characters and their complex relations.

Call it just in time, on demand, online learning...

MSNBC: Star Map - guide to the Star Wars Galaxy (note xy-axes)

Interactive whiteboards

[2005-05-16 20:18:59  |  jesper]
On Teachers TV it is currently possible to see how how English teachers use an interactive whiteboard and other types of ICT when giving a literacy lesson (in primary schools). In addition, one finds expert feedback on performance and advice on how ot use new tools to enhance good practice... Furthermore I found a programme called "Whiteboard Top Tips"!

In fact, there is by now much more about ICT and learning, a simple search for "ICT" returns close to 4x10 hits, e.g.:

- Money for ICT: Spend it / Spend it
- E-schooling
- Laptop Pros and Cons
- The Tudors using ICT (2)
- Special Schools - Inclusive Classroom
- Lesson Planning on the Web

Most programmes appear to have a duration of about 15 minutes. They can be seen online - and yes, the streaming quality has improved significantly since my first review of Teachers' TV :)

Link: teachers.tv

Denmark ranks high

[2005-05-04 11:45:34  |  jesper]
Today, at a conference at DI participants will - among others - be informed about the current state of affairs about e-learning in Denmark.

Most likely the information is based - in part - on two reports recently published on the EU's elearning portal:

1. E-learning in continuing vocational education and training, particularly at the workplace, with emphasis on Small and Medium Enterprises, March 2005
2. Study of the e-learning suppliers’ “market” in Europe, January 2005

From the first study it becomes clear, that Denmark, along with Finland, Estonia and Ireland "can be considered as pioneers in the field of e-learning and e-learning policies" (chapter!

The second study is by Danish Technological Institute. Here Denmark ranks among "the more developed markets". Apart from Denmark those markets include Norway, Sweden, Germany, Austria and the UK.

Quite clearly two initiatives from the Ministry of Science and Technology has added to this position. Firstly is a report on the use of e-learning for vocational training, secondly is the Ministry's DKK 10 million (about 1.3 mEUR) initiative, under which the following projects have been initiated:

1. "Development of SMEs in the building sector"
2. "Project Knowledge sharing, a in-service training model"
3. "Administrative training in registering people and church book keeping"
4. "E-learning course concerning in-service training and further cooperation between teachers and social worker"
5. "E-learning and E-coaching in handling dangerous drugs"
6. "The roomie conversation in public case work"
7. "Development of e-learning for digitalising the buying processes in the state"
8. "The working place as a learning centre"
9. "New types of e-learning -Video based practical learning"
10. "Simulations in SMEs' competence development"
11. "E-learning for reading and spelling disabled employees"

The projects are currently still under development; an evaluation is expected this year.

The EUROPA portal (Programmes and Actions > e-Learning): eLearning studies


[2005-05-02 23:45:21  |  actant]
LTI magazine has a just published an OK review on e-learning myths:

- Standards Make Tracking e-Learning Easy
- Analytics will Drive Increased Training Investment
- Implementing e-Learning is Difficult and Expensive

For each of the three myths a number of tips or recommendations to potential decision makers are offered. Among the issues raised are e.g. the desire for tracking if courses and the LMS are separated by a firewall... What a nasty question!

Recalling a recent article in Danish ComputerWorld, certainly the discussion on standards (AICC, SCORM, IEEE, IMS and LRN) has relevance.

More: 10 damaging e-learning myths

Playing games

[2005-04-21 15:01:13  |  actant]
A recent study quoted yesterday in cognitivedaily add insight to the nature of "handheld video games" and their effects on learning:

In the course of the study it was realized "that in order for students to be motivated to play the games, the 'goal' of the game can’t be something like 'learn to read one-syllable words'" because this is by no means a motivating activity in itself.

Thus, the research team designed games with "goals like 'saving the fairies imprisoned in the temples of the city.' From the child’s perspective, it just happened that in order to save the fairies, one of things you had to learn was how to read one-syllable words, such as 'sol' for 'sun.'"

The study could not document significantly improved learning, however, we may remind ourselves that when designing content for e.g. mobile devices we should not limit ourselves to trivial Q&A or calculation processes (as demonstrated in what might be considered a best case example from LCCN).

Play - and learn.

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