Nowadays Personal Learning Environments (PLEs) are described as the use of different social software tools for learning and teaching. The use of common web browsers often is a precondition to fulfil the requirements of social software tools. In this publication a new perspective as well as a couple of prototypes is presented to allow a more independent solution in this context. Using the new JavaFX technology so called widgets are implemented which can be used on different devices as well as different operating systems. Furthermore also the web browser can be replaced by a browser instance. It can be summarized that through the use of widgets the learning environment of the future can be more individualized and personalized.
Reflective practice is now seen as an essential technique of continuing professional development (CPD) for health care professionals in the UK. It sits alongside more formal educational activities as a means by which those staff may explore and enhance their practice. However, despite its widespread acceptance, there is no cohesive clarity as to the definition of this technique. Similarly, there are myriad opinions as to how it might usefully be undertaken. Perhaps most importantly, there is no clarity as to how the learning derived from reflection can be captured in a meaningful, deployed in a systematic fashion and measured in respect of its impact on workplace performance and organisational learning. In light of this, a model of reflection is proposed here, based on experience of working with health care practitioners in the UK, which aims to give structure to individual reflective activity whilst embedding it very firmly in the wider context of knowledge management and organisational development.
When designing a hybrid or a blended learning concept many choices are to be made. Different eLearning arrangements can be combined with different ftf learning arrangements. The blend of learning comprises more than just combining web-based with ftf arrangements. Among other decisions designers of eLearning and blended learning arrangements have to decide how the collaboration of learners is supported in a course. Possibilities for collaboration can be offered by web-based facilities or by ftf meetings. In the present paper different online facilities for collaboration and ftf communication were compared to each other. It was investigated how efficient learners collaborate in these settings and how satisfied they are. The results show that designers of online courses have to keep in mind how suitable certain communication settings are for a specific didactic approach. Whether a learning arrangement was suitable, was dependent on the type of task which groups of learners had to solve together.
The paper focuses on adaptability, knowledge mediation and knowledge flows in face-to-face classes compared to computer-based classes within the Web in particular. The paper gives an overview of features of on-line learning systems that facilitate the learning process and gives some aspects on adaptation and personalisation issues within those systems. Some recent developments of intelligent tutors capable of expressing emotions and possible applications are presented. An outlook on possible future developments and constraints is provided.
An analysis of the development of the concept of knowledge is provided involving the consequences of the scientific and the management revolution. The situation of conceiving knowledge in the industrial society is outlined. An analysis of important factorst leading to he present sitation is provided focusing on the role of the IT-revolution, esp. Artificial intelligence and knowledge based systems and organisational learning as a key factor of value creation. Finally the present situation is outlined ending with a conception of what knowledge management is.