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The Knowledge
Technologies Institute (KTI; directed by Prof. Stefanie
Linstaedt) at the Graz
University of Technology undertakes interdisciplinary
research on Knowledge Management and Technology Enhanced Learning
in a broad spectrum of domains, integrating technological
and application-oriented perspectives, including cognitive
and social science aspects. The technology oriented research
stream focuses on acquiring, managing, and applying semantic
metadata and ontologies. From an applied perspective, TUGraz
investigates the use of social software in the context of
Web 2.0 to build structures and transfer knowledge within
and across individuals, institutions, and organizations. A
special focus in this area is on contextualizing and personalizing
learning events in the professional workplace and other learning
environments (e.g. APOSDLE project). LEA's BOX is coordinated
by the Cognitive
Science Section (CSS). The focus of research from a cognitive
sciences viewpoint is on the investigation of the structures
of cognitive processes, the representation and modelling of
knowledge and competencies, as well as their applications
in individualized web-based testing and in adaptive technology
enhanced learning. Contributing to and participating in the
empirical evaluation and validation of eLearning systems based
on scientifically sound methodologies also falls within the
field of our expertise. TU GRAZ and its Cognitive Science
Section closely cooperates with University of Graz (Department
of Psychology, Department of Information Science) and the
Know-Center, Austria's K+ Competence Center for Knowledge
Management, and therefore retains close connections with Austrian
corporate partners. The Cognitive Science Section has long
experience in European TEL-projects (e.g. EASEL, iClass, ELEKTRA,
GRAPPLE, 80Days, ROLE, TARGET, ImREAL, ALICE, GALA, NEXT-TELL,
weSPOT, Innovret, or RECOBIA). The focus of research within
these projects has been on modelling knowledge and competence,
on developing comprehensive knowledge representation frameworks
and ontologies, on contributing to psycho-pedagogical frameworks
and on their application in TEL for personalizing learning
paths and for adaptively assessing knowledge and competencies.
Research experience on adaptive interventions in the context
of game-based learning done within the ELEKTRA and 80Days
projects, as well as on competence development and adaptive
competence assessment within TARGET will provide a sound basis
for TU GRAZ research and the elaboration of an integrated
framework for adaptive competence assessment and development
in GALA.
In the project, TU GRAZ is responsible for leading the psycho-pedagogical
research in the area of theory-based and competence-centred
data mining and analytics services. Also, TU GRAZ is project
coordinator and responsible for dissemination activities.
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Founded in 1900 by the citizens of Birmingham, the University
of Birmingham is a world leading Higher Education institution,
both nationally and internationally, which offers high-standard
teaching and research in most major disciplines. The University
ranked 77th in the 2012 QS table of World rankings of Universities
and was the 27th European institution on that list (http://www.topuniversities.com).
The School
of Electronic, Electrical and Computer Engineering (EECE)
was judged to have 85% of its research to be of international
standing, with 60% internationally leading. The school undertakes
research across a wide range of disciplines, including computer
vision and activity recognition, multimodal human-computer
and human-robot interaction, social signal processing, adaptive
learning environments, user and learner modelling, affective
computing, and language processing. The Human Computer Interaction
(HCI) Centre is a cross disciplinary centre of excellence
within the University and undertakes research in core HCI
and especially in the fusion of HCI and Artificial Intelligence
techniques to build intelligent user interfaces and technologies,
and novel forms of interaction. The Centre, comprising in
particular the School of Computer Science and Electronic,
Electrical and Computer Engineering, leads the development
of our understanding of how people interact with technologies,
and how one transforms the other. Undertaking fundamental
and applied work, its mission is to create and remain at the
leading edge of research, producing science and applications
of significant social and economic impact.
The Open
Learner Modelling research is led by Dr. Susan Bull and
akes place with reference to a range of contexts and issues,
for example: promoting learner reflection and language awareness
in language learning; encouraging metacognitive behaviours
from viewing the learner model; methods of visualising the
learner model; how learners (children and adults) and teachers
use an open learner model; linking open learner modelling
with the rapidly developing field of learning analytics. There
are currently three researchers and four PhD students working
in this area specifically, and many others in HCI more generally,
including various aspects of education and training. Many
members of the academic staff in the School have used the
Open Learner Modelling group’s OLMlets open learner
model in their teaching; and OLMlets has also been used in
classrooms in Canada, Malaysia, Kuwait and Norway. The open
learner model from the FP7 Next-TELL IP is currently being
deployed in several European countries.
In the project, UoB is responsible for driving the research
and development in the field of open learner modelling, analysis,
and aggregation of data. Another major objective to drive
the research on novel visualizations for displaying the results
of learning analytics / educational data mining.
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Scio
is a leading Czech educational assessment centre offering
services to schools, universities, self-governing institutions,
school boards and other institutions. Headquartered in Prague,
Czech Republic, Scio began operations in 1996. It is a private
and independent SME. The company is engaged in development
of state-of-the-art products and services aimed at education
and student assessment. Since 1996 Scio has administered and
carried out hundreds of thousands of exams, and numerous surveys
and projects. Scio provides all kinds of services, from preparing
test papers to final analyses (individual and general). National
Comparative Exams or NCE, which are certified exams, are used
as a criterion in the acceptance processes of many Czech universities.
Additionally, Scio provides primary and secondary schools
with various assessment projects. It evaluates long-term educational
progress of schools and helps students to choose an appropriate
type of education.
" Scio
has a broad access to hundreds of schools. It uses its own
call centre and a bulletin to communicate with school on the
daily basis.
" Scio has an experienced team of professionals
who specialise in all aspects of assessment. Our experts work
closely with schools and
students, to ensure that our tools
meet our client needs.
" Scio is a member of the Association
for Educational Assessment (AEA)-Europe.
" Scio prepares hundreds of evaluating
tools for primary and secondary schools and universities each
year. The preparation of tests
involves piloting as well as evaluating
the whole process.
" Scio provides a complete range of
services from consultancy, project management and training,
to testing and custom development.
" Scio has launched several ESF funded
project focused on development of various assessment tools
for both primary and secondary
schools (6-18 yrs of age). It has
experience of supporting schools in a variety of ways.
In the project, SCIO is responsible for bringing research
and development outcomes into Czech schools and for the evaluation
of the projects results.
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Andrej Novik
Researcher
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Lenka Firtova
Researcher |
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SEBIT
has its roots tracing back to 1988, to the establishment of
a Multimedia Research Laboratory in the Scientific and Technological
Research Council of Turkey (TÜBITAK). In 1996, the laboratory
was privatized and the group focused on developing high quality,
multimedia rich, instructional e-education content and services
aiming at the K-12 segment. Since then, SEBIT has grown to
be the largest e-education company in Turkey and USA. SEBIT
core product is now used by nearly 1,5 Million students and
teachers in Turkey, over 300,000 in USA (under the brand AdaptiveCurriculum)
and in Saudi Arabia, Malaysia, and in Chile. SEBIT operates
in partnership with local incumbent telecom operators, and
multinationals such as Intel, Microsoft, and Cisco. SEBIT
conducts R&D in K12 e-education and innovates continuously.
SEBIT products received the prestigious CODIE Award in USA
twice and has been nominated again this year in 2013. At the
European level, SEBIT has been technically coordinating the
iClass (Intelligent Distributed Cognitive-based Open Learning
System for Schools), integrated project under FP6, whose orignal
project idea was proposed by SEBIT in 2002 and completed successfully
in 2008. SEBIT employs over 250 people in Turkey and nearly
40 in USA and it’s fully owned by Turkish Telekom (the
largest IT company in Turkey). Since 2011 SEBIT is an active
participant to the FATIH
project in Turkey, which aims at total revamping of the
educational infrastructure equipping 16 Million students with
tablets, and 80,000 classrooms with smart boards. FATIH is
the largest TEL project on the planet, and SEBIT runs pilots
in 10 fully equipped schools. SEBIT has a data-oriented approach
to direct the project based on a massive data set accumulated
from 1,5 Million users since 2008 and measure the outcomes
in the pilot schools. In April 2013 Turkish MoNE has tendered
for 10,6 Million tablet PCs taking the project to the next
level. In the coming years, SEBIT aims to mobilize this huge
TEL support to massively deploy the novel pedagogical approach
of the iClass project (self-regulated personalised learning),
by providing the software and data-oriented management for
FATIH.
In the project, SEBIT is responsible for bringing
research and development outcomes into Turkish schools and
for the dissemination and exploitation activities.
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