scholarly journals Group Formation Among Peer-to-Peer Agents: Learning Group Characteristics

2004 ◽  
pp. 59-70 ◽  
Author(s):  
Elth Ogston ◽  
Benno Overeinder ◽  
Maarten van Steen ◽  
Frances Brazier
Keyword(s):  
Group Formation ◽  
Peer To Peer ◽  
Learning Group ◽  
Group Characteristics

E-Portfolio to Promote the Virtual Learning Group Communities on the Grid

2012 ◽  
pp. 749-764
Author(s):  
Guy Gouardères ◽  
Emilie Conté
Keyword(s):  
Social Context ◽  
Informal Learning ◽  
Virtual Communities ◽  
Virtual Community ◽  
Virtual Learning ◽  
Peer To Peer ◽  
The Other ◽  
Educational Training ◽  
Learning Group ◽  
The One

In Vocational and Educational Training (VET), new trends are toward social learning and, more precisely, toward informal learning. In such settings, this article introduces a process — the e-Qualification — to manage informal learning on the ELeGI “Learning Grid Infrastructure.” It argues that this process must occur in a social context, such as virtual communities. On the one hand, it describes their necessary characteristics and proprieties that lead to the creation of a new kind of virtual community: the Virtual Learning Grid Community (VLGC). On the other hand, e-Qualification cannot occur without the help of a kind of user’s profile, called e-portfolio. Moreover, the e-portfolio is also a process, used to manage the Virtual Learning Grid Communities. The e-Qualification and Virtual Learning Grid Communities’ management will probably rely on the cooperation of different distributed, autonomous, goal-oriented entities, called Mobile Peer-to-Peer (P2P) Agents. Furthermore, we hope that implementing these services will decrease the lack of informal learning treatment on the grid and will become the basis for new services on the Learning Grid.

E-Portfolio to Promote Virtual Learning Group Communities on the Grid

2011 ◽  
pp. 320-337
Author(s):  
Guy Gouardères ◽  
Emilie Conté
Keyword(s):  
Social Context ◽  
Informal Learning ◽  
Virtual Communities ◽  
Virtual Community ◽  
Virtual Learning ◽  
Peer To Peer ◽  
The Other ◽  
Educational Training ◽  
Learning Group ◽  
The One

In Vocational and Educational Training (VET), new trends are toward social learning and, more precisely, toward informal learning. In such settings, this article introduces a process — the e-Qualification — to manage informal learning on the ELeGI “Learning Grid Infrastructure.” It argues that this process must occur in a social context, such as virtual communities. On the one hand, it describes their necessary characteristics and proprieties that lead to the creation of a new kind of virtual community: the Virtual Learning Grid Community (VLGC). On the other hand, e-Qualification cannot occur without the help of a kind of user’s profile, called e-portfolio. Moreover, the e-portfolio is also a process, used to manage the Virtual Learning Grid Communities. The e-Qualification and Virtual Learning Grid Communities’ management will probably rely on the cooperation of different distributed, autonomous, goal-oriented entities, called Mobile Peer-to-Peer (P2P) Agents. Furthermore, we hope that implementing these services will decrease the lack of informal learning treatment on the grid and will become the basis for new services on the Learning Grid.

E-Portfolio to Promote the Virtual Learning Group Communities on the Grid

2011 ◽  
pp. 117-133
Author(s):  
Emilie Conté ◽  
Guy Gouardères
Keyword(s):  
Social Context ◽  
Informal Learning ◽  
Virtual Communities ◽  
Virtual Community ◽  
Virtual Learning ◽  
Peer To Peer ◽  
The Other ◽  
Educational Training ◽  
Learning Group ◽  
The One

In Vocational and Educational Training, new trends are to social learning and more precisely to informal learning. In such settings, the article introduces a process - the e-Qualification - to manage informal learning on the “Learning Grid”. It argues that this process must occur in a social context such as Virtual Communities. On the one hand, it describes their necessary characteristics and proprieties, which lead to the creation of a new kind of virtual community: the Virtual Learning Grid Community. On the other hand, e-qualification cannot occur without the help of a kind of user’s profile, which is called e-Portfolio. Moreover, the e-Portfolio is also a process, which is used to manage the Virtual Learning Grid Communities. The e-Qualification and the Virtual Learning Grid Communities’ management will probably rely on the co-operation of different distributed, autonomous, goal-oriented entities, which are Mobile Peer-to-Peer Agents. Furthermore, the authors hope that implementing these services will decrease the lacks of informal learning treatment on the Grid and will become the bases for new services on the Learning Grid.

scholarly journals IbM KELOMPOK BIMBINGAN BELAJAR DI KELURAHAN BANDUNGREJOSARI DAN BAKALANKRAJAN KECAMATAN SUKUN MALANG JAWA TIMUR

PAMBUDI ◽  
2018 ◽  
Vol 1 (1) ◽  
pp. 74
Author(s):  
Marsuki Marsuki ◽  
Rokhyanto Rokhyanto ◽  
Welas Listiani
Keyword(s):  
High School ◽  
High School Students ◽  
Significant Influence ◽  
Group Formation ◽  
School Students ◽  
Test Analysis ◽  
Learning Achievement ◽  
Learning Group ◽  
The Mean ◽  
Senior High School Students

The study aims at forming larning group and improving students’ learning achievement of the elementary, junior, and senior schools at villages Bandungrejosari and Bakalankrajan Kecamatan Sukun Malang. The study uses quantitative-qualitative descritptive approach. The subjects are 15 local peopleas IbM cooperative partners trained to be learning counseling instructors and (2) 138 elementary , 18 junior, and 14 senior high school students joining with learning group and learning counseling at villages Bandungrejosari and Bakalankrajan kecamatan Sukun Malang. The instruments are observation sheet and test consisting of pretest and posttest. Based on the result achieved, the IbM program got extraordinary encouragement and symphaty from local people, villages, schools, and social leaders. The learning counseling activity was going on for 3 months from September 1 to November 29, 2014. Based on the test analysis, it was found that learning group formation by providing learning counseling could give significant influence which could be shown in that the mean of the posttest was higher than that of pretest for the students of elementary, junior, and senior schools at villages Bandungrejosari and Bakalankrajan kecamatan Sukun Malang.

Semi-structured Interview on Learning Group Formation

2014 ◽  
Author(s):  
Casey White ◽  
Elizabeth Bradley ◽  
James Martindale ◽  
Paula Roy ◽  
Kunal Patel ◽  
...  
Keyword(s):  
Group Formation ◽  
Structured Interview ◽  
Learning Group

A Word Embeddings Based Clustering Approach for Collaborative Learning Group Formation

2021 ◽  
pp. 395-400
Author(s):  
Yongchao Wu ◽  
Jalal Nouri ◽  
Xiu Li ◽  
Rebecka Weegar ◽  
Muhammad Afzaal ◽  
...  
Keyword(s):  
Collaborative Learning ◽  
Group Formation ◽  
Word Embeddings ◽  
Learning Group ◽  
Clustering Approach

Who is the Perfect Match?

i-com ◽  
2018 ◽  
Vol 17 (1) ◽  
pp. 65-77 ◽  
Author(s):  
Henrik Bellhäuser ◽  
Johannes Konert ◽  
Adrienne Müller ◽  
René Röpke
Keyword(s):  
Personality Traits ◽  
Group Formation ◽  
Perfect Match ◽  
Learning Gain ◽  
Learning Groups ◽  
Learning Group ◽  
Time Investment ◽  
The Status ◽  
And Performance ◽  
Algorithmic Approaches

Abstract Using digital tools for teaching allows to unburden teachers from organizational load and even provides qualitative improvements that are not achieved in traditional teaching. Algorithmically supported learning group formation aims at optimizing group composition so that each learner can achieve his or her maximum learning gain and learning groups stay stable and productive. Selecting and weighting relevant criteria for learning group formation is an interdisciplinary challenge. This contribution presents the status quo of algorithmic approaches and respective criteria for learning group formation. Based on this theoretical foundation, we describe an empirical study that investigated the influence of distributing two personality traits (conscientiousness and extraversion) either homogeneously or heterogeneously on subjective and objective measures of productivity, time investment, satisfaction, and performance. Results are compared to an earlier study that also included motivation and prior knowledge as criteria. We find both personality traits to enhance group satisfaction and performance when distributed heterogeneously.

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