The European Learning Grid Infrastructure (ELeGI)
project has the ambitious goal to develop software technologies
for effective human learning. With the ELeGI project we will
promote and support a learning paradigm shift. A new paradigm
focused on knowledge construction using experiential based
and collaborative learning approaches in a contextualised,
personalised and ubiquitous way will replace the current information
transfer paradigm focused on content and on the key authoritative
figure of the teacher who provides information.
We have chosen a synergic approach, sometimes called "human
centred design", to replace the classical, applicative
approach to learning. With consideration of humans at the
centre, learning is clearly a social, constructive phenomenon.
It occurs as a side effect of interactions, conversations
and enhanced presence in dynamic Virtual Communities: experimental
research concepts integrating new powerful developments of
services in the Semantic GRID, the leading edge of currently
available and future ICT technologies, with highly innovative
and powerfully significant scenarios of human learning.
The ELeGI project has three main goals:
Goal 1. To define new models of human learning enabling ubiquitous
and collaborative learning, merging experiential, personalised
and contextualised approaches.
Goal 2. To define and implement an advanced service-oriented
Grid based software architecture for learning. This will allow
us to access and integrate different technologies, resources
and contents that are needed in order to realise the new paradigm.
This objective will be driven by the pedagogical needs and
by the requirements provided by the test-beds (SEES) and informed
by the experience gained through implementing the demonstrators.
Goal 3. To validate and evaluate the software architecture
and the didactical approaches through the use of SEES and
demonstrators. The project will build extensively on advanced
work already done, creating new learning environments rather
than creating new learning resources per se.
Heller, J., & Albert, D. (2005, September). A resampling approach to testing the empirical validity of knowledge structures. Invited talk at the symposium “Knowledge Spaces” organized by Prof. J.-C. Falmagne (UCI) at the 36th European Mathematical Psychology Group Meeting, September 5-7, Padova, Italy.
Heller, J., Levene, M., Keenoy, K., Hockemeyer, C., & Albert, D. (2004). An e-Learning Perspective of Cognitive and Pedagogical Aspects of Trails. Birkbeck, University of London (electronical publication, 24 pages). [URL]
Heller, J., Mayer, B., Hockemeyer, C., & Albert, D. (2005). Competence-based knowledge structures for personalised learning: Distributed Resources and Virtual Experiments. In G. Albano, P. Ritrovato & S. Salerno (Eds.), Proceedings of the 1st ELeGI Conference, 14-16 March 2005, Vico Equense. [URL]
Heller, J., & Repitsch, C. (2008). Distributed skill functions and the meshing of knowledge structures. Journal of Mathematical Psychology, 52, 147-157.
Marte, B., Steiner, C. M., Heller, J., & Albert, D. (2008). Activity and Taxonomy-Based Knowledge Representation Framework. International Journal of Knowledge and Learning, 4, 189-202.
Stefanutti, L., Albert, D., & Hockemeyer, C. (2005). Structuring and Merging Distributed Content. In P. Ritrovato, C. Allison, S. A. Cerri, T. Dimitrakos, M. Gaeta & S. Salerno (Eds.), Towards the Learning Grid: Advances in Human Learning Services (Vol. 127 Frontiers in Artificial Intelligence and Applications, pp. 113-118). IOS Press. [PDF]