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Author: Mol, Stefan ×

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    Labour Market Information Driven, Personalized, OER Recommendation System for Lifelong Learners
    (Setúbal, Portugal : Science and Technology Publications, Lda, 2020) Tavakoli, Mohammadreza; Mol, Stefan; Kismihók, Gábor; Lane, H. Chad; Zvacek, Susan; Uhomoibhi, James
    In this paper, we suggest a novel method to aid lifelong learners to access relevant OER based learning content to master skills demanded on the labour market. Our software prototype 1) applies Text Classification and Text Mining methods on vacancy announcements to decompose jobs into meaningful skills components, which lifelong learners should target; and 2) creates a hybrid OER Recommender System to suggest personalized learning content for learners to progress towards their skill targets. For the first evaluation of this prototype we focused on two job areas: Data Scientist, and Mechanical Engineer. We applied our skill extractor approach and provided OER recommendations for learners targeting these jobs. We conducted in-depth, semi-structured interviews with 12 subject matter experts to learn how our prototype performs in terms of its objectives, logic, and contribution to learning. More than 150 recommendations were generated, and 76.9% of these recommendations were treated as us eful by the interviewees. Interviews revealed that a personalized OER recommender system, based on skills demanded by labour market, has the potential to improve the learning experience of lifelong learners.
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    Translating the Concept of Goal Setting into Practice: What ‘else’ Does It Require than a Goal Setting Tool?
    (Setúbal, Portugal : Science and Technology Publications, Lda, 2020) Kismihók, Gábor; Zhao, Catherine; Schippers, Michaéla; Mol, Stefan; Harrison, Scott; Shehata, Shady; Lane, H. Chad; Zvacek, Susan; Uhomoibhi, James
    This conceptual paper reviews the current status of goal setting in the area of technology enhanced learning and education. Besides a brief literature review, three current projects on goal setting are discussed. The paper shows that the main barriers for goal setting applications in education are not related to the technology, the available data or analytical methods, but rather the human factor. The most important bottlenecks are the lack of students’ goal setting skills and abilities, and the current curriculum design, which, especially in the observed higher education institutions, provides little support for goal setting interventions.