Using Cloudworks to Support OER Activities

This report forms the third and final output of the Pearls in the Clouds project, funded by the Higher Education Academy. It focuses on evaluation of the use of a social networking site, Cloudworks, to support evidence-based practice. The aim of this project (Pearls in the Clouds) has been to evaluate the ways in which web 2.0 tools like Cloudworks can support evidence-informed practices in relation to learning and teaching. We have reviewed evidence from empirically grounded studies surrounding the uses of web2.0 in higher education and highlighted the gap between using web2.0 to support learning and teaching, and using it to support learning about learning and teaching (in an evidence-informed way) (Conole and Alevizou, 2010). We have reported on findings from a case study focusing on the use of Cloudworks by a community of practice - educational technologists - reflecting upon, and, negotiating their role in enhancing teaching and learning in higher education (Galley et al., 2010). The object of this study is to explore and evaluate the use of the site by individuals and communities involved in the production of, and research on, the development, delivery and use of Open Educational Resources (OER)

Open educational resources in Europe: A triptych of actions to support participation in higher education

In contrast to the face-to-face learning of campus based universities and the focus on traditional students, distance teaching universities focus on a mix of distance learning, e-learning, open learning, virtual mobility, learning communities, and the integration of earning and learning. In doing so, they are taking a leading role in helping to increase and widen participation in lifelong open and flexible learning in higher education by non-traditional groups. This paper discusses three leading-edge European Open Educational Resource initiatives. The initiatives are special in nature and differ from the offers of traditional universities in the sense that they: consist of pedagogically-rich learning materials, specifically designed and developed for distance learning and intended for independent self-study; are compiled in the national languages, with the EADTU initiative being multilingual, reflecting the European dimension; and, support and are supported by the policies of the national governments and the European Commission

What would learning in an open world look like? A vision for the future

The pace of current technological advancement is phenomenal. In the last few years we have seen the emergence of ever more sophisticated gaming technologies, rich, immersive virtual worlds and new social networking services that enable learners and teachers to connect and communicate in new ways. The pace of change looks set to continue as annual Horizon reports testify (http://www.nmc.org/horizon). Clearly new technologies offer much in an educational context, with the promise of flexible, personalised and student-centred learning. Indeed research over the past few years, looking at learners' use of technologies, has given us a rich picture of how learners of all ages are appropriating new tools within their own context, mixing different applications for finding/managing information and for communicating with others (Sharpe and Beetham, forthcoming)

Smart School Budgeting: Resources for Districts

In an era of aggressive public education reform, school districts face increasing pressure to produce higher levels of student performance with increasingly limited resources. The economic downturn has forced many districts to tighten their belts, and careful thought must be given to how each and every dollar is spent. Optimally, district leaders should work with stakeholders in their communities to set goals, analyze current spending, provide transparency in their budgeting, and consider cost-saving and reallocation strategies. The Rennie Center has created a toolkit, Smart School Budgeting: Resources for Districts, aiming to assist district leaders in decision-making about school budgeting. Smart School Budgeting is intended to push school leaders to take a more deliberative approach to school budgeting. The resources presented in the toolkit act as a starting point for districts examining their own budgeting processes. The document is designed as a user-friendly summary of existing literature and tools on school finance, budgeting, and resource allocation that directs district leaders and school business officials to practical and useful information to shape resource decisions. Each section includes an overview of a critical topic in school budgeting, summaries of useful documents and resources, relevant case studies (if available), and a resource list with hyperlinked documents for easy access. The toolkit is organized around the following topics: introduction and context for school budget analysis; setting goals; types of budgets; strategies for analyzing spending; tools for budget analysis; and cost-saving strategies.This toolkit was released at a public event on October 3, 2012

A Framework for the Design and Implementation of Learning Objects: a Competence-based Approach

This paper presents a framework for the design and implementation of learning objects using a competence-based approach. This framework is illustrated by the development of a standalone Windows application (Trilho GOA) whose primary purpose is to create standardized pedagogical contents trough the aggregation and standardization of instructional resources in several formats that can be used later on a Learning Management System (LMS) supporting SCORM 1.2. The paper contains a brief introduction to the developed software, its system architecture, main features and several pedagogical advantages for its users

HaIRST: Harvesting Institutional Resources in Scotland Testbed. Final Project Report

The HaIRST project conducted research into the design, implementation and deployment of a pilot service for UK-wide access of autonomously created institutional resources in Scotland, the aim being to investigate and advise on some of the technical, cultural, and organisational requirements associated with the deposit, disclosure, and discovery of institutional resources in the JISC Information Environment. The project involved a consortium of Scottish higher and further education institutions, with significant assistance from the Scottish Library and Information Council. The project investigated the use of technologies based on the Open Archives Initiative (OAI), including the implementation of OAI-compatible repositories for metadata which describe and link to institutional digital resources, the use of the OAI protocol for metadata harvesting (OAI-PMH) to automatically copy the metadata from multiple repositories to a central repository, and the creation of a service to search and identify resources described in the central repository. An important aim of the project was to identify issues of metadata interoperability arising from the requirements of individual institutional repositories and their impact on services based on the aggregation of metadata through harvesting. The project also sought to investigate issues in using these technologies for a wide range of resources including learning, teaching and administrative materials as well as the research and scholarly communication materials considered by many of the other projects in the JISC Focus on Access to Institutional Resources (FAIR) Programme, of which HaIRST was a part. The project tested and implemented a number of open source software packages supporting OAI, and was successful in creating a pilot service which provides effective information retrieval of a range of resources created by the project consortium institutions. The pilot service has been extended to cover research and scholarly communication materials produced by other Scottish universities, and administrative materials produced by a non-educational institution in Scotland. It is an effective testbed for further research and development in these areas. The project has worked extensively with a new OAI standard for 'static repositories' which offers a low-barrier, low-cost mechanism for participation in OAI-based consortia by smaller institutions with a low volume of resources. The project identified and successfully tested tools for transforming pre-existing metadata into a format compliant with OAI standards. The project identified and assessed OAI-related documentation in English from around the world, and has produced metadata for retrieving and accessing it. The project created a Web-based advisory service for institutions and consortia. The OAI Scotland Information Service (OAISIS) provides links to related standards, guidance and documentation, and discusses the findings of HaIRST relating to interoperability and the pilot harvesting service. The project found that open source packages relating to OAI can be installed and made to interoperate to create a viable method of sharing institutional resources within a consortium. HaIRST identified issues affecting the interoperability of shared metadata and suggested ways of resolving them to improve the effectiveness and efficiency of shared information retrieval environments based on OAI. The project demonstrated that application of OAI technologies to administrative materials is an effective way for institutions to meet obligations under Freedom of Information legislation

Learning objects and learning designs: an integrated system for reusable, adaptive and shareable learning content

This paper proposes a system, the Smart Learning Design Framework, designed to support the development of pedagogically sound learning material within an integrated, platform-independent data structure. The system supports sharing, reuse and adaptation of learning material via a metadata-driven philosophy that enables the technicalities of the system to be imperceptible to the author and consumer. The system proposes the use of pedagogically focused metadata to support and guide the author and to adapt and deliver the content to the targeted consumer. A prototype of the proposed system, which provides proof of concept for the novel processes involved, has been developed. The paper describes the Smart Learning Design Framework and places it within the context of alternative learning object models and frameworks to highlight similarities, differences and advantages of the proposed system

DRIVER Technology Watch Report

This report is part of the Discovery Workpackage (WP4) and is the third report out of four deliverables. The objective of this report is to give an overview of the latest technical developments in the world of digital repositories, digital libraries and beyond, in order to serve as theoretical and practical input for the technical DRIVER developments, especially those focused on enhanced publications. This report consists of two main parts, one part focuses on interoperability standards for enhanced publications, the other part consists of three subchapters, which give a landscape picture of current and surfacing technologies and communities crucial to DRIVER. These three subchapters contain the GRID, CRIS and LTP communities and technologies. Every chapter contains a theoretical explanation, followed by case studies and the outcomes and opportunities for DRIVER in this field