A Review of the Open Educational Resources (OER) Movement: Achievements, Challenges, and New Opportunities

Examines the state of the foundation's efforts to improve educational opportunities worldwide through universal access to and use of high-quality academic content

Self-Evaluation in Youth Media and Technology Programs: A Report to the Time Warner Foundation

This 2003 report documents the self-evaluation practices, challenges, and concerns of the Time Warner Foundation's Community Grantees; reviews the resources available to youth media programs wishing to conduct program and outcome evaluations; and begins to identify useful directions for further exploration

Online Learning and Experimentation via Interactive Learning Resources

Recent trends in online learning like Massive Open Online Courses (MOOCs) and Open Educational Resources (OERs) are changing the landscape in the education sector by allowing learners to self-regulate their learning and providing them with an abundant amount of free learning materials. This paper presents FORGE, a new European initiative for online learning and experimentation via interactive learning resources. FORGE provides learners and educators with access to world- class facilities and high quality learning materials, thus enabling them to carry out experiments on e.g. new Internet protocols. In turn, this supports constructivist and self-regulated learning approaches, through the use of interactive learning resources, such as eBooks

Seafloor characterization using airborne hyperspectral co-registration procedures independent from attitude and positioning sensors

The advance of remote-sensing technology and data-storage capabilities has progressed in the last decade to commercial multi-sensor data collection. There is a constant need to characterize, quantify and monitor the coastal areas for habitat research and coastal management. In this paper, we present work on seafloor characterization that uses hyperspectral imagery (HSI). The HSI data allows the operator to extend seafloor characterization from multibeam backscatter towards land and thus creates a seamless ocean-to-land characterization of the littoral zone

Understanding user experience of mobile video: Framework, measurement, and optimization

Since users have become the focus of product/service design in last decade, the term User eXperience (UX) has been frequently used in the field of Human-Computer-Interaction (HCI). Research on UX facilitates a better understanding of the various aspects of the user’s interaction with the product or service. Mobile video, as a new and promising service and research field, has attracted great attention. Due to the significance of UX in the success of mobile video (Jordan, 2002), many researchers have centered on this area, examining users’ expectations, motivations, requirements, and usage context. As a result, many influencing factors have been explored (Buchinger, Kriglstein, Brandt & Hlavacs, 2011; Buchinger, Kriglstein & Hlavacs, 2009). However, a general framework for specific mobile video service is lacking for structuring such a great number of factors. To measure user experience of multimedia services such as mobile video, quality of experience (QoE) has recently become a prominent concept. In contrast to the traditionally used concept quality of service (QoS), QoE not only involves objectively measuring the delivered service but also takes into account user’s needs and desires when using the service, emphasizing the user’s overall acceptability on the service. Many QoE metrics are able to estimate the user perceived quality or acceptability of mobile video, but may be not enough accurate for the overall UX prediction due to the complexity of UX. Only a few frameworks of QoE have addressed more aspects of UX for mobile multimedia applications but need be transformed into practical measures. The challenge of optimizing UX remains adaptations to the resource constrains (e.g., network conditions, mobile device capabilities, and heterogeneous usage contexts) as well as meeting complicated user requirements (e.g., usage purposes and personal preferences). In this chapter, we investigate the existing important UX frameworks, compare their similarities and discuss some important features that fit in the mobile video service. Based on the previous research, we propose a simple UX framework for mobile video application by mapping a variety of influencing factors of UX upon a typical mobile video delivery system. Each component and its factors are explored with comprehensive literature reviews. The proposed framework may benefit in user-centred design of mobile video through taking a complete consideration of UX influences and in improvement of mobile videoservice quality by adjusting the values of certain factors to produce a positive user experience. It may also facilitate relative research in the way of locating important issues to study, clarifying research scopes, and setting up proper study procedures. We then review a great deal of research on UX measurement, including QoE metrics and QoE frameworks of mobile multimedia. Finally, we discuss how to achieve an optimal quality of user experience by focusing on the issues of various aspects of UX of mobile video. In the conclusion, we suggest some open issues for future study

Connecting teachers and students with science and scientists: The science learning hub

National and international data is raising concerns about levels of student interest and engagement in science in school and student retention into tertiary study. For today’s students the Internet plays an important role as a source of information and means for communication with peers. This paper reports on a Ministry of Research Technology and Science funded initiative, managed through The University of Waikato, that aims to make New Zealand science research more accessible to New Zealand teachers and students. The New Zealand Science Learning Hub [SLH] illustrates how effective collaboration between research organisations, industries, science educators and teachers has enabled the development of a resource which is dynamic, up-to-date and relevant and that can be used to inform the teaching of science in New Zealand schools. The Science Learning Hub provides teachers with information about current research, which is related to concepts currently taught in year 5-10 classes (8-14 year olds). The site has content arranged in contexts for example, Icy ecosystems, Hidden taonga, Nanoscience, You me and UV, Future fuels, and The see through body. Each context includes text and images describing NZ research, video material such as interviews with scientists and sequences depicting scientists at work, teaching and learning materials, and links to science education literature. A feature is a “connections tool” which allows teachers and students to trace their journey through each context. Initial research indicates that teachers appreciate that this range of information is accessible in one place and has been quality assured. Students are keen to engage with an actively explore the range of media within the SLH contexts