HEA/JISC Open Educational Resources case study: pedagogical development from OER practice: research ethics OER: can they be 'radically repurposed and remixed'?

This case study provides guidance on discovering, reusing and repurposing of Open Educational Resources (OER). It is presented within the context of research ethics OER for higher education learning and teaching and, together with the OER guidance, provides examples of OER found for this subject area

Open Knowledge Report (2017-2018)

IUPUI University Library's Open Knowledge Report (2017-2018).This report includes all Wikimedia-related activities from January 1st, 2017 to December 31, 2018. It covers events hosted at IUPUI University Library and the Ruth Lilly Medical Library, and projects focused on making our archival collections, library-hosted publications, and the scholarly output of our faculty members more accessible. In addition, it includes a list of relevant publications as well as presentations given at various conferences as a way of sharing ongoing efforts and increasing awareness of Open Knowledge projects

Panning for gold: designing pedagogically-inspired learning nuggets

Tools to support teachers and learning technologists in the creation of effective learning designs are currently in their infancy. This paper describes a metadata model, devised to assist in the conception and design of new learning activities, that has been developed, used and evaluated over a period of three years. The online tool that embodies this model was not originally intended to produce runtime executable code such as IMS-LD, but rather focussed on assisting teachers in the thought processes involved in selecting appropriate methods, tools, student activities and assessments to suit the required learning objectives. Subsequently, we have modified the RELOAD editor such that the output from our tool can be translated into IMS-LD. The contribution of this paper is the comparison of our data model with that of IMS-LD, and the analysis of how each can inform the other

Open educational practices for curriculum enhancement

Open educational resources (OER) and open educational practices (OEP) are relatively new areas in educational research. How OER and OEP can help practitioners enhance curricula is one of a number of under-researched topics. This article aims to enable practitioners to identify and implement appropriate open practices to enhance higher education curricula. To that aim, we put forward a framework of four open educational practices based on patterns of OER reuse (‘as is’ or adapted), mapped against the processes of curriculum design and delivery. The framework was developed from the in-depth analysis of 20 cases of higher education practitioners, which revealed patterns of OER reuse across disciplines, institutions and needs. For each open practice we offer evidence, examples and ideas for application by practitioners. We also put forward recommendations for institutional policies on OER and OE

Integrating serious games in adaptive hypermedia applications for personalised learning experiences

Game-based approaches to learning are increasingly recognized for their potential to stimulate intrinsic motivation amongst learners. While a range of examples of effective serious games exist, creating high-fidelity content with which to populate games is resource-intensive task. To reduce this resource requirement, research is increasingly exploring means to reuse and repurpose existing games. Education has proven a popular application area for Adaptive Hypermedia (AH), as adaptation can offer enriched learning experiences. Whilst content has mainly been in the form of rich text, various efforts have been made to integrate serious games into AH. However, there is little in the way of effective integrated authoring and user modeling support. This paper explores avenues for effectively integrating serious games into AH. In particular, we consider authoring and user modeling aspects in addition to integration into run-time adaptation engines, thereby enabling authors to create AH that includes an adaptive game, thus going beyond mere selection of a suitable game and towards an approach with the capability to adapt and respond to the needs of learners and educators

Evaluating the Quality of Repurposed Data – The Role of Metadata

Existing approaches for evaluating data quality were established for settings where user requirements regarding data use can be explicitly gathered. However, users are often faced with new, unfamiliar, and repurposed datasets, where they have not been involved in the data collection and data creation processes. Furthermore, there is evidence that there is typically a lack of supporting information, such as metadata, for such datasets. Yet, users need to evaluate the quality of such data and determine if the data can be used for intended purposes. In this paper, we aim to gain an empirical understanding of the role of metadata in evaluating the quality of repurposed data. Using an interview approach, we collected rich qualitative data that reveals current practices, key challenges, preferences, and approaches for improvement regarding evaluating the quality of repurposed data

Scenario-based serious games repurposing

Serious games are very content-rich forms of educational media, often combining high fidelity visual and audio content with diverse pedagogic approaches. This paper introduces scenario-based serious games repurposing and demonstrates repurposing a serious game into new learning objects. The process uses the scenario editor called "mEditor". Two case studies based on the Happy Night Club serious game are presented. The article describes exploratory work which continues the work that started within the mEducator project regarding repurposing serious games in order to enable their use and reuse in the same or different educational contexts

Proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET 2013)

"This book contains the proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET) 2013 which was held on 16.-17.September 2013 in Paphos (Cyprus) in conjunction with the EC-TEL conference. The workshop and hence the proceedings are divided in two parts: on Day 1 the EuroPLOT project and its results are introduced, with papers about the specific case studies and their evaluation. On Day 2, peer-reviewed papers are presented which address specific topics and issues going beyond the EuroPLOT scope. This workshop is one of the deliverables (D 2.6) of the EuroPLOT project, which has been funded from November 2010 – October 2013 by the Education, Audiovisual and Culture Executive Agency (EACEA) of the European Commission through the Lifelong Learning Programme (LLL) by grant #511633. The purpose of this project was to develop and evaluate Persuasive Learning Objects and Technologies (PLOTS), based on ideas of BJ Fogg. The purpose of this workshop is to summarize the findings obtained during this project and disseminate them to an interested audience. Furthermore, it shall foster discussions about the future of persuasive technology and design in the context of learning, education and teaching. The international community working in this area of research is relatively small. Nevertheless, we have received a number of high-quality submissions which went through a peer-review process before being selected for presentation and publication. We hope that the information found in this book is useful to the reader and that more interest in this novel approach of persuasive design for teaching/education/learning is stimulated. We are very grateful to the organisers of EC-TEL 2013 for allowing to host IWEPLET 2013 within their organisational facilities which helped us a lot in preparing this event. I am also very grateful to everyone in the EuroPLOT team for collaborating so effectively in these three years towards creating excellent outputs, and for being such a nice group with a very positive spirit also beyond work. And finally I would like to thank the EACEA for providing the financial resources for the EuroPLOT project and for being very helpful when needed. This funding made it possible to organise the IWEPLET workshop without charging a fee from the participants.