Interlinking educational data to web of data

With the proliferation of educational data on the Web, publishing and interlinking eLearning resources have become an important issue nowadays. Educational resources are exposed under heterogeneous Intellectual Property Rights (IPRs) in different times and formats. Some resources are implicitly related to each other or to the interest, cultural and technical environment of learners. Linking educational resources to useful knowledge on the Web improves resource seeking. This becomes crucial for moving from current isolated eLearning repositories towards an open discovery space, including distributed resources irrespective of their geographic and system boundaries. Linking resources is also useful for enriching educational content, as it provides a richer context and other related information to both educators and learners. On the other hand, the emergence of the so-called "Linked Data" brings new opportunities for interconnecting different kinds of resources on the Web of Data. Using the Linked Data approach, data providers can publish structured data and establish typed links between them from various sources. To this aim, many tools, approaches and frameworks have been built to first expose the data as Linked Data formats and to second discover the similarities between entities in the datasets. The research carried out for this PhD thesis assesses the possibilities of applying the Linked Open Data paradigm to the enrichment of educational resources. Generally speaking, we discuss the interlinking educational objects and eLearning resources on the Web of Data focusing on existing schemas and tools. The main goals of this thesis are thus to cover the following aspects: -- Exposing the educational (meta)data schemas and particularly IEEE LOM as Linked Data -- Evaluating currently available interlinking tools in the Linked Data context -- Analyzing datasets in the Linked Open Data cloud, to discover appropriate datasets for interlinking -- Discussing the benefits of interlinking educational (meta)data in practice

Values-based Curriculum Model: A Practical Application of Integrated ‘Maqasid Al-Sharia’ for Wholeness Development of Mankind

AbstractWholeness development of mankind has been from the memorial time a prophetic mission, and, it has been inherited by agents for social change institutions, a school being one of them. It is clearly recorded that the Prophet Mohammad peace of Allah be upon Him was a dynamic model intervening in all aspects of the individual life, giving appropriate guidance and consultations to entire mankind, and addressing immoral practices, the role that a school curriculum today has taken to mold the young people in an acceptable manner. The question of how to address immoral practices in society is considered in this paper from the view point of integrating the ‘objectives of Islamic law’/values in school curriculum. These divine values include respect human dignity and their means of procreation, protection of people's life, their intellects and properties, wealth and their religion. The goal is to build a strong moral foundation that may empower young people to abhor and resist immoral practices now and in the future in life and impact their decisions. It is argued in this paper that by strengthening integration of moral values in all subjects taught in the national curriculum to provide a foundation in values as alternatives for students to consider, while still at school and later in life as adults and leaders for them to resist immoral practices in society when encounter. In this way, moral values can be strategically built through integrating the practical image of Islam and maintain social justice by observing ‘Maqasid Al-shariah’ that aim at developing mankind as a whole; physically, emotionally, intellectually, religiously and morally

A Guide for Homeland Security Instructors Preparing Physical Critical Infrastructure Protection Courses

Over 350 academic programs in the United States currently offer instruction in the field of homeland defense and security. In spite of this growth at the program level over the past ten years, there still exists a shortage of instructors and coursework in critical infrastructure protection (CIP). Traditional instructor preparation (which is accomplished through the attainment of an advanced degree coupled with research and professional experience) does not currently produce enough instructors qualified in CIP because of the extremely limited number of CIP-related educational opportunities. Therefore, an alternate venue for instructor preparation must be provided. This article addresses that need by providing a guide for educators who desire to engage in a deliberate self-study program to develop sufficient expertise to teach a first course in physical CIP at the undergraduate or master’s degree level. This information is also useful for professionals who have had to assume CIP-related duties and functions without the benefit of supporting coursework. This article introduces a five-part framework for understanding CIP — policy, networks, level of hazard, level of protection, and system design — and provides resources for understanding each part of the framework. Each element of the framework is introduced and briefly explained and then resources are presented which will allow the reader to explore this particular topic in detail. Where possible, resources are presented as Web links to allow the reader to directly access the learning resource, free of charge. The article concludes with guidance for adapting the five-part framework and the materials presented in designing a CIP course tailored to the needs of a specific instructor and institution

A Guide for Homeland Security Instructors Preparing Physical Critical Infrastructure Protection Courses

Over 350 academic programs in the United States currently offer instruction in the field of homeland defense and security. In spite of this growth at the program level over the past ten years, there still exists a shortage of instructors and coursework in critical infrastructure protection (CIP). Traditional instructor preparation (which is accomplished through the attainment of an advanced degree coupled with research and professional experience) does not currently produce enough instructors qualified in CIP because of the extremely limited number of CIP-related educational opportunities. Therefore, an alternate venue for instructor preparation must be provided. This article addresses that need by providing a guide for educators who desire to engage in a deliberate self-study program to develop sufficient expertise to teach a first course in physical CIP at the undergraduate or master’s degree level. This information is also useful for professionals who have had to assume CIP-related duties and functions without the benefit of supporting coursework. This article introduces a five-part framework for understanding CIP — policy, networks, level of hazard, level of protection, and system design — and provides resources for understanding each part of the framework. Each element of the framework is introduced and briefly explained and then resources are presented which will allow the reader to explore this particular topic in detail. Where possible, resources are presented as Web links to allow the reader to directly access the learning resource, free of charge. The article concludes with guidance for adapting the five-part framework and the materials presented in designing a CIP course tailored to the needs of a specific instructor and institution

ECO D2.6 Web 2.0 requirements analysis

ECO sMOOCs are social and seamless and the pedagogical design puts the learner central, taking an active role and learning through interactions and connections with others. The platforms have to provide the features not only support social interaction but promote and enhance these. This deliverable puts forward what features can scaffold interactions, taking into account lessons learned from popular social media.Part of the work carried out has been funded with support from the European Commission, under the ICT Policy Support Programme, as part of the Competitiveness and Innovation Framework Programme (CIP) in the ECO project under grant agreement n° 21127

Effectiveness of Constructivist Approach to the Teaching of Animal Classification in Science and Technology of Standard Ninth

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Intersections of open educational resources and Information literacy

Comprend des références bibliographiques et un indexALA Editions"Information literacy skills are key when finding, using, adapting, and producing open educational resources (OER). Educators who wish to include OER for their students need to be able to find these resources and use them according to their permissions. When open pedagogical methods are employed, students need to be able to use information literacy skills as they compile, reuse, and create open resources. Intersections of Open Educational Resources and Information Literacy captures current open education and information literacy theory and practice and provides inspiration for the future. Chapters include practical applications, theoretical musings, literature reviews, and case studies and discuss social justice issues, collaboration, open pedagogy, training, and advocacy.Chapters cover topics including library-led OER creation; digital cultural heritage and the intersections of primary source literacy and information literacy; situated learning and open pedagogy; critical librarianship and open education; and developing student OER leaders."--provided by ALAstor