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ICOPER Project - Deliverable 4.3 ISURE: Recommendations for extending effective reuse, embodied in the ICOPER CD&R
The purpose of this document is to capture the ideas and recommendations, within and beyond the ICOPER community, concerning the reuse of learning content, including appropriate methodologies as well as established strategies for remixing and repurposing reusable resources. The overall remit of this work focuses on describing the key issues that are related to extending effective reuse embodied in such materials. The objective of this investigation, is to support the reuse of learning content whilst considering how it could be originally created and then adapted with that ‘reuse’ in mind. In these circumstances a survey on effective reuse best practices can often provide an insight into the main challenges and benefits involved in the process of creating, remixing and repurposing what we are now designating as Reusable Learning Content (RLC).
Several key issues are analysed in this report: Recommendations for extending effective reuse, building upon those described in the previous related deliverables 4.1 Content Development Methodologies and 4.2 Quality Control and Web 2.0 technologies. The findings of this current survey, however, provide further recommendations and strategies for using and developing this reusable learning content. In the spirit of ‘reuse’, this work also aims to serve as a foundation for the many different stakeholders and users within, and beyond, the ICOPER community who are interested in reusing learning resources.
This report analyses a variety of information. Evidence has been gathered from a qualitative survey that has focused on the technical and pedagogical recommendations suggested by a Special Interest Group (SIG) on the most innovative practices with respect to new media content authors (for content authoring or modification) and course designers (for unit creation). This extended community includes a wider collection of OER specialists. This collected evidence, in the form of video and audio interviews, has also been represented as multimedia assets potentially helpful for learning and useful as learning content in the New Media Space (See section 4 for further details).
Section 2 of this report introduces the concept of reusable learning content and reusability. Section 3 discusses an application created by the ICOPER community to enhance the opportunities for developing reusable content. Section 4 of this report provides an overview of the methodology used for the qualitative survey. Section 5 presents a summary of thematic findings. Section 6 highlights a list of recommendations for effective reuse of educational content, which were derived from thematic analysis described in Appendix A. Finally, section 7 summarises the key outcomes of this work
Pathways: Augmenting interoperability across scholarly repositories
In the emerging eScience environment, repositories of papers, datasets,
software, etc., should be the foundation of a global and natively-digital
scholarly communications system. The current infrastructure falls far short of
this goal. Cross-repository interoperability must be augmented to support the
many workflows and value-chains involved in scholarly communication. This will
not be achieved through the promotion of single repository architecture or
content representation, but instead requires an interoperability framework to
connect the many heterogeneous systems that will exist.
We present a simple data model and service architecture that augments
repository interoperability to enable scholarly value-chains to be implemented.
We describe an experiment that demonstrates how the proposed infrastructure can
be deployed to implement the workflow involved in the creation of an overlay
journal over several different repository systems (Fedora, aDORe, DSpace and
arXiv).Comment: 18 pages. Accepted for International Journal on Digital Libraries
special issue on Digital Libraries and eScienc
The OBAA Standard for Developing Repositories of Learning Objects: the Case of Ocean Literacy in Azores
This paper describes the existing web resources of learning objects to promote ocean
literacy. The several projects and sites are explored, and the shortcomings revealed. The
limitations identified include insufficient metadata about registered learning objects and
lack of support for intelligent applications. As solution, we promote the seaThings project
that relies on a multi-disciplinary approach to promote literacy in the marine environment
by implementing a specific Learning Objects repositories (LOR) and a federation of
repositories (FED), supported by a OBAA, a versatile and innovative standard that will
provide the necessary support for intelligent applications for education purposes, to be used
in schools and other educational institutions.info:eu-repo/semantics/publishedVersio
Identity in research infrastructure and scientific communication: Report from the 1st IRISC workshop, Helsinki Sep 12-13, 2011
Motivation for the IRISC workshop came from the observation that identity and digital identification are increasingly important factors in modern scientific research, especially with the now near-ubiquitous use of the Internet as a global medium for dissemination and debate of scientific knowledge and data, and as a platform for scientific collaborations and large-scale e-science activities.

The 1 1/2 day IRISC2011 workshop sought to explore a series of interrelated topics under two main themes: i) unambiguously identifying authors/creators & attributing their scholarly works, and ii) individual identification and access management in the context of identity federations. Specific aims of the workshop included:

• Raising overall awareness of key technical and non-technical challenges, opportunities and developments.
• Facilitating a dialogue, cross-pollination of ideas, collaboration and coordination between diverse – and largely unconnected – communities.
• Identifying & discussing existing/emerging technologies, best practices and requirements for researcher identification.

This report provides background information on key identification-related concepts & projects, describes workshop proceedings and summarizes key workshop findings
A Survey on Linked Data and the Social Web as facilitators for TEL recommender systems
Personalisation, adaptation and recommendation are central features
of TEL environments. In this context, information retrieval techniques are applied
as part of TEL recommender systems to filter and recommend learning resources
or peer learners according to user preferences and requirements. However,
the suitability and scope of possible recommendations is fundamentally
dependent on the quality and quantity of available data, for instance, metadata
about TEL resources as well as users. On the other hand, throughout the last
years, the Linked Data (LD) movement has succeeded to provide a vast body of
well-interlinked and publicly accessible Web data. This in particular includes
Linked Data of explicit or implicit educational nature. The potential of LD to
facilitate TEL recommender systems research and practice is discussed in this
paper. In particular, an overview of most relevant LD sources and techniques is
provided, together with a discussion of their potential for the TEL domain in
general and TEL recommender systems in particular. Results from highly related
European projects are presented and discussed together with an analysis of
prevailing challenges and preliminary solutions.LinkedU
Metadata, repository and methodology in learning objects
Many universities in different countries are redesigning their degree and master programmes on the
basis of new academic and professional profiles incorporating a number of competences. One
competence can be acquired through several learning objects. A wide variety of learning repositories
that provide resources for education in the form of learning objects can be found. These resources are
normally stored in learning object repositories where they are catalogued with metadata facilitating
retrieval by end users. The aim of this paper is to describe the elements associated to learning
objects: metadata, repositories and their related methodologies.This research has been carried out under the project of innovation and educational improvement (PIME/2014/A21) “OAICE: Learning Objects for the Innovation, Creativity and Entrepreneurship Competence” funded by the Universitat Politècnica de València and the School of Computer Science.Fernández Diego, M.; Gordo Monzó, ML.; Boza García, A.; Cuenca, L.; Ruiz Font, L.; Alemany Díaz, MDM.; Alarcón Valero, F. (2015). Metadata, repository and methodology in learning objects. En EDULEARN15: 7th International Conference on Education and New Learning Technologies. Barcelona, Spain. July 6-8, 2015. IATED. 4755-4761. http://hdl.handle.net/10251/56975S4755476
Grid infrastructures for secure access to and use of bioinformatics data: experiences from the BRIDGES project
The BRIDGES project was funded by the UK Department of Trade and Industry (DTI) to address the needs of cardiovascular research scientists investigating the genetic causes of hypertension as part of the Wellcome Trust funded (£4.34M) cardiovascular functional genomics (CFG) project. Security was at the heart of the BRIDGES project and an advanced data and compute grid infrastructure incorporating latest grid authorisation technologies was developed and delivered to the scientists. We outline these grid infrastructures and describe the perceived security requirements at the project start including data classifications and how these evolved throughout the lifetime of the project. The uptake and adoption of the project results are also presented along with the challenges that must be overcome to support the secure exchange of life science data sets. We also present how we will use the BRIDGES experiences in future projects at the National e-Science Centre
Implementing infrastructures for managing learning objects
Klemke, R., Ternier, S., Kalz, M., & Specht, M. (2010). Implementing infrastructures for managing learning objects. British Journal of Educational Technology, 41(6), 873-882. doi: 10.1111/j.1467-8535.2010.01127.x PrePrint Version. Original available at: http://dx.doi.org/10.1111/j.1467-8535.2010.01127.x Retrieved October 20, 2010.Making learning objects available is critical to reuse learning resources. Making content transparently available and providing added value to different stakeholders is among the goals of the European Commission's eContentPlus programme. This article analyses standards and protocols relevant for making learning objects accessible in distributed data provider networks. Types of metadata associated with learning objects and methods for metadata generation are discussed. Experiences from European projects highlight problems in implementing infrastructures and mapping metadata types into common application profiles. The use of learning contents and its associated metadata in different scenICOPER, Share.TEC, OpenScou
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