A comparison of production processes for OER

In most cases the initial production and publication of OER is undertaken by a University and funded through a special project with grants from external bodies. In this phase, OER are developed both from scratch or derived from existing Higher Education courses. After this project phase, the ongoing development and publication of OER continues and the question of the management and upgrading of the OER comes into focus. The costs of producing and upgrading OER are an important factor in devising a sustainable process. Therefore, it is necessary to develop an efficient process for the continuing production, publication and maintenance of OER. To learn more about influencing factors of production process efficiency we have compared the production processes of two institutions, the Open University UK (OU-UK) and the Open Universiteit Netherlands (OU-NL), both in the initial project phase (OpenLearn for OU-UK and OpenER for OU-NL) and the post initial phase. We aim to identify the differences and commonalities and the influence of these on the efficiency of the production processes. The main difference between the two Universities is the adoption of state-of-the-art (XML) standard to deliver to different channels at OU-UK. At OU-NL this adoption has just started. Valuable lessons learned in the project phase for the post initial phase are clear specification of requirements for selection of an open course and utilization of technologies already being used for regular materials production. Both institutions firstly drew upon the existing expertise and capabilities for educational resource production being used for regular courses. But rather than strictly follow exactly the same process and possibly compromise the more mission critical development of resources for students both institutions chose to experiment or adapt this process to help provide lessons that might be taken back into regular materials production. Once these lessons and experiences had been gained both open universities sought to reduce the costs of dealing with legacy or de novo educational resources by integrating identification, production and publication within the regular curriculum and course development processes

Encoding AIS Binary Messages in XML Format for Providing Hydrographic-related Information

A specification is proposed to enable hydrographic and maritime safety agencies to encode AIS messages using Extensible Markup Language (XML). It specifies the order, length, and type of fields contained in ITU-R.M.1371-1. A XML schema validates the message definitions, and a XSLT style sheet produces reference documentation in \u27html\u27 format. AIS binary messages in XML are an effective means to communicate dynamic and real-time port/waterway information. For example, tidal information can be continuously broadcast to maritime users and applied to a tide-aware ENC. The XML format aligns with the type of data encapsulation planned for the IHO Geospatial Standard for Digital Hydrographic Data (S-100)

TLAD 2010 Proceedings:8th international workshop on teaching, learning and assesment of databases (TLAD)

This is the eighth in the series of highly successful international workshops on the Teaching, Learning and Assessment of Databases (TLAD 2010), which once again is held as a workshop of BNCOD 2010 - the 27th International Information Systems Conference. TLAD 2010 is held on the 28th June at the beautiful Dudhope Castle at the Abertay University, just before BNCOD, and hopes to be just as successful as its predecessors.The teaching of databases is central to all Computing Science, Software Engineering, Information Systems and Information Technology courses, and this year, the workshop aims to continue the tradition of bringing together both database teachers and researchers, in order to share good learning, teaching and assessment practice and experience, and further the growing community amongst database academics. As well as attracting academics from the UK community, the workshop has also been successful in attracting academics from the wider international community, through serving on the programme committee, and attending and presenting papers.This year, the workshop includes an invited talk given by Richard Cooper (of the University of Glasgow) who will present a discussion and some results from the Database Disciplinary Commons which was held in the UK over the academic year. Due to the healthy number of high quality submissions this year, the workshop will also present seven peer reviewed papers, and six refereed poster papers. Of the seven presented papers, three will be presented as full papers and four as short papers. These papers and posters cover a number of themes, including: approaches to teaching databases, e.g. group centered and problem based learning; use of novel case studies, e.g. forensics and XML data; techniques and approaches for improving teaching and student learning processes; assessment techniques, e.g. peer review; methods for improving students abilities to develop database queries and develop E-R diagrams; and e-learning platforms for supporting teaching and learning

TLAD 2010 Proceedings:8th international workshop on teaching, learning and assesment of databases (TLAD)

This is the eighth in the series of highly successful international workshops on the Teaching, Learning and Assessment of Databases (TLAD 2010), which once again is held as a workshop of BNCOD 2010 - the 27th International Information Systems Conference. TLAD 2010 is held on the 28th June at the beautiful Dudhope Castle at the Abertay University, just before BNCOD, and hopes to be just as successful as its predecessors.The teaching of databases is central to all Computing Science, Software Engineering, Information Systems and Information Technology courses, and this year, the workshop aims to continue the tradition of bringing together both database teachers and researchers, in order to share good learning, teaching and assessment practice and experience, and further the growing community amongst database academics. As well as attracting academics from the UK community, the workshop has also been successful in attracting academics from the wider international community, through serving on the programme committee, and attending and presenting papers.This year, the workshop includes an invited talk given by Richard Cooper (of the University of Glasgow) who will present a discussion and some results from the Database Disciplinary Commons which was held in the UK over the academic year. Due to the healthy number of high quality submissions this year, the workshop will also present seven peer reviewed papers, and six refereed poster papers. Of the seven presented papers, three will be presented as full papers and four as short papers. These papers and posters cover a number of themes, including: approaches to teaching databases, e.g. group centered and problem based learning; use of novel case studies, e.g. forensics and XML data; techniques and approaches for improving teaching and student learning processes; assessment techniques, e.g. peer review; methods for improving students abilities to develop database queries and develop E-R diagrams; and e-learning platforms for supporting teaching and learning

Creating and reading realistic electronic books

A digital library project aims to combine the look and feel of physical books with the advantages of online documents such as hyperlinks and multimedia. A lightweight open source implementation enables highly responsive page turning and works within standard Web browsers

New interactive books for control education

This paper presents ongoing project to develop new interactive books for control education. The novelty of the proposed idea is to merge web-based solutions with LaTex text into a epub format. In such a way, classical interactive tools for control education are combined with static text and thus interactive books are created, being compatible with standard e-book readers. A book chapter about the teaching of second-order processes is presented as example to show the different steps and the results of the proposed ideaPostprint (published version

Perspectives for Electronic Books in the World Wide Web Age

While the World Wide Web (WWW or Web) is steadily expanding, electronic books (e-books) remain a niche market. In this article, it is first postulated that specialized contents and device independence can make Web-based e-books compete with paper prints; and that adaptive features that can be implemented by client-side computing are relevant for e-books, while more complex forms of adaptation requiring server-side computations are not. Then, enhancements of the WWW standards (specifically of XML, XHTML, of the style-sheet languages CSS and XSL, and of the linking language XLink) are proposed for a better support of client-side adaptation and device independent content modeling. Finally, advanced browsing functionalities desirable for e-books as well as their implementation in the WWW context are described

Ontologies on the semantic web

As an informational technology, the World Wide Web has enjoyed spectacular success. In just ten years it has transformed the way information is produced, stored, and shared in arenas as diverse as shopping, family photo albums, and high-level academic research. The “Semantic Web” was touted by its developers as equally revolutionary but has not yet achieved anything like the Web’s exponential uptake. This 17 000 word survey article explores why this might be so, from a perspective that bridges both philosophy and IT