Management of Assessment Resources in a Federated Repository of Educational Resources

Proocedings of: Fifth European Conference on Technology Enhanced Learning Sustaining TEL: From Innovation to Learning and Practice (EC-TEL 2010). Barcelona, 28 September-1 October, 2010.This article tries to shed some light over the management of assessment resources in a repository of educational resources from an outcome-based perspective. The approximation to this problem is based on the ICOPER Reference Model, as a model to capture e-learning data, services and processes, addressing an interoperability approach. To demonstrate this proposal, a prototype has been implemented. This article also describes the design and development of this prototype that accesses a repository of educational resources (the Open ICOPER Content Space - OICS), the main features of the prototype, the development environment and the evaluation that is being performed.This work was partially funded by the Best Practice Network ICOPER (Grant No. ECP-2007-EDU-417007), the Learn3 project, “Plan Nacional de I+D+I” TIN2008-05163/TSI, and the eMadrid network, S2009/TIC-1650, “Investigación y Desarrollo de tecnologías para el e-learning en la Comunidad de Madrid”.Publicad

Servicing the federation : the case for metadata harvesting

The paper presents a comparative analysis of data harvesting and distributed computing as complementary models of service delivery within large-scale federated digital libraries. Informed by requirements of flexibility and scalability of federated services, the analysis focuses on the identification and assessment of model invariants. In particular, it abstracts over application domains, services, and protocol implementations. The analytical evidence produced shows that the harvesting model offers stronger guarantees of satisfying the identified requirements. In addition, it suggests a first characterisation of services based on their suitability to either model and thus indicates how they could be integrated in the context of a single federated digital library

D1.1 Analysis Report on Federated Infrastructure and Application Profile

Kawese, R., Fisichella, M., Deng, F., Friedrich, M., Niemann, K., Börner, D., Holtkamp, P., Hun-Ha, K., Maxwell, K., Parodi, E., Pawlowski, J., Pirkkalainen, H., Rodrigo, C., & Schwertel, U. (2010). D1.1 Analysis Report on Federated Infrastructure and Application Profile. OpenScout project deliverable.The present deliverable aims to report on functionalities of the first step of the described process. In other words, the deliverable describes how the consortium will gather the learning objects metadata, centralize the access to existing learning resources and form a suitable application profile which will contribute to a proper and suitable modeling, retrieval and presentation of the required information (regarding the learning objects) to the interested users. The described approach is the foundation for the federated, skill-based search and learning object retrieval. The deliverable focuses on reporting the analysis of the available repositories and the best infrastructure that can support OpenScout’s initiative. The deliverable explains the motivations behind the chosen infrastructure based on the study of available information and previous research and literature.The work on this publication has been sponsored by the OpenScout (Skill based scouting of open user-generated and community-improved content for management education and training) Targeted Project that is funded by the European Commission’s 7th Framework Programme. Contract ECP-2008-EDU-42801

Co-authorship in the age of cyberculture: Open Educational Resources at the Open University of the United Kingdom

Locating Open Educational Resources (OER) as a phenomenon of cyberculture, this paper presents a reflection on the possibilities of co-authorship that are entailed in OER initiatives of different natures and settings within a large organisation. A selection of OER-related projects and activities carried out at the Open University of United Kingdom (UKOU) are examined from the perspective of a comparative framework proposed by Okada (2010). The framework identifies key features and differences between ‘Closed’ and ‘Open’ Education, that is, respectively, formal education, which takes place within the constraints of institutional Virtual Learning Environments, and informal education, which is gradually taking place more widely in cyberspace. The paper is introduced with a succinct discussion of the connection between cyberculture and the emergence of OER, followed by a presentation of the comparative framework adopted. The UKOU´s structure and methods are then presented, and various projects are discussed. The article concludes by proposing a brief commentary on the creative potential that is being unleashed at the very boundaries between formal and informal educational spaces that cyberculture is challenging

Publishing solutions for contemporary scholars: The library as innovator and partner

Purpose: To review the trend in academic libraries toward including scholarly communication, and by extension, electronic publishing, as part of their core mission, using the Cornell University Library as an example. Design/methodology/approach: The paper describes several manifestations of publishing activity organized under the Library’s Center for Innovative Publishing, including the arXiv (http://arxiv.org/), Project Euclid (http://projecteuclid.org), and DPubS (http://DPubS.org). Findings: Libraries bring many competencies to the scholarly communications process, including expertise in digital initiatives, close connections with authors and readers, and a commitment to preservation. To add publishing to their responsibilities, they need to develop expertise in content acquisition, editorial management, contract negotiation, marketing, and subscription management. Originality/value: Academic libraries are making formal and informal publishing a part of their core activity. A variety of models exist. The Cornell University Library has created a framework for supporting publishing called the Center for Innovative Publishing, and through it supports a successful open access repository (arXiv), a sustainable webhosting service for journals in math and statistics (Project Euclid) and a content management tool (DPubS) to enable other institutions (libraries,scholarly societies, presses) to engage in similar ventures to increase the dissemination of scholarship and to lower the barriers to its access

Publishing solutions for contemporary scholars: The library as innovator and partner

Purpose: To review the trend in academic libraries toward including scholarly communication, and by extension, electronic publishing, as part of their core mission, using the Cornell University Library as an example. Design/methodology/approach: The paper describes several manifestations of publishing activity organized under the Library’s Center for Innovative Publishing, including the arXiv (http://arxiv.org/), Project Euclid (http://projecteuclid.org), and DPubS (http://DPubS.org). Findings: Libraries bring many competencies to the scholarly communications process, including expertise in digital initiatives, close connections with authors and readers, and a commitment to preservation. To add publishing to their responsibilities, they need to develop expertise in content acquisition, editorial management, contract negotiation, marketing, and subscription management. Originality/value: Academic libraries are making formal and informal publishing a part of their core activity. A variety of models exist. The Cornell University Library has created a framework for supporting publishing called the Center for Innovative Publishing, and through it supports a successful open access repository (arXiv), a sustainable webhosting service for journals in math and statistics (Project Euclid) and a content management tool (DPubS) to enable other institutions (libraries,scholarly societies, presses) to engage in similar ventures to increase the dissemination of scholarship and to lower the barriers to its access