Deep Multimodal Image-Repurposing Detection

Nefarious actors on social media and other platforms often spread rumors and falsehoods through images whose metadata (e.g., captions) have been modified to provide visual substantiation of the rumor/falsehood. This type of modification is referred to as image repurposing, in which often an unmanipulated image is published along with incorrect or manipulated metadata to serve the actor's ulterior motives. We present the Multimodal Entity Image Repurposing (MEIR) dataset, a substantially challenging dataset over that which has been previously available to support research into image repurposing detection. The new dataset includes location, person, and organization manipulations on real-world data sourced from Flickr. We also present a novel, end-to-end, deep multimodal learning model for assessing the integrity of an image by combining information extracted from the image with related information from a knowledge base. The proposed method is compared against state-of-the-art techniques on existing datasets as well as MEIR, where it outperforms existing methods across the board, with AUC improvement up to 0.23.Comment: To be published at ACM Multimeda 2018 (orals

Repurposing learning objects: a sustainable alternative?

Recent experience shows that reusable learning objects, like the computer assisted learning programmes of the early 1990s, have so far failed to achieve expected levels of integration into educational practice. This is despite technical interoperability, cataloguing systems, high quality standards, targeted dissemination and professional development initiatives. Analysis of this problem suggests that conceptualization of the problem may be limiting the scope of solutions. This paper proposes a sustainable and participative approach to reuse that involves repurposing learning objects for different discipline areas. For some time now there has been a growing awareness that even the most accessible resources have failed to be widely adopted by the educational community and as a result have also failed to fulfil their considerable educational potential. (Campbell, 2003, p. 35

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

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

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