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

Learning objects and learning designs: an integrated system for reusable, adaptive and shareable learning content

This paper proposes a system, the Smart Learning Design Framework, designed to support the development of pedagogically sound learning material within an integrated, platform-independent data structure. The system supports sharing, reuse and adaptation of learning material via a metadata-driven philosophy that enables the technicalities of the system to be imperceptible to the author and consumer. The system proposes the use of pedagogically focused metadata to support and guide the author and to adapt and deliver the content to the targeted consumer. A prototype of the proposed system, which provides proof of concept for the novel processes involved, has been developed. The paper describes the Smart Learning Design Framework and places it within the context of alternative learning object models and frameworks to highlight similarities, differences and advantages of the proposed system

A linked data-driven & service-oriented architecture for sharing educational resources

The two fundamental aims of managing educational resources are to enable resources to be reusable and interoperable and to enable Web-scale sharing of resources across learning communities. Currently, a variety of approaches have been proposed to expose and manage educational resources and their metadata on the Web. These are usually based on heterogeneous metadata standards and schemas, such as IEEE LOM or ADL SCORM, and diverse repository interfaces such as OAI-PMH or SQI. Also, there is still a lack of usage of controlled vocabularies and available data sets that could replace the widespread use of unstructured text for describing resources. On the other hand, the Linked Data approach has proven that it offers a set of successful principles that have the potential to alleviate the aforementioned issues. In this paper, we introduce an architecture and prototype which is fundamentally based on (a) Linked Data principles and (b) Service-orientation to resolve the integration issues for sharing educational resources

Predictive Analytics In Higher Education: Five Guiding Practices for Ethical Use

Without ethical practices, student data could be used to curtail academic success rather than help ensure it. For example, without a clear plan in place, an institution could use predictive analytics to justify using fewer resources to recruit low-income students because their chances of enrolling are less sure than for more affluent prospective students. In this report, New America lays out important questions to consider as administrators formulate how to use predictive analytics ethically

Enhancing K-12 science education through a multi-device web tool to facilitate content integration and e-infrastructure access

An effective K-12 science education is essential to succeed in future phases of the curriculum and the e-Infrastructures for education provide new opportunities to enhance it. This paper presents ViSH Viewer, an innovative web tool to consume educational content which aims to facilitate e-Science infrastructures access through a next generation learning object called "Virtual Excursion". Virtual Excursions provide a new way to explore science in class by taking advantage of e-Infrastructure resources and their integration with other educational contents, resulting in the creation of a reusable, interoperable and granular learning object. In order to better understand how this tool can allow teachers and students a joyful exploration of e-Science, we also present three Virtual Excursion examples. Details about the design, development and the tool itself are explained in this paper as well as the concept, structure and metadata of the new learning object

Guidelines for sustainable urban zero pollution community (S.U.Z.C)

The concept of sustainability has been introduced in the 1980s with the focus of environmental protection, where many developed and developing countries were and still are aiming to reach sustainability. Yet, with the increase of urbanization level, the tendency to meet the needs of the rising population is increasing without the focus of the environmental resources that are being abused in return. This leads to increasing the gap and the greed within the community between the rich people who can afford to abuse resources and the poor who can barely access their daily needs. This gap is concluded in an ignorant, negatively diversified and laid back community; in addition to threatening the upcoming generations about finding their needs in terms of natural resources being available for them. Solving this over looked problem is defined under applying sustainability concept for communities. Not only that but also presenting the full image of environmental and occupant’s impacts to prevent the greed behind the need of having a secured, resourceful living. The primary focus in this thesis was first to study novel approaches of zero pollution to implement within the application of sustainability concepts within the community. Starting with the tourism communities which are counted to be the primary income source to Egypt and some countries. The integration of sustainability concept with ecotourism communities via applying a zero waste concept is essential. Moving a step further, studying the effect of zero waste concept on the sustainable urban communities was another focus. This emphasis was considered after the realization of urbanization increase, which means more natural resources being abused. One further step is studying the environmental effect from urban communities was the next and main objective of this thesis topic. Urban communities affected the environment not only by solid wastes but also by water, energy and land usage; by this it is also affecting the sustainability of an urban community. Thus proposing several solutions to conserve water, utilize solid wastes, save energy and optimize land usage was the main focus. These proposed solutions are considered as novel approaches known as Zero Pollution, designed as guidelines to serve the urban community aiming at saving the environment. The proposed Sustainable Urban Zero Pollution Community (S.U.Z.C.) guidelines consists of 100 credits, that are hypothetically identified as a measuring tool, and focuses on three major segments for community guidance and evaluation. These segments are known as sustainable site management (36 credits), environmental management (44 credits) and a new integration of green team/ sustainability champions (20 credits). In addition to proposing guidelines for owners either residential or commercial buildings within the community, so as to ensure that everyone within the community is aware about the main objective and abiding to the sustainable community needs. These guidelines should serve and encourage the investing owners to act sustainably as the proposed community aims at. Two rating systems were also developed in this thesis, one for the community rating and the other is for the buildings’ owners’ evaluation and reward. The reward is reduction in operational cost for encouraged and participated owners towards sustainability as mentioned in Chapter 3 in this thesis. The proposed guidelines were compared with the widely used community rating system, LEED- ND which is more applicable for the developed countries. The comparative analysis was done and discussed in Chapter 4 in this thesis, and it is concluded that there are several advantages of the proposed guidelines for the S.U.Z.C over LEED-ND starting with being simple, focused, understandable and inexpensive to follow with easiness and efficiency points of focus being the main drivers for it. While also being purposeful about energy, water, air, materials and habitat as mentioned in chapter 3 in this thesis under several novel approaches. And this shall serve any developed and developing country, any new or existing community. Last but not least, Madinaty- New Cairo, a promising sustainable future urban community, was considered as the case study in this thesis. It is an application to the proposed guidelines to know how easy, understandable and applicable the guidelines are to users. The case study was evaluated based on the proposed guidelines points and rating system, and the evaluation is presented in Chapter 5 in this thesis. The conclusion of this section shows that Madinaty-New Cairo is in-line with the guidelines pre-requisites in terms of designing for green buildings, weighing the available landscape in rational proportions for infrastructure vs green areas vs corresponding parking spaces. In addition to meeting 54 credits out of the proposed 100 credits which qualifies Madinaty to a Bronze certification as per the proposed S.U.Z.C. rating system

Sustainable eLearning in a Changing Landscape: A Scoping Study (SeLScope)

The report begins by exploring the concept of sustainable e-learning - defining it and establishing its characteristics in the context of Higher Education. To ensure a sound and systematic process, the review is informed by a five-phase methodological framework for scoping reviews by Arksey and O'Malley (2005). Examples and perspectives on the concept of sustainable e-learning are summarised and key factors impacting on sustainability are abstracted. highlights potential gaps and suggests directions for further research on the topic

Detecting Communities and Analysing Interactions with Learning Objects in Online Learning Repositories

The widespread use of online learning object repositories has raised the need of studies that assess the quality of their contents, and their user’s performance and engagement. The present research addresses two fundamental problems that are central to that need: the need to explore user interaction with these repositories and the detection of emergent communities of users. The current dissertation approaches those directions through investigating and mining the Khan Academy repository as a free, open access, popular online learning repository addressing a wide content scope. It includes large numbers of different learning objects such as instructional videos, articles, and exercises. In addition to a large number of users. Data was collected using the repository’s public application programming interfaces combined with Web scraping techniques to gather data and user interactions. Different research activities were carried out to generate useful insights out of the gathered data. We conducted descriptive analysis to investigate the learning repository and its core features such as growth rate, popularity, and geographical distribution. A number of statistical and quantitative analysis were applied to examine the relation between the users’ interactions and different metrics related to the use of learning objects in a step to assess the users’ behaviour. We also used different Social Network Analysis (SNA) techniques on a network graph built from a large number of user interactions. The resulting network consisted of more than 3 million interactions distributed across more than 300,000 users. The type of those interactions is questions and answers posted on Khan Academy’s instructional videos (more than 10,000 video). In order to analyse this graph and explore the social network structure, we studied two different community detection algorithms to identify the learning interactions communities emerged in Khan Academy then we compared between their effectiveness. After that, we applied different SNA measures including modularity, density, clustering coefficients and different centrality measures in order to assess the users’ behaviour patterns and their presence. Using descriptive analysis, we discovered many characteristics and features of the repository. We found that the number of learning objects in Khan Academy’s repository grows linearly over time, more than 50% of the users do not complete the watched videos, and we found that the average duration for video lessons 5 to 10 minutes which aligns with the recommended duration in literature. By applying community detection techniques and social network analysis, we managed to identify learning communities in Khan Academy’s network. The size distribution of those communities found to follow the power-law distribution which is the case of many real-world networks. Those learning communities are related to more than one domain which means the users are active and interacting across domains. Different centrality measures we applied to focus on the most influential players in those communities. Despite the popularity of online learning repositories and their wide use, the structure of the emerged learning communities and their social networks remain largely unexplored. Our findings could be considered initial insights that may help researchers and educators in better understanding online learning repositories, the learning process inside those repositories, and learner behaviou