Digital curation and the cloud

Digital curation involves a wide range of activities, many of which could benefit from cloud deployment to a greater or lesser extent. These range from infrequent, resource-intensive tasks which benefit from the ability to rapidly provision resources to day-to-day collaborative activities which can be facilitated by networked cloud services. Associated benefits are offset by risks such as loss of data or service level, legal and governance incompatibilities and transfer bottlenecks. There is considerable variability across both risks and benefits according to the service and deployment models being adopted and the context in which activities are performed. Some risks, such as legal liabilities, are mitigated by the use of alternative, e.g., private cloud models, but this is typically at the expense of benefits such as resource elasticity and economies of scale. Infrastructure as a Service model may provide a basis on which more specialised software services may be provided. There is considerable work to be done in helping institutions understand the cloud and its associated costs, risks and benefits, and how these compare to their current working methods, in order that the most beneficial uses of cloud technologies may be identified. Specific proposals, echoing recent work coordinated by EPSRC and JISC are the development of advisory, costing and brokering services to facilitate appropriate cloud deployments, the exploration of opportunities for certifying or accrediting cloud preservation providers, and the targeted publicity of outputs from pilot studies to the full range of stakeholders within the curation lifecycle, including data creators and owners, repositories, institutional IT support professionals and senior manager

Repurposing resources as open content: studying the experiences of new providers

Much educational content sits within institutional systems protected from global access, this proprietary approach restricts opportunities for informal learning and the exchange of materials between cultures. One response to reducing this particular digital divide is to open up access to existing courses by providing them as free to use Open Educational Resources (OERs). This is being addressed through work on OpenLearn (the open content initiative from The Open University developed with support from the William and Flora Hewlett Foundation) and POCKET (The Project on Open Content for Knowledge Exposition and Teaching, supported by JISC under the repositories and preservation programme). The approach is evaluative considering transfer of lessons from work on the reworking of distance learning materials (within the OpenLearn initiative) to the reworking of material from campus-based universities (supported by the POCKET project). Analysis will include the role of supporting artifacts (guidelines, examples, tools) and the process support required (shared aims, workshops, structure). Evaluation tools that are being applied include logging of experience, stake holder interviews, and analytics data. We are building on existing evaluation of the OpenLearn initiative that has revealed models for learner use of open educational resources and studied the reuse of released open resources. Results include the need for a range of reworkable formats, support and time pressures on voluntary use – these results are supported by case study information and overall usage statistics. Further data that will be available from POCKET by September 2008 will include reflections from participants, workshop outcomes and initial stakeholder interviews, full evaluation of POCKET will be complete by April 2009. This paper will have examined our understanding of the process by which content can be transformed from existing learning materials to freely available open educational resources. Conclusions at this stage will focus on the process of adoption and transfer from OpenLearn and the effectiveness of the evaluation and project approach. Comparison will be made with the advantages and disadvantages of the self supported approach adopted initially in OpenLearn and suggestions given for structures that enable collaboration in producing open educational resources

Nordic Built Cities Challenge Awards

FinalistaPostprint (published version

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

Quality assurance and e‐learning: blue skies and pragmatism

This paper considers the role of quality assurance in e‐learning; reflecting on the conditions necessary for successful e‐learning. It reviews some of the current international work on quality assurance in this area and goes on to consider the ways in which the quality of a process or activity can be assessed—focusing on the use of benchmarking and specification of standards

The snowflake effect: the future of mashups and learning

Emerging technologies for learning report - Article exploring web mashups and their potential for educatio