Fostering Research and e-Learning-Communities’ Integration: a MOOC on the project DETECt

[EN] This paper provides an overview of the methodologies and infrastructures used to build a MOOC based on the European Union’s funded project DETECt. Despite the many advances in terms of course architecture and improvement of the learning tools, the question around the right methods and approaches to design humanities-oriented MOOCs is still very debated. This research project aims to open up the traditional implementation of e-learning environments, which are often based on the use of conventional educational approaches and tools, through the combination of a multi-layer, research-oriented learning platform and blended pedagogical approaches.This project has received funding from the European Union’s Horizon 2020 reasearch and innovation programme under grant agreement No. 770151. The views and opinions expressed in this publication are the sole responsibility of the author(s) and do not necessarily reflect the views of the European Commission.Baetens, J.; Pireddu, R.; Truyen, F. (2021). Fostering Research and e-Learning-Communities’ Integration: a MOOC on the project DETECt. En 7th International Conference on Higher Education Advances (HEAd'21). Editorial Universitat Politècnica de València. 917-924. https://doi.org/10.4995/HEAd21.2021.12965OCS91792

A Technological Smartness All Over the Place: Small‐Scale Thing‐Power Experiments With Wider Inclusive Ambitions

We live in a societal realm where robotics, artificial intelligence, and digitalization are strongly reshaping our futures. Technological progress has created multiple possibilities. However, the unequally divided impact of technological progress reminds us of the danger of an uncontrolled detonation of technological smartness in society. Some of its experienced and anticipated effects are most likely undesirable. In this thematic issue, we present a compilation of small‐scale experiments that help us think through the multiple challenges of a fast‐evolving techno‐mediated society. It sits on the cross‐road between resisting technology or insisting on it in order to create a more socially inclusive sustainable society. The technological “smartification” of our society reshapes our notion of what it means to be human in the complex assemblage with non‐human and other‐than‐human agents we are currently involved in. But it is also a catalyst for intelligent acts of human creativity that will strongly shape our collective future

Indicators, Participatory practices and Self-Assessment in CHI Digital Transformation

In this paper we conceptualise self-assessment to monitor participatory, data-driven approaches to digital transformation (DT) in the cultural heritage (CH) sector, providing impact assessment, legal framework support and value chain development to further the reuse of cultural heritage content by creative industries as well as stakeholder communities. Digital transformation (DT) is an opportunity to innovate CH, not only to adapt its modes of operation to the networked society, but more importantly to rediscover and realign its core mission of providing access to heritage. However, a solid evidential basis is currently lacking, due to an absence of systematic data gathering and performance monitoring. To this aim, we propose an Open Observatory to collect CH DT performance data, as well as the development of a Self-Assessment tool (SAT) for Cultural Heritage professionals and the CH support sector. The SAT can be a key element for efforts by CH networks on capacity building in the sector, and allows research into best practices, combined with data monitoring. The paper aims to present a concept and demonstrator. The proposed SAT takes a novel approach in this domain, as we argue that sustainable DT should encompass indicators for impact, audience development and community engagement paired to indicators on the digital work processes, to “close the digitalisation circle”. In this interactive presentation, we invite participants at the conference to learn about and engage with our design choices through our participatory space, and test the self-assessment demonstrator as part of our validation process

Accessibility and visibility of the heritage photography on Andalusia at European level: EuropeanaPhotography

This paper has been supported by the University Teacher Training Program FPU-2014 (reference number FPU14-04599) and the Temporary Research Stay Program 2016 (reference number EST16/00958) of the Ministry of Education, Culture and Sports of Spain.El presente artículo aborda la presencia de fotografía patrimonial sobre Andalucía en EuropeanaPhotography con el fin de evaluar su accesibilidad y visibilidad en el ámbito europeo. Para ello, se realizan una serie de consultas sistemáticas que se valoran con la métrica de precisión en esta plataforma promovida por la Unión Europea para garantizar la protección y accesibilidad del patrimonio y de la memoria fotográfica europea. Los resultados obtenidos permiten determinar el porcentaje de fotografía patrimonial sobre Andalucía en Europeana, analizar su contenido temático y las instituciones proveedoras de ésta, así como ofrecer una selección de recomendaciones y propuestas de optimización de la visibilidad y el acceso a colecciones de fotografía monumental, urbana, paisajística y de tipos del ámbito andaluz.This research involved the presence of the Andalusian heritage photography on EuropeanaPhotography in order to evaluate its accessibility and visibility at European level. A series of systematic search, a number of queries about this topic and the responses are evaluated by the metric of precision. This platform is promoted by the European Union to guarantee the protection and accessibility of the European heritage and photographic memory. The results allow us to determine the rate of the heritage photography on Andalusia in Europeana, analyse their subject contents and their cultural institutions, as well as to offer a small number of recommendations and proposals to optimise the access and visibility to collections of the Andalusian monumental, urban, landscape and popular characters photography.Este trabajo ha sido financiado por el Ministerio de Educación, Cultura y Deporte de España, a través del programa de ayudas de Formación de Profesorado Universitario (FPU) 2014 (nº de referencia FPU14-04599) y el programa de ayudas a la movilidad para estancias breves 2016 (nº de referencia EST16/00958)

E-Learning at the University: challenges for the Web 2.0 generation

A changed environment The environment for learning has changed dramatically through the advent of new technologies. Using a few example cases, we will show that expectations towards professional knowledge have changed in the information age. Information is not knowledge, yet the information society is strongly transforming our assessment of what we count as knowledge and its constraints. We will discuss how knowledge in several domains of human activity is tied to social constructs based on an underlying network. Learning and E-Learning take place against a rapidly changing and evolving environment. Modern multi-mode communication technology has caused a continuous information overload workers have to cope with. Whether we are following the news through various channels, sifting through emails or handling real-time communications the task and burden of selecting information has grown substantially. Changing requirements for knowledge More and more, labor organization focuses on the mobile knowledge worker who can access the knowledge he needs on demand through the network. This new professional should have the skills to self-organize his knowledge network, to assess the quality of the available information channels and be able to select trusted sources. This new environment poses significant challenges to education in general, and to university teaching and learning organization in particular. Preparing students to become mobile knowledge workers involves a radical rethink of the way information is used to foster knowledge in university curricula. Students need to acquire skills to retrieve additional and up-to-date information from the vast electronic resources available through internet technology. They also need to learn how they themselves can be contributive to information on the web: not only by learning how to communicate on the web but also on how they can manage their own web presence and profile. Impact on (E)Learning: weaving the web of knowledge To educate people to become knowledge workers, they need to develop social-cognitive skills. One of them is knowing how to build a solid social framework in which to operate. In the case of an IT-professional e.g., he/she will find forums, websites, services etc. on the internet which prove to be reliable sources of information. Building certainty about the degree of reliability of these sources will be necessary to be able to perform as a professional, as one cannot hold all relevant knowledge by oneself. Knowledge becomes a personal journey in a social environment (think about E-Portfolio). For a growing part, learning involves reaching out to the network of stakeholders, it means getting accepted in the circle of â those in the knowâ . It also requires taking responsibility for knowing. The knowledge worker will focus on a specific knowledge domain, and take on the task of follow-up. He will prove to his co-workers that they can trust him to do so, that they can rely on the fact that he/she masters this subdomain, so that they can focus on other parts of the relevant knowledge domain. Meeting the millennium challenge in E-Learning means: coping with the new learner, supporting the mobile knowledge worker, growing knowledge participation through open policies, integration of web 2.0 and social software, mainstreaming the stakeholder community. Knowledge becomes a shared responsibility.status: publishe

Sustainable Knowledge Development Policies in University E-Learning

In this paper, we will discuss a three-tiered approach to transform information systems policies into a true sustainable knowledge development tool for universities. The approach requires on the one hand a rigorous management of the flow of information within the organization, what we could call the inward optimization strategy. Second, we will argue that a comprehensive business intelligence solution is needed, which we could call a consolidation strategy, and last but not least we will advocate that universities should embrace â openâ policies to knowledge development and learning, in what we could call the outward oriented embedding and dissemination strategy. We claim that open content and open access are intrinsic ingredients for any â future-provenâ approach, and when rightly conceived, are not opposed but complementary to a well understood university business optimization and consolidation strategy.status: publishe

Advanced Search Strategies in Europeana

International audienc

Kennis 2.0? Veranderende opvattingen over kennis en kennisverantwoordelijkheid en hun impact op strategieën voor E-Learning

Sociale software is niet alleen een verzamelnaam voor een rits handige computertoepassingen, het staat vooral model voor veranderende opvattingen over kennis en leren. Men kan het als een oppervlakteverschijnsel zien van iets wat meer fundamenteel beweegt: toevallig verworven inzichten in informele leerprocessen zijn gaandeweg vervangen door een intense, volgehouden, exponentiële groeiende kennisproductie die meer en meer bottom-up in directe relatie met onze activiteiten wordt opgebouwd. Zo wordt de betrokkene, de “stakeholder”, een actieve participant in de kennisontwikkeling, of het nu om een erfgoedconsument dan wel om een patient gaat.status: accepte

Fifties in Europe Kaleidoscope - Final Report

Fifties in Europe Kaleidoscope wants to explore how manual (co-)curation practices can go hand in hand with semi-automated enrichment through annotations to support and improve user engagement with Europeana collections. It taps into the fact that in previous projects a rich thematic collection of photographic heritage has been produced on Europeana, holding contents from all corners of Europe.status: accepte