Annual Report #2

Share.TEC has undertaken to build an advanced user-focused system that aggregates metadata describing TE-related digital resources located Europe-wide. The system aims to offer personalized, culturally-sensitive brokerage for the retrieval of relevant digital content and to nurture a more Europe-wide perspective among those working in and with the TE community. As well as generally pursuing its objectives as set out in the Description of Work throughout Year 2, the consortium also targeted its efforts on a series of realignment actions. These were specifically devised as a suitable response to the findings of the First Intermediate Review (EC evaluation) and the project\u27s internal Year 1 Evaluation Report. The most important of the realignment actions regarded greater end-user involvement to ensure acceptance of project results (especially portal & services); significant enhancement of the system from prototype to pilot, ensuring it is capable of meeting user needs; steps to set up a network of user communities; measures to ensure a suitable balance between quantity and quality of items available in the portal. The actions taken in each of these cases are reported in Sections 5 and 7, while a detailed report listing each evaluation finding and the corresponding actions is contained in Deliverable D1.6

Share.TEC Final Project Report

This report provides an overview of Share.TEC, a three-year project co-funded by the EC that supports access to, exchange and re-use of digital resources and practitioner experiences within Teacher Education at European level. The document comprises a number of sections that can either be read consecutively, to gain the full picture of the project and its outcomes, or in combinations so as to grasp particular aspects, how these were approached and what results were achieved. Section 2 describes the project\u27s overall objectives in terms of both its technological ambitions and its wider mission as part of the overall educational landscape. Section 3 gives brief profiles of the partners who made up the Share.TEC consortium. In Section 4 the results and achievements of the project are reported. This includes a description of the portal and its features; the system architecture, tools and services; the models underpinning the Share.TEC system; and the approach taken to its multilingual dimension. Section 5 addresses the question of Share.TEC\u27s target users and their needs. It describes the strategies and means employed for incorporating the user perspective, and for ensuring that the project direction was in line with users\u27 concerns so that the resulting portal responds suitably to the actual requirements of the people it\u27s designed for. Section 6 examines the critical aspect of underlying content. In keeping with the Share.TEC mission, the focus is largely on aggregated metadata records that describe digital resources for TE and which are expressed in terms defined by the project for TE purposes. Section 7 reports the activities undertaken in the project and thus narrates the processes that unfolded through the project lifetime as the consortium pursued its objectives and generated its outcomes. Section 8 describes the effort to establish the Share.TEC portal within its natural ecosystem. It looks at the global strategy for maximising impact both at regional/national level and internationally, and analyses the conditions and prospects for continuity and growth. Readers interested in the technical/technological dimension of Share.TEC (the system, portal, models, metadata, etc.) are likely to find Sections 4, 5 and 6 to be the ones closest to their concerns. Conversely, those whose interests lie elsewhere could simply consult Section 4.1 to get an idea of the portal from the user\u27s viewpoint and go to Sections 2, 3, 7 and 8 for a vision of the project and how Share.TEC is positioned in the panorama of digital resources and Teacher Education

SHARE.TEC: a terminological approach to Teacher Education

This contribution falls at the intersection between the fields of terminology and the sharing of information in a multicultural context, with particular reference to the field of Teacher Education (TE). The Share.TEC project aims to develop services to support the sharing and reuse of digital resources among European TE practitioners; it addresses a number of problems related to multicultural differences, such as the organization of the various national education systems, or differences in TE approaches and practices. To help users draw inspiration from and possibly reuse diverse digital resources, Share.TEC addresses the reality of pluralism in TE terminology and the coexistence of diverse TE organizational systems and settings across Europe

REPORT ON SHARE.TEC DISSEMINATION WORKSHOP A. SOBRERO TECHNICAL SCHOOL - CASALE MONFERRATO, ITALY

This document briefly reports on a dissemination workshop carried out by ITD on 13th January, 2011. The workshop was held at a secondary school called "l\u27Istituto Tecnico "A. Sobrero" (http://www.sobrero.it/ - only in Italian). The school is located in the town of Casale Monferrato (AL) in north-western Italy. It offers applied technical and technology courses, as well as a science-oriented lyceum course. The workshop was attended by 20 teachers of various subjects in the humanities, sciences and technical/technological domains. ITD was represented by Jeffrey Earp, Stefania Bocconi and Cristina Oddone

Condivisione delle risorse educative nella formazione dei docenti

Abstract not availabl

REPORT ON SHARE.TEC DISSEMINATION WORKSHOP Istituto Comprensivo S. Pertini, Ovada, ITALY

This document briefly reports on a dissemination workshop carried out by ITD on 29th March, 2011. The workshop was held at the "Istituto Comprensivo S. Pertini", which groups six public schools: one pre-primary, two primary and three lower secondary schools. The Institute is located in Ovada (AL), in north-western Italy. In total, the school numbers about 110 in-service teachers. The workshop was attended by 25 teachers of various subjects in the humanities, sciences and religion. ITD was represented by Stefania Bocconi and Cristina Oddone

Learning through playing for or against each other? Promoting collaborative learning in digital game based learning

The process of learning through Game Based Learning (GBL) presents both positive aspects and challenges to be faced in order to support the achievement of learning goals and knowledge creation. This study aims to characterise game dynamics in the adoption of multi-player GBL. In particular, we examine the multi-player GBL dynamics may enhance collaborative learning through a relation of positive interdependence while at the same time maintaining a certain level of competition for ensuring multi-player GBL gameplay. The first section of the paper introduces collaborative GBL and describes the combination of intragroup dynamics of cooperation and positive interdependence and an intergroup dynamic of competition to maintain gameplay. The second part of the paper describes two multi-player GBL scenarios: the multi-player game with interpersonal competition and the multiplayer game with intergroup competition. For each scenario a case analysis of existing collaborative games is provided, which may help instructional and game designers when defining the collaborative GBL dynamics. Technological requirements and best practices in the use of collaborative GBL are described in the last sections

First Project Workshop

The First Share.TEC workshop "Representing Teacher Education With Ontologies: Towards a Multicultural Dimension" (Venice Italy, January 21-24, 2009) was organized with the objective of engaging international experts in a focused discussion and analysis of an ontology of Teacher Education (TE) and metadata modelling for digital TE resources. The aim was to gain insights for validating initial project outputs from WP2 (the Teacher Education Ontology and the Common Metadata Model) and to obtain useful feedback about the proposed Share.TEC system in general, especially regarding semantic, linguistic/cultural and technical interoperability. For this purpose, a pool of external experts was recruited and prepared for the onsite workshop, where they engaged with the consortium, providing critical input. This deliverable reports on the workshop and its outcomes, providing a summary of discussions, response to the key issues raised, and reports from experts

Sharing Digital Resources in Teacher Education: an Ontology-based Approach

Teacher Education (TE) is a dynamic, lifelong process that needs to fully embrace innovation and assume a broader European perspective. The ECfunded Share.TEC project aims to provide enhanced, culturally-aware access to TE-related resources across Europe by means of a federated resource brokerage system whose semantic core is the proposed Teacher Education Ontology (TEO). This paper describes the rationale for an ontology-driven approach, gives an overview of TEO’s multi-layered structure for addressing multicultural and multilinguistic issues, and presents some aspects of the TEO implementation that allow for language-independent conceptualization and multidimensional hierarchal searching and filtering Other TEO features are also discussed, including the support for dynamically generated user interface and system stability against ontology modifications

Visually-impaired children and apps: sharing informal and formal information to guide choice

[ES] Digital technologies play an important role in the development of partially children, who require early intervention to help sustain and improve their visual capacity throughout childhood, and also to stimulate their other senses so as to prevent any global development deficit. To this end, therapists, parents and teachers must be able to choose from a wide range of suitable, up-to-date digital resources that have been field tested and are well organized so that they can be located easily and rapidly as required. To respond to these needs, the authors have been involved in a research project, which has defined the key features of apps that make them suitable for use by and with visually-impaired children. Consequently, the project developed an online environment that combines structured analytical information from experts with the practical know-how of the user community in a joint effort to support the choice of the most suitable resources to use in different contexts and with different users.Sharehab was developed as part of a project financed by Fondazione Vodafone Italia as part of their “Digital for Social 2015” initiative. We wish to thank all those who were involved in the project and its activities, especially the children with low vision attending the Chiossone Institute’s Centre for Visual Rehabilitation, and their parents.Panesi, S.; Caruso, G.; Earp, J.; Ferlino, L.; Dini, S. (2020). Visually-impaired children and apps: sharing informal and formal information to guide choice. Editorial Universitat Politècnica de València. 189-197. https://doi.org/10.4995/INN2019.2019.10119OCS18919