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

Enhancing learning with technology

Specht, M., & Klemke, R. (2013, 26-27 September). Enhancing Learning with Technology. In D. Milosevic (Ed.), Proceedings of the fourth international conference on eLearning (eLearning 2013) (pp. 37-45). Belgrade Metropolitan University, Belgrade, Serbia. http://econference.metropolitan.ac.rs/We are living in a technology-enhanced world. Also learning is affected by recent, upcoming, and foreseen technological changes. This paper gives a bird’s eye view to technological trends and reflects how learning can benefit from them

Authoring for Re-Use in Outcome-oriented Learning Scenarios

Klemke, R., & Schmitz, B. (2010). Authoring for Re-Use in Outcome-oriented Learning Scenarios. Fourth International Workshop on Search and Exchange of e-le@rning Materials (SE@M’10). September, 27-28, 2010, Barcelona, Spain.Content production processes currently experience a shift in focus. Due to the growing trend of highly individualized learning scenarios they have to face and to combine a multitude of different standards. The European eContent+ network of Excellence ICOPER researches possible strategies and implementations to deal with this new situation. In its course the project develops a comprehensive set of prototypes that use, evaluate and propose extensions to a large number of currently relevant standards such as IEEE RCD, SCORM or OAI-PMH. This paper describes a collaborative, re-use based authoring approach that was realized with one of these prototypes.ICOPE

Open 3D Environments for Competitive and Collaborative Educational Games

Klemke, R., & Kravčík, M. (2012). Open 3D Environments for Competitive and Collaborative Educational Games. In S. Bocconi, R. Klamma, & Y. Bachvarova (Eds.), Proceedings of the 1st International Workshop on Pedagogically-driven Serious Games (PDSG 2012). In conjunction with the Seventh European Conference on Technology Enhanced Learning (EC-TEL 2012) (pp. 15-18). September, 18, 2012, Saarbrücken, Germany. CEUR workshop proceedings, Aachen, http://ceur-ws.org/Vol-898/Educational games have a lot of potential to raise students’ motivation and improve the quality of education when applied properly. But finding a suitable game for a particular learning objective is not easy and development of a new one is expensive. In our university course a group of students developed a prototype of a serious gaming tool for architectural design, which is based on the Google Street View environment. With this tool teams can model 3D buildings, place them in real world images, share their results, and rate them. The solution provides a better contextualization of the model and paves a way towards integration with a full 3D environment, which should even more improve the serious gaming experience in the architectural design.GALA NoE, Surfnet/Kennisnet Innovation Programme 201

Design patterns for learning games

Kelle, S., Klemke, R., & Specht, M. (2011). Design patterns for learning games. International Journal Technology Enhanced Learning, 3(6), 555–569. Geneva: Inderscience.This article concerns the design of self-contained digital games for the life-long learning context. Although the potential of games for teaching and learning is undisputed, two main barriers hamper its wide introduction. First, the design of such games tends to be complex, laborious and costly. Second, the requirements for a sensible game do not necessarily coincide with the requirements for effective learning. To solve this problem, we propose a methodology to the design of learning games by using game design patterns and matching these with corresponding learning functions, which is expected to reduce design effort and help determining the right balance between game elements and learning. First empirical results indicate that such a methodology actually can work

Transferring an educational board game to a multi-user mobile learning game to increase shared situational awareness

Decision-making in sociotechnical systems is complex and error-prone due tointer-dependencies and lack of information [de Bruyn & ten Heuvelhof2008]. Situational information might help to improve shared situationalawareness [Kurapati et al., 2012]. Therefore, it is crucial to understand the role ofcommunication among stakeholders [Salmon et al., 2008]. While most gamebasedlearning approaches focus on skill development and motivational aspects,little work is reported that focus on multi-user learning situations

Effects of mobile gaming patterns on learning outcomes: a literature review

Schmitz, B., Klemke, R., & Specht, M. (2012). Effects of mobile gaming patterns on learning outcomes: A literature review. International Journal of Technology Enhanced Learning, 4(5-6), 345-358. doi:10.1504/IJTEL.2012.051817Within the past decade, a growing number of educational scientists have started to recognize the multifaceted potential that mobile learning games have as a tool for learning and teaching. This paper presents a review of current research on the topic to better understand game mechanisms with regard to learning outcomes. The purpose of this paper is twofold. First, we introduce a framework of analysis which is based on previous work on game design patterns for mobile games and on learning outcomes. The framework focuses on two aspects, motivation and knowledge gain. Second, we present a set of patterns which we identified in the literature and that positively influence these two aspects. Our results support the general assumption that mobile learning games have potential to enhance motivation. It reveals that game mechanisms such as Collaborative Actions or Augmented Reality provide incentive to get engaged with learning and/or a certain topic. With regard to knowledge gain, results are less comprehensive