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Digital Systems and Services for Open Access to Education and Learning

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  • 1. University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.) Department of Digital Systems Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK)Digital Systems and Services for Open Access to Education and LearningDemetrios G. Sampson and Panagiotis Zervas Department of Digital Systems, University of Piraeus, GreeceInformation Technologies Institute, Center for Research and Technology Hellas, Greece This work is licensed under the Creative Commons Attribution-NoDerivs-NonCommercial License. To view a copy ofthis license, visit http://creativecommons.org/licenses/by-nd-nc/1.0 or send a letter to Creative Commons, 559 Nathan Abbott Way, Stanford, California 94305, USA. D. G. Sampson and P. Zervas 1/77 November 2012
  • 2. University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.) Department of Digital Systems Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) Open Educational Resources (OERs) DefinitionOpen Educational Resources (OERs) are defined by UNESCO as the: “technology-enabled, open provision of educational resources for consultation, use and adaptation by a community of users for non- commercial purposes”UNESCO, Forum on the Impact of Open Courseware for Higher Education in Developing Countries-FinalReport, http://unesdoc.unesco.org/images/0012/001285/128515e.pdf. 2002 D. G. Sampson and P. Zervas 2/77 November 2012
  • 3. University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.) Department of Digital Systems Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) Open Educational Resources and Learning Objects (1/2)• According to (Geser, 2007) OERs have three (3) core features: • they are available for open and free of charge access by educational institutions and end-users such as teachers and learners, • they are licensed for re-use, free from restrictions to modify, combine and repurpose, as well as they are designed for re-use in open content standards and formats and • with regard to software tools, their source code is open and licensed for re- use. Geser, G. (Ed.) (2007) Open Educational Practices and Resources, OLCOS Roadmap 2012. Salzburg Austria: Salzburg Research Edumedia Research Group. Retrieved March 21, 2021 from: http://www.olcos.org/cms/upload/docs/olcos_roadmap.pdf D. G. Sampson and P. Zervas 3/77 November 2012
  • 4. University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.) Department of Digital Systems Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) Open Educational Resources and Learning Objects (2/2)• Learning Objects (LOs) are a common format for developing and sharing educational content and can be defined as: “any type of digital resource that can be reused to support learning” (Wiley,2002).• Thus, once can claim that OERs are related to LOs assuming open access licensing (Friesen, 2009 Lane & McAndrew, 2010).Friesen, N. (2009). Open educational resources: new possibilities for change and sustainability. International Review of Research in Open andDistance Learning, 10( 5)Lane, A. and McAndrew, P. (2010), Are open educational resources systematic or systemic change agents for teaching practice? British Journal ofEducational Technology, 41(6), pp. 952-962.Wiley, D. (Ed.) (2002). The instructional use of learning objects. Bloomington. IN: AECT. Retrieved February 20, 2007, fromhttp://reusability.org/read/ D. G. Sampson and P. Zervas 4/77 November 2012
  • 5. Learning Objects Examples Hellas (CE.R.T.H.) Centre for Research and Technology – (1/4) University of Piraeus Department of Digital Systems Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) Title: Acquired Immunodeficiency Syndrome (AIDS) Description: This Learning Object explains Human Immunodeficiency Virus (HIV) infection and how that turns into AIDS. It stresses risk factors, screening, and prevention. This is a MedlinePlus Interactive Health Tutorial from the National Library of Medicine, designed and developed by the Patient Education Institute. Material Type: Audio Lecture Source: OER Commons ( http://www.oercommons.org/)D. G. Sampson and P. Zervas 5/77 November 2012
  • 6. Learning Objects Examples Hellas (CE.R.T.H.) Centre for Research and Technology – (2/4) University of Piraeus Department of Digital Systems Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) Title: DNA from the Beginning Description: DNA from the Beginning is an animated tutorial on DNA, genes and heredity. The science behind each concept is explained using animations related to DNA topics, an image gallery, video interviews, problems, biographies, and links related to DNA. Material Type: Simulation Source: MERLOT ( http://www.merlot.org/)D. G. Sampson and P. Zervas 6/77 November 2012
  • 7. Learning Objects Examples Hellas (CE.R.T.H.) Centre for Research and Technology – (3/4) University of Piraeus Department of Digital Systems Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) Title: The Ear Description: An overview of the ear. Do you manage to put the names right? Material Type: Drill and Practice Source: Learning Resource Exchange (LRE) ( http://lreforschools.eun.o )D. G. Sampson and P. Zervas 7/77 November 2012
  • 8. Learning Objects Examples Hellas (CE.R.T.H.) Centre for Research and Technology – (4/4) University of Piraeus Department of Digital Systems Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) Title: Hot potatoes quiz - Flash Description: Hot Potatoes quiz: multi- choice quiz covering the basics of Flash. Material Type: Quiz Source: JORUM ( http://resources.jorum.ac )D. G. Sampson and P. Zervas 8/77 November 2012
  • 9. University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.) Department of Digital Systems Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) Learning Object Repositories (LORs)• LOs and their associated metadata are typically organized, classified and stored in web-based repositories which are referred to as Learning Object Repositories (LORs).• McGreal (2004) has defined LORs as systems that “enable users to locate, evaluate and manage learning objects through the use of “metadata,” namely, descriptors or tags that systematically describe many aspects of a given learning object, from its technical to its pedagogical characteristics”.• Most of the existing LORs adopt the IEEE LOM standard (IEEE LTSC, 2005) or an application profile of the IEEE LOM standard for describing their LOs, aiming to facilitate search and retrieval of them among different LORs (McGreal, 2008).• However, in most cases LORs include limited explicit information about their hosted LOs’ learning and educational context of use, that is information about the teaching-learning process that they can be used in.• For this purpose, there are international efforts for designing and developing web-based repositories of learning designs. IEEE Learning Technology Standards Committee (LTSC) (2005). Final Standard for Learning Object Metadata. Retrieved 26 October 2011, from http://ltsc.ieee.org/wg12/files/IEEE_1484_12_03_d8_submitted.pdf McGreal, R. (2008). A typology of learning object repositories. In H.H. Adelsberger, Kinshuk, J. M. Pawlovski & D. Sampson (Eds.), International Handbook on Information Technologies for Education and Training (pp. 5-18), 2nd Edition, Springer. D. G. Sampson and P. Zervas 9/77 November 2012
  • 10. University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.) Department of Digital Systems Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) Learning Object Repositories (LORs) Examples Learning ResourceOER Commons, USA MERLOT, USA Exchange, EU Le@rning Federation, Australia Jorum, UK D. G. Sampson and P. Zervas 10/77 November 2012
  • 11. Educational Subject Region Number of Number of Total LOR Name License – Hellas (CE.R.T.H.) University of Piraeus Sector Domain for Research and Technology Centre Coverage Users LOs[1] Department of Digital Systems Information Technologies Institute (I.T.I.) Open under Cross- 819.177 ARIADNE All Sectors International Creative N/A Disciplinary Advanced Digital Systems and Services for Education and Learning (ASK) (Large LOR) Commons Open under School Cross- Regional 294.429 LRE Creative N/A Education Disciplinary (Europe) (Large LOR) Commons School and Open under Science Regional 230.128 COSMOS Higher Creative 2.519 Education (Europe) (Large LOR) Education Commons Free under Custom Science National License, 134.637 AMSER All Sectors N/A Education (USA) Openness (Large LOR) depending on the LO Open under Higher Cross- 34.181 MERLOT International Creative 103.479 Education Disciplinary (Medium LOR) Commons Open under Cross- 32.448OER Commons All Sectors International Creative N/A Disciplinary (Medium LOR) Commons Open under Cross- 21.556 Connexions All Sectors International Creative N/A Disciplinary (Medium LOR) Commons D. G. Sampson and P. Zervas 11/77 November 2012
  • 12. From LORs to Openfor Research and Technology – Hellas (CE.R.T.H.) University of Piraeus Centre Learning Designs (OpenLDs) and Learning Design Repositories (LDRs) Department of Digital Systems Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK)LO #1 ….. Move to…LO #2 ….. Learning Object Learning Design Repository RepositoryLO #N D. G. Sampson and P. Zervas 12/77 November 2012
  • 13. University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.) Department of Digital Systems Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) From Learning Object Repositories (LORs) to Learning Design Repositories (LDRs)As a result, there are international efforts for designing and developing web-based repositories of learning designs, assuming that learning design can offer an explicit description of the pedagogical context of use where all key design parameters (namely, educational objectives, pedagogical model, participating roles, tools and assessment methods) are formally described (Sampson et al., 2011; Paquette et al., 2008; Griffiths & Liber, 2008) Griffiths, D. & Liber, O. (2008). Opportunities, achievements, and prospects for use of IMS LD. In L. Lockyer, S. Bennett, S. Agostinho & B. Harper (Eds.), Handbook of Research on Learning Design and Learning Objects: Issues, Applications, and Technologies (pp.87-112), Hershey. Paquette, G., Marino, O., Lundgren-Cayrol, K. and Léonard, M. (2008). Principled construction and reuse of learning designs. In L. Lockyer, S. Bennett, S. Agostinho & B. Harper (Eds.), Handbook of Research on Learning Design and Learning Objects: Issues, Applications, and Technologies (pp. 869–890), Hershey Sampson, D., Zervas, P. & Sotiriou, S. (2011c). COSMOS: A Web-based Repository of Learning Designs for Science Education, Advanced Science Letters, 4(11/12), pp. 3366-3374 D. G. Sampson and P. Zervas 13/77 November 2012
  • 14. University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.) Department of Digital Systems Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) Open Learning Designs (Open LDs) DefinitionAn Open Learning Design (Open LD) is defined as: “the description of the teaching-learning process, which follows a specific pedagogical model or practice that takes place in a unit of learning (e.g., a course, a learning activity or any other designed learning event) towards addressing specific learning objectives, for a specific target group in a specific context or subject domain”R. Koper and B. Olivier, “Representing the Learning Design of Units of Learning”. EducationalTechnology & Society, vol. 7 no. 3, 2004, pp. 97-111 D. G. Sampson and P. Zervas 14/77 November 2012
  • 15. OpenofLearning Designs Examples (CE.R.T.H.)University Piraeus Centre for Research and Technology – Hellas (1/3) Department of Digital Systems Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) Title: Developing Research-Based Thinking Description: In this Open LD you will be reflecting upon the value of research based learning and teaching, and designing a research study of your own. Pedagogical Model: Research-based learning Source: LAMS LD Repository ( http://lamscommunity.org/la )D. G. Sampson and P. Zervas 15/77 November 2012
  • 16. OpenofLearning Designs Examples (CE.R.T.H.)University Piraeus Centre for Research and Technology – Hellas (2/3) Department of Digital Systems Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) Title: Proteins Description: In this unit we explore how proteins are the doers of the cell. They are huge in number and variety and diverse in structure and function, serving both the structural building blocks and the functional machinery of the cell. Just about every process in every cell requires specific proteins. The basic principles of protein structure and function which are reviewed in this unit are crucial to understanding how proteins perform their various roles. Pedagogical Model: Guided Research Source: iCOPER LD Repository ( http://www.icoper.org/repository/learning- )D. G. Sampson and P. Zervas 16/77 November 2012
  • 17. OpenofLearning Designs Examples (CE.R.T.H.)University Piraeus Centre for Research and Technology – Hellas (3/3) Department of Digital Systems Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) Title: Cosmic Collisions Description: An examination of the cosmic battles being waged between celestial bodies Pedagogical Model: Inquiry-based Teaching Source: COSMOS LD Repository ( http://www.cosmosportal. )D. G. Sampson and P. Zervas 17/77 November 2012
  • 18. University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.) Department of Digital Systems Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) Open Learning Designs (Open LDs) Organization, Classification and Storage Open LDs along with their associated metadata can be organized, classified and stored in web-based repositories which are referred to as Learning Design Repositories (LDRs). LDRs are built so as to support storage, discovery, retrieval, use, re-use and sharing of Open LDs and Open LD templates (that is, Open LDs without specific educational content) among educational communities. D. G. Sampson and P. Zervas 18/77 November 2012
  • 19. Open LD Templates Examples (1/2) Centre for Research and Technology – Hellas (CE.R.T.H.) University of Piraeus Department of Digital Systems Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) Title: Explore, Describe, Apply Description: The strategy used in this learning design is problem-based and has been applied to a subject in a graduate certificate of online learning although the strategy could be used in many undergraduate and postgraduate subjects. Pedagogical Model: Problem-based Learning Source: Learning Designs Repository ( http://www.learningdesigns.uow.edu.au/)D. G. Sampson and P. Zervas 19/77 November 2012
  • 20. Open LD Templates Examples (2/2) Centre for Research and Technology – Hellas (CE.R.T.H.) University of Piraeus Department of Digital Systems Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) Title: Inquiry-based Teaching Description: This strategy is often contrasted with more traditional expository methods and reflects the constructivist model of learning, often referred to as active learning, so strongly held among science educators today. Pedagogical Model: Inquiry- based Teaching Source: COSMOS LD Repository (http://www.cosmosportal.eu/)D. G. Sampson and P. Zervas 20/77 November 2012
  • 21. University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.) Department of Digital Systems Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) Learning Design Repositories (LDRs) Existing LDRs The Canadian LD LAMS Repository, Australia Repository, CanadaiCOPER LD Repository, EU COSMOS LD Repository, EU OSR LD Repository, EU D. G. Sampson and P. Zervas 21/77 November 2012
  • 22. University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.) Number of LDs DepartmentEducational of Digital Systems Subject Information Technologies Institute (I.T.I.) Region Number / Number of LDR Name License Sector Domain Coverage of Users LD Advanced Digital Systems and Services for Education and Learning (ASK) Templates[1] The LAMS Cross- Internationa Open under All Sectors 6.779 875 / 0 Repository Disciplinary l Creative Commons iCOPER LD Cross- Regional Open under All Sectors N/A 520 / 0 Repository Disciplinary (Europe) Creative Commons School and Science Regional Open under COSMOS Higher 2.519 450 / 5 Education (Europe) Creative Commons Education Open Science School Science Regional Open under 2.312 158 / 2 Resources Education Education (Europe) Creative Commons The Learning Higher Cross- Regional Free under Custom N/A 32 / 5Designs Repository Education Disciplinary (Australia) License Free under Custom DialogPlus Cross- National License, Openness All Sectors N/A N/A Repository Disciplinary (UK) depending on the LD D. G. Sampson and P. Zervas 22/77 November 2012
  • 23. University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.) Department of Digital Systems Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) Learning Design Repositories (LDRs) Populating LDRs - Requirements The process of populating LDRs requires:  Authoring Tools that can represent the pedagogical design adopted in the educational scenarios (that is, a structured flow of learning activities populated with resources and facilitated by certain tools and devices, where teachers and students participate assuming certain roles).  Strategies for using these tools so as to express the learning designs following consistent and commonly recognized terms among the educational practitioners of a given community D. G. Sampson and P. Zervas 23/77 November 2012
  • 24. University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.) Department of Digital Systems Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) Learning Design Repositories (LDRs) Tools for Populating LDRsMOT+ LD Editor Learning Activity Management System (LAMS) ReCourse Open Graphical Learning Modeler ASK Learning Designer (OGLM) Toolkit (ASK-LDT) D. G. Sampson and P. Zervas 24/77 November 2012
  • 25. University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.) Department of Digital Systems Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) Problem Definition (1/3) The term Open Educational Resources (OERs) has emerged, aiming to promote open access to digital educational resources that are available online for everyone at a global level (Caswell et al., 2008). In response to this emerging trend several OER initiatives have been developed worldwide by large institutions such as MIT‘s OpenCourseWare (OCW), Stanford‘s iTunes and Rice University‘s Connexions, or by communities (or consortiums) such as MERLOT and OER Commons (Ehlers, 2011). The expected benefits of OERs for learners and teachers can be summarized as follows (Geser, 2007):  they are free to use and publicly available,  they can be used and/or reused in teaching and learning (usually with attribution to the creator),  they can be repurposed, that is, modified/adapted for different educational context of use,  they can improve teaching by building on other people’s work and  their development is a global movement and as a result educational communities across borders can be created around them.Caswell, T., Henson, S., Jensen, M. & Wiley, D. (2008). Open Educational Resources: Enabling universal education. The International Review of Research inOpen and Distance Learning, 9(1), 1-11.Ehlers, U.D. (2011). Extending the Territory: From Open Educational Resources to Open Educational Practices, Journal of Open, Flexible, and DistanceLearning, 15(2)Geser, G. (Ed.) (2007) Open Educational Practices and Resources, OLCOS Roadmap 2012. Salzburg Austria: Salzburg Research Edumedia Research Group.Retrieved March 21, 2021 from: http://www.olcos.org/cms/upload/docs/olcos_roadmap.pdf D. G. Sampson and P. Zervas 25/77 November 2012
  • 26. University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.) Department of Digital Systems Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) Problem Definition (2/3) • The term OER is subject to different interpretations such as open educational content, open courseware and open source software (Friesen, 2009). • Thus, OERs are not limited to open educational content and they can be of different granularity and different formats (Lane & McAndrew, 2010). • Nevertheless, existing OER initiatives do not treat their OERs differently according to their granularity levels and consequently they adopt a flat model for supporting the main stages of a typical e-Learning chain, namely, creation, publication, discovery, acquisition, access, use, re-use and delivery of OERs.Friesen, N. (2009). Open educational resources: new possibilities for change and sustainability. International Review of Research in Open and DistanceLearning, 10( 5)Lane, A. and McAndrew, P. (2010), Are open educational resources systematic or systemic change agents for teaching practice? British Journal ofEducational Technology, 41(6), pp. 952-962. D. G. Sampson and P. Zervas 26/77 November 2012
  • 27. University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.) Department of Digital Systems Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) Problem Definition (3/3) The main drawback of this approach is that OERs are treated in a non- modular manner without considering  the different levels of granularity (namely, educational content, learning activities, educational courses, education and/or training programmes), and  the different tools and services needed to handle the particularities of each granularity level This leads to a limited organic relation of current OER initiatives to the rest of Learning Technologies developments, which eventually confine their potential to accessing a Digital Library of Educational Resources. To overcome this problem:  we propose a hierarchical open access framework that considers different hierarchical elements for supporting the main stages of a typical e- Learning chain and  we present a set of tools that support this framework. D. G. Sampson and P. Zervas 27/77 November 2012
  • 28. University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.) Department of Digital Systems Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK)A Hierarchical Open Access FrameworkWithin this context, to deal with the different levels of granularity (namely, educational content, learning activities, educational courses, education and/or training programmes), and the different tools and services needed to handle the particularities of each granularity level, we propose a hierarchical open access framework that considers different hierarchical elements for supporting the main stages of a typical e- Learning chain and we present a set of tools that support this framework D. G. Sampson and P. Zervas 28/77 November 2012
  • 29. Hierarchical Open Access Framework: University of Piraeus Department of Digital Systems Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.) Elements Advanced Digital Systems and Services for Education and Learning (ASK) Educational Content Hierarchical Educational Learning Objects ElementsMetadata (EM) Learning Activities Education and/or Training Educational Programmes Courses D. G. Sampson and P. Zervas 29/77 November 2012
  • 30. Hierarchical OpenResearch and Technology – Hellas (CE.R.T.H.) University of Piraeus Centre for Access Framework: Department of Digital Systems Information Technologies Institute (I.T.I.) Main Stakeholders Advanced Digital Systems and Services for Education and Learning (ASK) D. G. Sampson and P. Zervas 30/77 November 2012
  • 31. University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.) Department of Digital Systems Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) Hierarchical Elements: Revisited • Educational Content: This is the lowest level of the hierarchical open access framework and it includes: • Open Educational Resources (OERs) in the form of Learning Objects (LOs) and • Educational metadata that are used to describe the different educational characteristics and attributes of a LO (Currier, 2008) • Learning Activities: This is the second level of the hierarchical open access framework and for the purpose of our work, a Learning Activity (LA) is defined as: “the interaction of learner(s) with other(s) (peers and/or tutors) and with a learning environment (optionally involving educational content, tools and services), which emerges as a result of performing a task following a specific pedagogical strategy in order to achieve one or more learning objectives” (Beetham, 2007). • Educational Courses: This is the third level of the hierarchical open access framework and it can be developed as a sequence of LAs following a specific pedagogical strategy (Alonso, 2005). Moreover, for the purpose of our work we consider that an educational course is delivered entirely online and can be facilitated by desktop and/or mobile devices towards addressing one or more learning objectives (Sampson & Zervas, 2011) • Education and/or Training Programmes: This is the highest level of the hierarchical open access framework and it can be developed as a synthesis of educational courses. An education and/or training programme typically includes the educational courses that constitute it, as well as the virtual classrooms that are used for supporting the delivery of the educational courses and may lead to a competences-based qualification (Sampson & Zervas, 2012)Alonso, F., Lopez, G., Manriques, D. & Vines, J. M. (2005). An instructional model for web-based e-learning education with a blended learning process approach, BritishJournal of Educational Technology, 36(2), 217–235.Beetham, H. (2007). An approach to learning activity design. In Beetham, H. & Rhona, S. (Eds.) Rethinking pedagogy for a digital age: designing and delivering e-learning (pp.26–40). Routledge.Currier, S. (2008). Metadata for Learning Resources: An Update on Standards Activity for 2008, ARIADNE, 55.Sampson, D. & Zervas, P. (2012). Mobile Learning Management Systems in Higher Education. In A. Azevedo & R. Babo (Eds.), Higher Education Institutions and LearningManagement Systems: Adoption and Standardization (162-177), IGI GlobalSampson, D. & Zervas, P. (2011). Supporting Accessible Technology-Enhanced Training: The eAccess2Learn Framework, IEEE Transactions on Learning Technologies (TLT), 4(4),353-364 D. G. Sampson and P. Zervas 31/77 November 2012
  • 32. University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.) Department of Digital Systems Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK)• Main Stakeholders: Revisited (1/2) Educational Content Suppliers: this is the entity responsible for designing and developing independent open educational resources in the form of LOs. The Educational Content Suppliers need to be able to characterize their newly developed LOs with educational metadata and offer them to existing Learning Object Repositories (LORs) for future use and re-use by instructional designers and/or teachers. The proposed hierarchical open access framework provides them with the technological means for tagging their LOs with appropriate educational metadata.• Instructional Designers: They define learning objectives and they design appropriate LAs and educational courses that will lead to the accomplishment of these objectives. They are responsible: • For designing LAs by selecting appropriate LOs (previously developed by educational content suppliers and/or teachers) following a specific pedagogical strategy and • For designing educational courses by sequencing appropriate LAs (previously developed by them or by other instructional designers and/or teachers) following a specific pedagogical strategy. The Instructional Designers need to be able to design and develop LAs and educational courses following specific pedagogical strategies and represent them in a common machine understandable format for offering them to existing Learning Design Repositories (LDRs) for future use and re-use by other instructional designers, teachers and/or e-Learning services providers. Thus, the proposed open access hierarchical framework provides Instructional Designers with the technological means for (a) searching and selecting LOs and (b) designing and developing Learning Activities and educational courses.• E-Learning Services Providers: this is the entity responsible for delivering education and/or training programmes as a synthesis of appropriate educational courses (previously designed by Instructional Designers and/or teachers). The proposed open access hierarchical framework provides them with the technological means to deliver Education and/or Training programmes, as well as individual Educational Courses to Learners. D. G. Sampson and P. Zervas 32/77 November 2012
  • 33. University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.) Department of Digital Systems Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) Main Stakeholders: Revisited (2/2)• Teachers: Their role is threefold: • They can design and develop new LOs to support their learning activities, possibly describe them with educational metadata and offer them to a LOR for future use by other instructional designers and/or teachers, • They can design and develop LAs by selecting appropriate LOs following a specific pedagogical strategy and educational courses by sequencing appropriate LAs following a specific pedagogical strategy and offer them to a LDR for future use by other instructional designers and/or teachers, • They can participate to educational courses and education and/or training programmes, so as to support learners in the attainment of their learning objectives.• Learners: These are the final users of the educational courses and the main participants in education and/or training programmes. Thus, the proposed hierarchical open access framework provides them with the technological means to participate in education and/or training programmes, as well as to individual educational courses using desktop and/or mobile devices. D. G. Sampson and P. Zervas 33/77 November 2012
  • 34. University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.) Department of Digital Systems Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) ASK Tools for Supporting the Proposed Hierarchical Open Access FrameworkD. Sampson and P. Zervas, "A Hierarchical Framework for Open Access to Education and Learning", International Journal of Web Based Communities (accepted for publication) D. G. Sampson and P. Zervas 34/77 November 2012
  • 35. Hierarchical OpenResearch and Technology – Hellas (CE.R.T.H.) University of Piraeus Centre for Access Framework:Tools for supporting the 1 Hierarchical Element Department of Digital Systems st Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) Educational Content Hierarchical Educational Learning Objects ElementsMetadata (EM) Learning Activities Education and/or Training Educational Programmes Courses D. G. Sampson and P. Zervas 35/77 November 2012
  • 36. The ASK Learning Centre for ResearchMetadata Authoring University of Piraeus Objects and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.) Toolkit 2.0 (ASK-LOM-AT 2.0) – (1/2) Department of Digital Systems Advanced Digital Systems and Services for Education and Learning (ASK) Open source web-based tool that facilitates the educational content suppliers, the instructional designers and/or the teachers in authoring educational metadata for their LOs, LAs and educational courses, as well as, in organizing and offering them through existing LORs and LDRs. The main functionalities include: (a) educational metadata authoring by using a step-by-step wizard or by using a single web-form, (b) browse and preview existing metadata records that have been authored by other users of the tool, (c) browse and edit metadata records that a specific user has previously authored and stored in the tool metadata repository, (d) import and edit metadata records in XML format following the IEEE LOM standard, and (e) export metadata records in XML format following the IEEE LOM standard and import them to existing LORs. D. G. Sampson and P. Zervas 36/77 November 2012
  • 37. University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.) Department of Digital Systems Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK)ASK Learning Objects Metadata Authoring Toolkit 2.0 (ASK-LOM-AT 2.0) – (2/2)• ASK-LOM-AT 2.0 is available from: http://www.ask4research.info/asklomat/• A customized version of ASK-LOM-AT 2. 0 is currently used by: • More than 1.000 Science Education Teachers in PATHWAY Project (http://www.pathway-project.eu/) • PATHWAY ASK-LOM-AT 2.0 is available from: http://www.ask4research.info/pathway-asklomat/ D. G. Sampson and P. Zervas 37/77 November 2012
  • 38. University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.) Department of Digital Systems Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) Related Publications• D. Sampson, P. Zervas and G. Chloros, "ASK-LOM- AT 2.0: A Web-Based Tool for Educational Metadata Authoring of Open Educational Resources", in Proc of the 3rd IEEE International Conference on Technology for Education (T4E 2011), Chennai, India, 14-16, July 2011 D. G. Sampson and P. Zervas 38/77 November 2012
  • 39. ASK Learning Objects Metadata Authoring Toolkit University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.) (ASK-LOM-AT) Education and Learning (ASK) Department of Digital Systems Advanced Digital Systems and Services for – (1/2) Stand alone application for Microsoft Windows OS Authoring and Management of EM Conformant to IEEE LOM Standard Step-by-step Wizard for EM Authoring D. G. Sampson and P. Zervas 39/77 November 2012
  • 40. University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.) Department of Digital Systems Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) ASK Learning Objects Metadata Authoring Toolkit (ASK-LOM-AT) – (2/2) Customized versions of ASK-LOM-AT has been used by  15 Science Education Content Providers and 1.500 Science Education Teachers in OSR Portal (http://www.osrportal.eu/) and COSMOS Portal ( http://www.cosmosportal.eu/)  4 Language Learning Content Providers and Training Organizations, and 60 Language Learning Trainers in Mobile2Learn Portal (http://www.mobile2learn.eu/)  5 Training Organizations for People with Disabilities and 70 Disabled People Trainers in eAccess2Learn Portal (http://www.eaccess2learn.eu/) Customized versions of ASK-LOM-AT are available to download from:  http://www.osrportal.eu/~osrgr/en/toolbox [Registered Users]  http://www.cosmosportal.eu/cosmos/en/toolbox [Registered Users]  http://www.mobile2learn.eu/services/index.php?sec=tools [Registered Users]  http://www.eaccess2learn.eu/services/index.php?sec=tools [Registered Users] D. G. Sampson and P. Zervas 40/77 November 2012
  • 41. University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.) Department of Digital Systems Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) Related Publications• D. Sampson, P. Zervas and S. Sotiriou, "Science Education Resources Supported with Educational Metadata: The Case of the OpenScienceResources Web Repository", Advanced Science Letters, Special Issue on Technology-Enhanced Science Education, vol. 4(11/12), pp. 3353-3361 (9), American Scientific Publishers, ISSN 1936-6612, November 2011• D. Sampson, P. Zervas and S. Sotiriou, "Learning Object Repositories for Science Education: The OpenScienceResources Repository", in Proc. of the 11th IEEE International Conference on Advanced Learning Technologies (ICALT 2011), Athens, Georgia, USA, 6-8 July 2011 [BEST POSTER AWARD] D. G. Sampson and P. Zervas 41/77 November 2012
  • 42. TheUniversity of Piraeus ASK Learning Centre for Research and Technology – Application Objects Metadata Hellas (CE.R.T.H.) Profiling Toolkit (ASK-LOM-AP) (1/2) Department of Digital Systems Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) Open source web-based tool that facilitates educational content suppliers to develop and manage Application Profiles (APs) of the IEEE LOM standard. The main functionalities include: (a) the development and management of new IEEE LOM APs by using a step-by-step wizard conformant with guidelines from International Organizations such as IMS Global Learning Consortium and European Committee for Standardization (CEN/ISSS), (b) the export of the XML Schema of a developed IEEE LOM AP with all the modifications, in accordance with the base schema of the IEEE LOM Standard. D. G. Sampson and P. Zervas 42/77 November 2012
  • 43. University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.) Department of Digital Systems Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK)ASK Learning Objects Metadata Application Profiling (ASK-LOM-AP) – (2/2)  The source code of ASK-LOM-AP Tool is available from SourceForge: http://sourceforge.net/projects/asklomap/  ASK-LOM-AP was uploaded on 23 April 2010 and until today, it has been downloaded 155 times [April 2012]. D. G. Sampson and P. Zervas 43/77 November 2012
  • 44. University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.) Department of Digital Systems Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) Related Publications• D. Sampson, P. Zervas and G. Chloros, "Supporting the Process of Developing and Managing LOM Application Profiles: The ASK-LOM-AP Tool", IEEE Transactions on Learning Technologies (TLT), (ISSN 1939-1382), vol. 5(3), IEEE Computer Society, September 2012• D. Sampson, P. Zervas and G. Chloros, "Towards Community-based Open Educational Resources: Tools for Developing and Managing IEEE LOM Application Profiles", in Athanassios Jimoyiannis (Ed.), Research on e-learning and ICT in Education, pp. 283-294, Springer, ISBN 978-1-4614-1083-6, January 2012• G. Chloros, P. Zervas and D. Sampson, "ASK-LOM-AP: A Web-Based Tool for Development and Management of IEEE LOM Application Profiles", in Proc. of the 10th IEEE International Conference on Advanced Learning Technologies (ICALT 2010), Sousse, Tunisia, IEEE Computer Society, 5-7, July 2010 D. G. Sampson and P. Zervas 44/77 November 2012
  • 45. The ASK Learning for Research and Technology – Hellas (CE.R.T.H.) University of Piraeus Centre Objects Social Tagging Information Technologies Institute (I.T.I.) Toolkit 2.0 (ASK-LOST 2.0) - (1/2) Department of Digital Systems Advanced Digital Systems and Services for Education and Learning (ASK) Open source web-based tool that facilitates instructional designers and/or teachers to add tags to LOs, LAs and educational courses that are stored in LORs and LDRs exploiting social tagging. The main functionalities include: (a) guided tagging, where the user is presented with his/her tags previously used for characterizing other digital educational resources (referred to as Personal Tags), as well as, with tags that are most frequently used by other users regarding this specific LO, LA or educational course (referred to as Popular Tags), (b) auto-suggested tagging, where the user is presented with suggested tags that have been used by other users and are relevant with the tag that the user is typing, (c) creation of user’s personal collection, where he/she has the capability to save to his/her personal list, LOs, LAs or educational courses uploaded by other users and browse the tags that these users have used, (d) browsing via tag cloud, and (e) social networking support D. G. Sampson and P. Zervas 45/77 November 2012
  • 46. University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.) Department of Digital Systems Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) ASK Learning Objects Social Tagging (ASK-LOST 2.0) – (2/2) ASK-LOST 2.0 is being used by more than 1500 Science Education Teachers as part of the OSR Portal (http://www.osrportal.eu/) The source code of ASK-LOST 2.0 Tool is available from SourceForge: http://sourceforge.net/projects/asklost ASK-LOST 2.0 was uploaded on 15 May 2010 and until today, it has been downloaded 87 times [April 2012]. D. G. Sampson and P. Zervas 46/77 November 2012
  • 47. University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.) Department of Digital Systems Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) Related Publications• P. Zervas, D. Sampson and M. Aristeidou, "Investigating the Effect of Users Tagging Motivation on the Enhancement of Digital Educational Resources Metadata Descriptions", in Proc. of the IADIS International Conference Cognition and Exploratory Learning in Digital Age (CELDA 2012), Madrid, Spain, IADIS Press, 19-21, October 2012• D. Sampson, P. Zervas and A. Kalamatianos, "ASK-LOST 2.0: A Web-based Tool for Social Tagging Digital Educational Resources in Learning Environments", in B. White, I. King, and P. Tsang, (Eds.), Social Media Tools and Platforms in Learning Environments: Present and Future, chapter 23, pp 387-398, Springer, 2011• A. Kalamatianos, P. Zervas and D. Sampson, "ASK-LOST 2.0: A Tool for Social Tagging of Digital Educational Resources on the Web", in Proc. of the 9th IEEE International Conference on Advanced Learning Technologies (ICALT 2009), pp. 157-159, Riga, Latvia, IEEE Computer Society, July 2009 [BEST SHORT PAPER AWARD] D. G. Sampson and P. Zervas 47/77 November 2012
  • 48. eAccess2LearnResearch and Repository Centre for Web Technology – Hellas (CE.R.T.H.) University of Piraeus Information Technologies Institute (I.T.I.)(http://www.eaccess2learn.eu/) – (1/2) Department of Digital Systems Advanced Digital Systems and Services for Education and Learning (ASK) Web Repository with accessible LOs and LDs suitable for Disabled People Training Enables search and retrieval of accessible LOs and LDs Enables storage of accessible LOs and LDs along with their EM Conforms to W3C WCAG 1.0 D. G. Sampson and P. Zervas 48/77 November 2012
  • 49. University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.) Department of Digital Systems Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) eAccess2Learn Web Repository (http://www.eaccess2learn.eu/) – (2/2) eAccess2Learn Web Repository includes [April 2012]:  3.051 Learning Objects (in the form of rich html files with images)  313 eTraining Courses (in the form of Learning Design Packages) for three disability categories (namely motor disabled, low vision and color blind people) There are 546 Registered Users [April 2012] eAccess2Learn Web Repository has received [April 2012]:  20.949 Search Requests  10.482 Downloads  98.292 Visits D. G. Sampson and P. Zervas 49/77 November 2012
  • 50. University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.) Department of Digital Systems Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) Related Publications• D. Sampson and P. Zervas, "Supporting Accessible Technology-Enhanced Training: The eAccess2Learn Framework", IEEE Transactions on Learning Technologies (TLT) , (ISSN 1939-1382), vol. 4(4), pp. 353-364, October 2011• D. Sampson and P. Zervas, "Technology-enhanced Training for People with Disabilities: The eAccess2Learn Framework", in Proc. of the 2nd International Conference on Intelligent Networking and Collaborative Systems (INCoS 2010), Thessaloniki, Greece, 24-26, November 2010 [BEST PAPER AWARD]• D. Sampson, "Competence-related Metadata for Educational Resources that Support Lifelong Competence Development Programmes", Educational Technology & Society, 12 (4), 149-159, October 2009• D. Sampson, P. Karampiperis and D. Fytros, “Developing a Common Metadata Model for Competencies Description", Interactive Learning Environment, Special Issue on Learning Networks for Lifelong Competence Development, vol. 15(2), pp. 137-150, Routledge , August 2007• D. Sampson, D. Fytros and P. Zervas, "Supporting Lifelong Learning Programmes: Defining an Accessibility and Competence Based Application Profile for Educational Metadata", in Proc. of the 11th IASTED International Conference on Computers and Advanced Technology in Education (CATE 2008), Heraklion, Crete, Greece, October 2008• P. Karampiperis and D. Sampson, "Facilitating Learning Objects Reusability in Different Accessibility Settings", in Ulf-Daniel Ehlers and Jan M. Pawlowski (Eds.), Handbook on Quality and Standardisation in E-Learning Chapter 20, pp. 248-262, Springer, ISBN 3540327878, May 2006• P. Karampiperis and D. Sampson, “Supporting Accessible Hypermedia in Web-based Educational SystemsQ Defining an Accessible Application Profile for Learning Resources", The New Review of Hypermedia and Multimedia, Special Issue on Accessible Hypermedia and Multimedia, vol. 10(2), pp. 181-197, Taylor & Francis, December 2004 D. G. Sampson and P. Zervas 50/77 November 2012
  • 51. Mobile2Learn Research andRepository Centre for Web Technology – Hellas (CE.R.T.H.) University of Piraeus Information Technologies Institute (I.T.I.)(http://www.mobile2learn.eu/) – (1/2) Department of Digital Systems Advanced Digital Systems and Services for Education and Learning (ASK) Web Repository with LOs and LDs suitable for Language Learning supported by Mobile Devices Enables search and retrieval of mobile assisted Language Learning LOs and LDs Enables storage of mobile assisted Language Learning LOs and LDs along with their EMD. G. Sampson and P. Zervas 51/77 November 2012
  • 52. University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.) Department of Digital Systems Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) Mobile2Learn Web Repository (http://www.mobile2learn.eu/) – (2/2) Mobile2Learn Web Repository includes [April 2012]:  719 Learning Objects suitable for English Language Learning (in the form of flash files) and supported by mobile devices  132 mobile Training Courses (in the form of Learning Design Packages) addressing A1, A2, B1 and B2 learners/students of English Language according to the Europass Language Passport Levels There are 1.027 Registered Users [April 2012] Mobile2Learn Web Repository has received [April 2012]:  24.135 Search Requests  14.679 Downloads  43.180 Visits D. G. Sampson and P. Zervas 52/77 November 2012
  • 53. The COSMOS Repository University of Piraeus Department of Digital Systems Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK)• The COSMOS Repository (http://www.cosmosportal.eu/) has more than 1.650 registered users• It provides access to science education learning objects (LOs) and Learning Designs (LDs) for schools and higher education institutions.• It includes more than 100.000 LOs and over 350 LDs.• It was developed in the framework of an EU-funded project D. G. Sampson and P. Zervas 53/77 November 2012
  • 54. The OpenScienceResources Repository University of Piraeus Department of Digital Systems Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK)• The OpenScienceResources Repository (http://www.osrportal.eu/) has more than 1.100 registered users• It provides access to science education learning objects (LOs) and learning designs (LDs) offered by European Science Centers and Museums.• It includes more than 1.300 LOs and over 110 LDs.• It was developed in the framework of an EU-funded project (http://www.openscienceresourc es.eu/) D. G. Sampson and P. Zervas 54/77 November 2012
  • 55. The OpenDiscoverySpace Repository University of Piraeus Department of Digital Systems Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK)• The Open Discovery Space (http://www.opendiscoveryspace.eu/) aims to include more than 1.500.000 LOs and LDs by aggregating open licensed LOs and LDs from a federated network of seventy five (75) existing LORs and LDRs in Europe.• The main outcome of Open Discover Space project will be a community-oriented social platform where teachers, students and parents from all around Europe will be able to search and retrieve LOs and LDs on their topics of interest.• It is expected that at the end of the Open Discover Space project the Open Discover Space portal will be the biggest federated network of existing LORs and LDRs in the world D. G. Sampson and P. Zervas 55/77 November 2012
  • 56. University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.) Department of Digital Systems Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) Related Publications• D. Sampson and P. Zervas, "Supporting Open Access to Mobile Assisted Language Learning Resources and Practices: The Mobile2Learn Framework", IEEE Transactions on Learning Technology, November 2012 (submitted for publication),• D. Sampson and P. Zervas, "Open Access to Mobile Assisted Language Learning supported by the Mobile2Learn Framework", in Proc. of the 12th IEEE International Conference on Advanced Learning Technologies (ICALT 2012), Rome, Italy, IEEE Computer Society, 4-6 July 2012• P. Zervas and D. Sampson, "Enhancing Educational Metadata with Mobile Assisted Language Learning Information", in Proc. of the 10th IEEE International Conference on Advanced Learning Technologies (ICALT 2010), Sousse, Tunisia, IEEE Computer Society, 5-7, July 2010• D. Sampson, "Exploiting Mobile and Wireless Technologies in Vocational Training", in Proc. of the 4th International Workshop on Wireless, Mobile and Ubiquitous Technologies in Education (WMUTE 2006), pp. 63-65, Athens, Greece, IEEE Computer Society, November 2006• D. Sampson, "Supporting Vocational Education and Training through Mobile Learning Environments", in Proc. of the 6th IEEE International Conference on Advanced Learning Technologies (ICALT 2006), pp. 1176-1177, Kerkrade, The Netherlands, IEEE Computer Society, July 2006 D. G. Sampson and P. Zervas 56/77 November 2012
  • 57. Hierarchical OpenResearch and Framework:(CE.R.T.H.) University of Piraeus Centre for Access Technology – HellasTools Department of Digital Systems 2nd and the 3rd Hierarchical Elements for supporting the Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) Educational Content Hierarchical Elements Learning Activities (LAs) Education and/or Educational LAs Design and Educational Content Delivery Training Courses Programmes Learning Course Design Activities and Delivery D. G. Sampson and P. Zervas 57/77 November 2012
  • 58. The University of Piraeus ASK Learning Design Toolkit –(ASK-LDT) – Centre for Research and Technology Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.) (1/2) Department of Digital Systems Advanced Digital Systems and Services for Education and Learning (ASK) Stand-alone tool that enables instructional designers and/or teachers (a) to express their pedagogical strategies, in the form of LD templates, using a common machine understandable way, and (b) to design and develop educational courses using a reference set of pre-defined learning design templates The main functionalities include: development of new educational courses based on pre-defined LD templates using a graphical interface, (b) characterization of the learning activities of an Educational Course by using a common vocabulary of terms based on “Dialog Plus Learning Activities Taxonomy”, (c) assignment of LOs (html pages, images, videos etc.) to the LAs of an educational course or change the existing ones, and (d) save educational courses as Packages (zip format) conformant with IMS Learning Design Specification, and share them through existing LDRs. D. G. Sampson and P. Zervas 58/77 November 2012
  • 59. University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.) Department of Digital Systems Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) ASK Learning Design Toolkit (ASK-LDT) – (2/2) ASK-LDT has been used by:  5 Science Education Pedagogical Designers in COSMOS Portal (http://www.cosmosportal.eu/) for designing Generic Science Education Pedagogical Templates  650 Science Education Teachers in COSMOS Portal (http://www.cosmosportal.eu/) for developing Science Education Scenarios based on Reference Generic Science Education Pedagogical Templates  60 Language Learning Trainers in Mobile2Learn Portal (http://www.mobile2learn.eu/) for developing Mobile Training Courses based on reference Generic Mobile Training Course Templates (suitable for Language Learning)  70 Disabled People Trainers in eAccess2Learn Portal (http://www.eaccess2learn.eu/) for developing eTraining Courses based on reference Generic eTraining Course Templates (suitable for Disabled People Training) ASK-LDT is available for download from:  http://www.cosmosportal.eu/cosmos/en/toolbox [Registered Users]  http://www.mobile2learn.eu/services/index.php?sec=tools [Registered Users]  http://www.eaccess2learn.eu/services/index.php?sec=tools [Registered Users] D. G. Sampson and P. Zervas 59/77 November 2012
  • 60. University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.) Department of Digital Systems Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) Related Publications• D. Sampson, P. Zervas and S. Sotiriou, "Sharing of Open Science Education Resources and Learning Designs in Europe: The European Initiatives OpenScienceResources, COSMOS and PATHWAY", in Rory McGreal, Wanjira Kinuthia and Stewart Marshall (Eds.), Open Educational Resources Knowledge Cloud, AU Press• D. Sampson, P. Zervas and S. Sotiriou, "COSMOS: A Web-Based Repository of Learning Designs for Science Education", Advanced Science Letters, Special Issue on Technology-Enhanced Science Education, vol. 4(11/12), pp. 3366-3374 (9), American Scientific Publishers, ISSN: 1936-6612 November 2011• D. Sampson and P. Zervas, “Designing and Sharing Inquiry based Learning Designs: the PATHWAY ASK Learning Designer Toolkit” in Proc. of the EDEN2011 Open Classroom Conference, Athens, Greece, 27-29, October 2011• D. Sampson, P. Zervas and S. Sotiriou, “From Learning Objects Repositories to Learning Design Repositories: The COSMOS Learning Design Repository” in Proc. of the 11th IEEE International Conference on Advanced Learning Technologies (ICALT 2011), Athens, Georgia, USA, IEEE Computer Society (ISBN:9781612842097), 6-8, July 2011• D. Sampson and P. Karampiperis, “Towards Next-Generation Activity-Based Learning Systems", International Journal on E-Learning vol. 5(1), pp 129-150, Chesapeake, AACE Press, January 2006• D. Sampson, P. Karampiperis and P. Zervas, "ASK-LDT: A Web-Based Learning Scenarios Authoring Environment based on IMS Learning Design", International Journal on Advanced Technology for Learning (ATL) (ISSN 1710-2251), vol. 2(4), pp. 207-215, ACTA Press, October 2005 D. G. Sampson and P. Zervas 60/77 November 2012
  • 61. ASK-Course Description Metadata-European University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.)Credit Transfer SystemServices for Education and Learning (ASK) – (1/2) Department of Digital Systems Advanced Digital Systems and (ASK-CDM-ECTS) Web-based application accessible via web-browser Facilitate description with European Credit Transfer System (ECTS) compatible information European HEIs, as well as, their study programmes and academic courses Facilitate search and retrieval of academic courses offered by European HEIs Conformant to Course Description Metadata (CDM-ECTS) Application Profile Step-by-step Wizard for EM Authoring of academic courses’ LOs (conformant to IEEE LOM) D. G. Sampson and P. Zervas 61/77 November 2012
  • 62. University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.) Department of Digital Systems Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) ASK-Course Description Metadata-EuropeanCredit Transfer System (ASK-CDM-ECTS) – (2/2)  ASK-CDM-ECTS is available (in Greek) from: http://www.ask4research.info/ask-cdm-ects/  ASK-CDM-ECTS will be used (during 2012-2014) in the framework of a nationally-funded project entitled: “Academic Open Courses at University of Piraeus” that aims to make available for open access to the wider public more than 460 academic courses offered by University of Piraeus, Greece D. G. Sampson and P. Zervas 62/77 November 2012
  • 63. University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.) Department of Digital Systems Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) Related Publications• D. Sampson and P. Zervas, "Supporting Open Access to European Academic Courses: The ASK-CDM-ECTS Tool", Campus Wide Information Systems, vol. 30(1), Emerald, January 2013• D. Sampson and P. Zervas, "Open Access to European Higher Education Courses based on the CDM-ECTS Specification", in Proc. of the 4th IEEE International Conference on Technology for Education (T4E 2011), IIT Hyderbad, India, IEEE Computer Society, 18-20, July 2012• D. Sampson, P. Zervas and R. Limnatitis, "ASK-CDM-ECTS: A Tool for facilitating Common European University Course Description towards Higher Education Integration", in Proc. of the 9th IEEE International Conference on Advanced Learning Technologies (ICALT 2009), pp. 154- 156, Riga, Latvia, IEEE Computer Society, 15-17 July 2009 D. G. Sampson and P. Zervas 63/77 November 2012
  • 64. The University Mobile Learning Design Player (ASK- ASK of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.) Mobile-LD-Player) – (1/2) Department of Digital Systems Advanced Digital Systems and Services for Education and Learning (ASK) Stand-alone tool suitable for smart phone devices with windows mobile or android operating system that facilitates e-Learning Services Providers to deliver educational courses that have been retrieved from an existing LDR and they are conformant with the IMS LD Specification The main functionalities include: (a) enrolment of multiple roles/actors (individual learners, groups of learners and teachers), (b) navigation to the LAs of an educational courses using a graphical interface, and (c) rendering of HTML-based educational content and flash files. D. G. Sampson and P. Zervas 64/77 November 2012
  • 65. University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.) Department of Digital Systems Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) ASK Mobile Learning Design Player (2/2) ASK Mobile Learning Design Player has been used by 4 Language Learning Training Organizations and 60 Language Learning Trainers in Mobile2Learn Portal (http://www.mobile2learn.eu/), so as to provide Mobile Training Courses to their learners. ASK Mobile Learning Design Player is available for download from:  http://www.mobile2learn.eu/services/index.php?sec=tools [Registered Users – Stand Alone Version]  http://www.mobile2learn.eu/repository/index.php? sec=search_tr [Registered Users – Web Version] D. G. Sampson and P. Zervas 65/77 November 2012
  • 66. University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.) Department of Digital Systems Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) Related Publications• P. Zervas and D. Sampson, "Mobile Learning Design Players", in M. Ally and A. Tsinakos (Eds.), Mobile learning development for flexible learning, AU Press, January 2013• D. Sampson and P. Zervas, "Enabling Interoperable Mobile Learning: Evaluation results from the use of the SMILE PDA Learning Design Player", in Proc. of the 5th International Workshop on Wireless, Mobile and Ubiquitous Technologies in Education (WMUTE 2008), Beijing, China, IEEE Computer Society, March 2008• D. Sampson, K. Götze and P. Zervas, "Delivering IMS Learning Design Activities via Mobile Devices", in Proc. of the 7th IEEE International Conference on Advanced Learning Technologies (ICALT 2007), pp. 367- 368, Niigata, Japan, IEEE Computer Society, July 2007 [BEST POSTER AWARD] D. G. Sampson and P. Zervas 66/77 November 2012
  • 67. The ASKPiraeus University of Context-Aware MobileHellas (CE.R.T.H.) Centre for Research and Technology – Learning Information Technologies Institute (I.T.I.) Design Player Department of Digital Systems Advanced Digital Systems and Services for Education and Learning (ASK)• A client side application for smartphones and tablets with Android operating system.• The tool is able to capture during run-time learner’s contextual elements instances and evaluates them by parsing properties, global elements and conditions of the IMS-LD Level B specification D. G. Sampson and P. Zervas 67/77 November 2012
  • 68. University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.) Department of Digital Systems Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) Related Publications• D. Sampson and P. Zervas, "Context-Aware Adaptive and Personalized Mobile Learning Systems", in Demetrios G. Sampson, Dirk Ifenthaler, Pedro Isaias, and Michael J. Spector, (Eds.), Ubiquitous and Mobile Informal and Formal Learning in Digital Age, Springer, January 2013• P. Zervas, D. Sampson, S. Gomez and R. Fabregat, "Tools for Context-Aware Mobile Educational Content Adaptation", in Demetrios G. Sampson, Dirk Ifenthaler, Pedro Isaias, and Michael J. Spector, (Eds.), Ubiquitous and Mobile Informal and Formal Learning in Digital Age, Springer, January 2013• S. Gomez, P. Zervas, D. Sampson and R. Fabregat, "Delivering Adaptive and Context-Aware Educational Scenarios via Mobile Devices", in Proc. of the 12th IEEE International Conference on Advanced Learning Technologies (ICALT 2012), Rome, Italy, IEEE Computer Society, 4-6, July 2012• P. Zervas, S. Gomez, R. Fabregat and D. Sampson, "Tools for Context-Aware Learning Design and Mobile Delivery", in Proc. of the 11th IEEE International Conference on Advanced Learning Technologies (ICALT 2011), Athens, Georgia, USA, 6-8, July 2011• P. Zervas, S. Gomez, R. Fabregat and D. Sampson, "Designing Tools for Context-Aware Adaptive Mobile Learning", in Proc of the European, Mediterranean & Middle Eastern Conference on Information Systems 2011 (EMCIS2011), Athens, Greece, (ISBN: 978-1-902316-85-7), 30-31, May 2011 D. G. Sampson and P. Zervas 68/77 November 2012
  • 69. The ASK MobileforSCORMTechnology – Hellas (CE.R.T.H.) Centre University of PiraeusResearch and Player (1/2) Department of Digital Systems Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) Stand-alone tool suitable for smart phone devices with android operating system that facilitates e-Learning Services Providers to deliver educational courses which are conformant with SCORM The main functionalities include: (a) import and deliver educational courses conformant with SCORM 2004 to learners’ mobile devices, (b) sequencing and navigation to the learning activities of an Educational Course based on learner’s choices and achievements during run-time, (c) rendering of HTML-based educational content and flash files. D. G. Sampson and P. Zervas 69/77 November 2012
  • 70. University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.) Department of Digital Systems Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) ASK Mobile SCORM Player (2/2) The executable application of ASK Mobile SCORM Player is available from SourceForge: http://sourceforge.net/projects/ask-mobilescorm/ ASK Mobile SCORM Player was uploaded on 2 July 2010 and until today, it has been downloaded 148 times [April 2012]. D. G. Sampson and P. Zervas 70/77 November 2012
  • 71. Hierarchical OpenResearch and Technology – Hellas (CE.R.T.H.) University of Piraeus Centre for Access Framework:Tools for supporting the 4 Hierarchical Element Department of Digital Systems th Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) Educational Hierarchical Content Elements Learning Activities Education and/or Training Programmes Educational Courses Educational Virtual Courses Classrooms D. G. Sampson and P. Zervas 71/77 November 2012
  • 72. The ASK Mobile Moodle (CE.R.T.H.) Centre for Research and Technology – Hellas University of Piraeus Information Technologies Institute (I.T.I.) (http://www.mobile2learn.eu/moodle/) Department of Digital Systems Advanced Digital Systems and Services for Education and Learning (ASK) It is a customization of a Moodle (http://moodle.org/) following the W3C Mobile Web Best Practices 1.0, so as to be accessible via mobile devices. It facilitates e-Learning Services Providers to deliver education and/or training Programmes to learners’ mobile devices The main functionalities enable: (a) learners to access Moodle via any type of mobile device, (b) learners to enroll in and attend educational courses via their mobile device, check for new educational courses’ material, upload assignments, send questions to their teachers and communicate with their classmates and teachers through discussion forums, (c) teachers to conduct basic educational course’s management tasks via their mobile device such as: monitor their learners’ progress, identify and download newly uploaded learners’ assignments, answer learners’ questions and communicate with their learners through discussion forums. D. G. Sampson and P. Zervas 72/77 November 2012
  • 73. University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.) Department of Digital Systems Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) Related Publications• D. Sampson and P. Zervas, "Mobile Learning Management Systems in Higher Education", in Ana Azevedo and Rosalina Babo (Eds.), Higher Education Institutions and Learning Management Systems: Adoption and Standardization, pp. 162-177, IGI Global, ISBN 1609608844, 2012• D. Sampson, P. Papapaulou, P. Zervas and C. Papanikou, "Supporting Higher Education Teaching through Wireless and Mobile Devices: The Case Study of mobile Moodle", in Proc. of the AACE E-Learn 2008-World Conference on E-Learning in Corporate, Government, Healthcare and Higher Education, Las Vegas, USA, AACE, November 2008 D. G. Sampson and P. Zervas 73/77 November 2012
  • 74. The University3D Virtual Classroom Technology – Hellas (CE.R.T.H.) 3D ASK of Piraeus Centre for Research and Simulation (ASK Information Technologies Institute (I.T.I.) Department of Digital Systems VCS)Services for Education and Learning (ASK) Advanced Digital Systems and - (1/2) It is a customization of Moodle, supported by 3D Virtual Worlds (such as Second Life), namely, the SLOODLE It aims to provide e-Learning Services Providers with a platform for delivering education and/or training programmes to their learners by exploiting the Second Life VW. The ASK 3D VCS consists of four (4) different rooms: (a) Lectures’ Room, (b) Lab Room, (c) Library Room and (d) the Assessment/Quiz Room. All these virtual rooms feature tools that can support learners to execute different types of LAs based on the educational design. D. G. Sampson and P. Zervas 74/77 November 2012
  • 75. The University3D Virtual Classroom Technology – Hellas (CE.R.T.H.) 3D ASK of Piraeus Centre for Research and Simulation (ASK Information Technologies Institute (I.T.I.) Department of Digital Systems VCS)Services for Education and Learning (ASK) Advanced Digital Systems and - (2/2) D. G. Sampson and P. Zervas 75/77 November 2012
  • 76. University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.) Department of Digital Systems Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) Related Publications• D. Sampson and P. Kallonis, "3D Virtual Classroom Simulations for supporting School Teachers’ Continuing Professional Development", in J. Jia (Ed.), Educational Stages and Interactive Learning: From Kindergarten to Workplace Training, IGI Publishers , February 2012• D. Sampson and P. Kallonis, "Teachers Training in Exploiting 3D Virtual Worlds for teaching and learning", in Pedro Isaias, Dirk Ifenthaler, Kinshuk, Demetrios G. Sampson and Michael J. Spector, (Eds.), Towards Learning and Instruction in Web 3.0. Advances in Cognitive and Educational Psychology, Springer, ISBN 978-1-4614-1538-1, January 2012• P. Kallonis and D. Sampson, "A 3D Virtual Classroom Simulation for supporting School Teachers Training based on Synectics - making the strange familiar", in Proc. of the 11th IEEE International Conference on Advanced Learning Technologies (ICALT 2011), Athens, Georgia, USA, IEEE Computer Society, 6-8 July 2011• P. Kallonis and D. Sampson, "Implementing a 3D Virtual Classroom Simulation for Teachers Continuing Professional Development", in Proc. of the Workshop on Virtual Worlds for academic, organizational, and life-long learning (ViWo 2010) in the 18th International Conference on Computers in Education (ICCE 2010), Putrajaya, Malaysia, Asia-Pacific Society for Computers in Education, November 2010• P. Kallonis and D. Sampson, "Exploiting Virtual Worlds For Teachers Professional Development", in Proc. of the IADIS International Conference Cognition and Exploratory Learning in Digital Age (CELDA 2010), Timisoara, Romania, IADIS Press, 15-17, October 2010 D. G. Sampson and P. Zervas 76/77 November 2012
  • 77. University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.) Department of Digital Systems Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) Conclusions-Future Work It has been identified that existing initiatives do not pay special attention to the different granularity levels of OERs and as a result they adopt a flat model for supporting the main stages of a typical e- Learning chain, namely, creation, publication, discovery, acquisition, access, use, re-use and delivery of OERs. As a result, this leads to a limited organic relation of current OER initiatives to the current developments of Learning Technologies, which eventually confines their potential to accessing a repository of educational resources. In this paper, in order to deal with the different levels of granularity (namely, educational content, learning activities, educational courses, education and/or training programmes), and the different tools needed to handle the particularities of each granularity level, we proposed a hierarchical open access framework, so as to support the main stages of a typical e-Learning chain. In this framework, we identified the main stakeholders and we presented a set of tools, which empower them within the various stages of a typical e-Learning chain. Future work includes the development of widget-based clients of the tools that support the presented open access hierarchical framework following the W3C Widgets standard that allows web applications to be integrated with other web-applications, as well as to run on mobile devices like native apps D. G. Sampson and P. Zervas 77/77 November 2012

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