Metabolism of lipoproteins & its disorders(Chylomicron & VLDL & LDL).pptx
Towards a sustainable business and exploitation plan. Interim Report
1. Towards a sustainable
business and exploitation
plan
Interim Report
Project
Deliverables
no.
12/13
December
2011
2. Project Nr 2010-4210 / 511552-LLP-1-2010-1-ES-KA2-KA2MP-SPKApps
This work by SpeakApps is licensed
under a Creative Commons
Attribution-NonCommercial-
ShareAlike 3.0 Unported License.
Executive
Summary
SpeakApps
is
a
free
and
open
source
online
platform,
aimed
at
language
teachers,
language
schools
and
educational
institutions,
providing
them
with:
Easy
access
to
innovative
and
interactive
online
tools
for
learning
and
teaching
languages
Activities
and
tools
for
managing
materials
for
synchronous
and
asynchronous
oral
tasks
Technical
and
pedagogical
guides
to
assist
SpeakApps
users
A
facility
to
create
a
dedicated
e-‐learning
environment
by
using
virtual
classrooms
to
carry
out
pedagogical
activities
A
common
digital
space
to
develop
and
exchange
oral
language
learning
materials
and
to
develop
new
software
within
the
SpeakApps
environment
SpeakApps
leverages
technology
to
ensure
that
language
learners
have
a
dedicated
space
to
engage
with
oral
language
activities.
The
platform
supports
active,
engaged
and
reflective
learning
by
facilitating
feedback
and
performance
evaluation,
a
recognised
challenge
for
the
online
language
teaching
and
learning
community.
Language
activities
have
been
developed
in
six
European
languages;
Catalan,
Irish,
Dutch,
Swedish,
Polish
and
English.
1
3. Project Nr 2010-4210 / 511552-LLP-1-2010-1-ES-KA2-KA2MP-SPKApps
This work by SpeakApps is licensed
under a Creative Commons
Attribution-NonCommercial-
ShareAlike 3.0 Unported License.
Table
of
Contents
1 Introduction
.............................................................................................................................................................
3
2 Designing
for
sustainability
...............................................................................................................................
4
3 Technical
Solution
and
Architecture
..............................................................................................................
5
3.1 LANGBlog
..........................................................................................................................................................
5
3.2 Videoconferencing
tool
...............................................................................................................................
6
3.3 Tandem
tool.....................................................................................................................................................
7
3.4 SpeakApps
Portal
..........................................................................................................................................
8
3.5 SpeakApps
Platform
and
Cloud
Computing
.......................................................................................
8
4 Market
Scan
and
Competitors
...........................................................................................................................
9
4.1 Synchronous
Communication
..................................................................................................................
9
4.1.1 Skype
.........................................................................................................................................................
9
4.1.2 Google
Applications
............................................................................................................................
9
4.1.3 Adobe
Connect
......................................................................................................................................
9
4.1.4 WebEx
Training
Centre
..................................................................................................................
10
4.2 Asynchronous
Communication
............................................................................................................
10
4.2.1 SoundCloud
.........................................................................................................................................
10
4.2.2 You
Tube
..............................................................................................................................................
10
4.3 Platform
..........................................................................................................................................................
10
5 Business
Model
....................................................................................................................................................
11
6 SpeakApps
Deliverables
&
Sustainability
.................................................................................................
12
6.1 User
Requirements
....................................................................................................................................
12
6.2 Pilot
Studies
..................................................................................................................................................
12
6.3 Teacher
Training
........................................................................................................................................
12
6.4 Pedagogical
Design
....................................................................................................................................
12
6.5 Social
Network
and
Community
Building
........................................................................................
13
6.6 Technological
Solution
.............................................................................................................................
13
6.7 Dissemination
..............................................................................................................................................
13
7 Conclusion
..............................................................................................................................................................
13
8 References
..............................................................................................................................................................
15
2
4. Project Nr 2010-4210 / 511552-LLP-1-2010-1-ES-KA2-KA2MP-SPKApps
This work by SpeakApps is licensed
under a Creative Commons
Attribution-NonCommercial-
ShareAlike 3.0 Unported License.
1
The
aim
of
this
document
is
to
outline
the
integrated
approach
adopted
by
SpeakApps
project
partners
to
the
development
of
SpeakApps
business
and
exploitation
plan.
The
rationale
for
this
approach
is
based
on
a
belief
that
both
the
business
model
and
exploitation
plans
should
centre
on
the
concept
of
sustainability.
Indeed,
the
centrality
and
importance
of
sustainability
should
not
be
overlooked
in
the
context
of
the
rapidly
evolving
technological
environment.
The
SpeakApps
Development
Team
has
already
advanced
the
use
of
the
SpeakApps
tools
and
platform
within
targeted
communities
of
language
learners
through
the
initial
stages
of
the
project
via
the
SpeakApps
user
requirements
survey,
SpeakApps
pilots,
and
various
dissemination
activities.
This
document
incorporates
an
examination
of
some
of
the
key
sustainability
issues
that
were
outlined
in
the
sustainability
roadmap
developed
by
the
SpeakApps
partners1
and
illustrated
in
Figure
1
below:
Figure 1 -‐ Sustainability concepts and principles
1
See
Sustainability
Plan
(WP5)
Roadmap,
September
2011
3
5. Project Nr 2010-4210 / 511552-LLP-1-2010-1-ES-KA2-KA2MP-SPKApps
This work by SpeakApps is licensed
under a Creative Commons
Attribution-NonCommercial-
ShareAlike 3.0 Unported License.
The
future
exploitation
of
the
SpeakApps
environment
is
thus
approached
from
both
pedagogical
and
technological
perspectives.
Following
a
brief
discussion
of
sustainability
issues
relating
to
design
and
pedagogical
activities,
this
interim
report
gives
an
overview
of
the
technologies
powering
the
tools,
portal
and
platform
of
the
SpeakApps
project
and
considers
it
main
competitors.
It
then
outlines
the
business
model
and
principles
adopted
by
the
SpeakApps
partners.
Finally,
it
considers
other
SpeakApps
deliverables
and
their
relationship
with
the
overall
sustainability
plan.
2
Rogers
(2003:
183)
defines
the
concept
of
sustainability
as
e
degree
to
which
an
innovation
continues
to
be
used
over
time
after
a
diffusion
program
Drawing
on
this
definition,
sustainability
can
be
defined
as
a
ability
to
meet
its
goals
both
in
short-‐term
and
long-‐
term.
Designing
for
sustainability
is
designing
for
change
because
of
the
contemporary
nature
of
pedagogical
and
technological
trends
and
needs.
In
this
sense,
the
sustainability
and
business
strategy
acknowledge
the
dynamic
change
processes
in
relation
to
the
development
of
the
SpeakApps
tools
and
platform.
From
the
technology
perspective
this
means
that
interoperability
of
the
tools
and
various
Virtual
Learning
Environments
(VLEs)
must
be
taken
into
account.
This
has
been
achieved
through
the
implementation
of
the
IMS
Learning
Tools
Interoperability
specification
(see
section
3
below).
There
is
however
a
strong
relationship
between
pedagogical
design
and
content
management
across
different
e-‐learning
environments
(Britain,
2011).
The
SpeakApps
pedagogical
plan
is
formulated
on
the
premise
of
facilitating
and
supporting
oral
language
production
and
acquisition
of
language
learners.
The
model
is
based
on
the
creation,
maintenance
and
growth
of
communities
of
users
in
each
target
language
and
the
provision
and
development
of
open
content.
Wiley
(2007:
5)
defines
sustainability
in
terms
of
Open
Educational
Resources
(OER)
as
two-‐fold:
Sustainability
of
the
production
and
sharing
of
resources
(pedagogical
activities)
Sustainability
of
the
use
and
reuse
of
the
resources
by
end
users
(whether
teachers
or
learners)
The
project
provides
pedagogical
support
to
language
teachers
to
position
the
SpeakApps
tools
in
line
with
their
own
pedagogical
coordinates,
through
the
provision
of
pedagogical
guides.
These
guides
will
support
language
teachers
to
consider
these
tools
as
a
part
of
a
learning
design,
to
choose
the
best
tools
for
a
particular
purpose,
and
to
build
activity
spans
that
tie
together
different
tools
and
activities
supporting
the
learning
objectives.
Pedagogical
activities
available
in
the
SpeakApps
platforms
are
being
developed
cognisant
of
the
Common
European
Reference
Framework
for
Languages
(CEFR).
This
is
an
important
feature
of
the
pedagogical
component
of
the
SpeakApps
project
as
it
ensures
that
the
proposed
language
learning
tasks
are
benchmarked
to
this
standard.
Research
on
designing
for
learning
has
produced
a
rich
account
of
the
various
ways
of
documenting
and
sharing
educational
practices
(see
for
example
Conole
et
al.
2007).
During
and
after
the
project,
different
kinds
of
materials
are/will
be
produced,
and
these
materials
can
be
considered
as
learning
objects.
To
ensure
sustainability,
the
learning
objects
need
to
be
reusable.
Guides
to
the
development
of
activities
by
the
SpeakApps
language
learning
community
will
be
provided
on
the
platform
to
foster
and
to
nurture
a
vibrant
community
of
practice.
In
particular,
the
social
feature
of
the
portal
will
act
as
an
interactive
and
reflective
resource
for
activity
developers
and
users,
and
it
will
support
their
interaction
with
other
language
teachers.
Activity
guides
will
also
provide
clear
pedagogical
instruction
and
advice
to
4
6. Project Nr 2010-4210 / 511552-LLP-1-2010-1-ES-KA2-KA2MP-SPKApps
This work by SpeakApps is licensed
under a Creative Commons
Attribution-NonCommercial-
ShareAlike 3.0 Unported License.
activity
developers.
These
pedagogical
guides
and
templates
are
validated
by
the
members
of
the
project
during
the
pilot
studies,
and
their
theoretical
underpinnings
are
made
explicit.
One
of
the
problems
in
current
teaching
material
repositories
is
that
the
amount
of
material
tends
to
grow
fast
and
soon
becomes
inaccessible
if
no
clear
organizational
structure
is
presented.
The
design
of
the
platform
is
cognisant
of
these
issues.
More
specifically,
and
following
Conole
(forthcoming),
we
believe
that
a
shared
language
to
describe
learning
activities
is
needed.
Through
the
design
and
piloting
of
templates,
the
project
is
developing
a
method
and
associated
metadata
to
describe
learning
tasks.
The
completion
of
pilot
studies
across
the
SpeakApps
language
set
ensures
a
dynamic
and
iterative
approach
to
the
development
of
this
shared
language,
while
remaining
cognisant
of
Learning
Design
specifications
and
developments
(see
for
example
Koper
&
Tattersall,
2005).
The
effectiveness
of
the
project
depends
on
both
and
interest
to
acknowledge
the
SpeakApps
tools
as
relevant
tools
for
learning,
and
to
be
able
to
set
them
in
line
with
the
learning
objectives.
To
promote
the
use
of
the
tools,
the
project
aims
to
overcome
the
most
common
obstacles
in
using
learning
technologies,
e.g.
lack
of
resources
and
lack
of
support.
This
can
be
addressed
through
the
development
of
a
repository
of
tasks,
the
support
and
provision
of
an
online
community
space,
and
the
availability
of
technical
and
pedagogical
guides
to
users.
3
Consideration
of
sustainability
has
guided
the
selection
and
use
of
open
source
technologies
underpinning
the
SpeakApps
tools
and
platform.
As
mentioned
earlier,
the
project
is
implementing
an
international
specification
model,
IMS
Learning
Tools
Interoperability,
to
support
the
interoperability
of
the
tools
with
other
Learning
Management
Systems
(LMS)
or
Content
Management
Systems.
SpeakApps
technical
solution
incorporates
three
main
elements:
1. A
place
to
find
information,
guides
and
demos
of
the
SpeakApps
tools.
Tasks
developed
for
these
tools
will
also
be
available
to
the
wider
community.
2. A
place
to
download
tools
and
material
for
oral
skill
practice
and
to
participate
in
a
social
network.
3. A
place
to
set
up
an
e-‐learning
environment
if
you
would
like
to
use
the
SpeakApps
tools
but
do
not
have
an
LMS
to
integrate
them
into.
The
SpeakApps
platform
is
based
on
a
cloud
computing
infrastructure.
The
platform
will
host
the
SpeakApps
tools,
provide
the
capacity
to
develop
a
dedicated
e-‐learning
environment
for
individual
users
and
support
a
social
space
to
exchange
and
develop
pedagogical
materials.
The
SpeakApps
tools
include
an
audio
blog,
a
video
conferencing
and
tandem
tool.
The
SpeakApps
portal
is
based
on
Moodle2
and
Mahara3
technology.
To
support
the
development
of
an
individual
e-‐learning
environment,
the
SpeakApps
platform
draws
on
the
Amazon
EC24
web
service
to
provide
a
customisable
cloud
computing
solution.
The
following
sections
provide
an
overview
of
the
SpeakApps
tools,
portal
and
platform.
3.1 LANGBlog
2
Moodle:
http://moodle.org/
3
Mahara:
http://mahara.org/
4
Amazon
Elastic
Cloud
Compute:
http://aws.amazon.com/ec2/
5
7. Project Nr 2010-4210 / 511552-LLP-1-2010-1-ES-KA2-KA2MP-SPKApps
This work by SpeakApps is licensed
under a Creative Commons
Attribution-NonCommercial-
ShareAlike 3.0 Unported License.
LANGBlog
is
an
audioblog
facilitating
the
practicing
of
oral
skills
of
a
user.
LANGBlog
functionalities
support
audio,
video
and
textual
posting.
LANGBlog
is
adopted
from
WordPress
the
most
common
blog
technology
used
on
the
Internet.
Wordpress5
is
an
open
source
web
application
underpinned
by
PHP
and
MySQL.
The
WordPress
architecture
allows
for
the
expansion
of
the
functionality
through
the
addition
of
plug-‐ins.
LANGBlog
has
been
developed
in
this
way
to
support
video
and
audio
functionalities
and
to
facilitate
the
integration
of
LANGBlog
into
portals
and
other
platforms.
Figure 2. LANGBlog
3.2 Videoconferencing
tool
This
tool
supports
a
video
conference
of
up
to
six
participants
using
audio
or
video.
The
tool
is
an
open
source
tool
and
chat
application,
underpinned
by
the
following
technologies:
Java,
Flash
and
Red5.
The
functionalities
of
the
tool
include
that
each
participant
can
initiate
a
conference
thus
supporting
both
supervised
and
independent
synchronous
communication
sessions.
Other
functionalities
associated
with
this
tool
include
the
recording
and
archiving
of
conferences.
An
important
feature
of
the
tool
is
its
usability
i.e.
the
tool
is
designed
based
on
the
principle
of
simplicity
and
to
ensure
that
participants
are
engaged
with
learning
as
opposed
to
mastering
the
functionality
of
the
tool
or
its
underlying
technology.
At
present,
the
tool
incorporates
these
two
main
features:
1.
Videoconferencing
and
recording
tool:
Up
to
six
participants
Integrated
recording
and
archiving
Written
chat
Mute
mike
option
Tandem
tool
integration
5
Wordpress:
http://wordpress.com/
6
8. Project Nr 2010-4210 / 511552-LLP-1-2010-1-ES-KA2-KA2MP-SPKApps
This work by SpeakApps is licensed
under a Creative Commons
Attribution-NonCommercial-
ShareAlike 3.0 Unported License.
2.
Player
Archived
file
player
Search
facility
Separate
channels
for
each
participant
Download
feature
for
participants
Figure 3 -‐ Videoconferencing
3.3 Tandem
tool
The
Tandem
tool
is
designed
to
support
students
to
work
on
a
task
together
in
a
synchronous
medium.
The
tool
is
powered
by
PHP
and
uses
the
Moodle
classroom
or
a
Mahara
group
to
connect
two
students
to
complete
their
language
learning
task.
Students
can
be
given
differing
content
to
support
their
interaction
and
is
based
on
goal-‐oriented
communication
activities.
The
tool
maintains
three
interfaces
for
students,
teachers
and
administrators
and
the
tool
is
independent
of
the
communication
technology
used.
The
tandem
tool
will
be
part
of
the
SpeakApps
platform.
7
9. Project Nr 2010-4210 / 511552-LLP-1-2010-1-ES-KA2-KA2MP-SPKApps
This work by SpeakApps is licensed
under a Creative Commons
Attribution-NonCommercial-
ShareAlike 3.0 Unported License.
Figure 4. The tandem tool
3.4
SpeakApps
Portal
The
SpeakApps
portal
facilitates
both
formal
and
informal
learning
opportunities
and
is
based
on
Moodle
and
Mahara
Technologies.
Moodle
is
an
open
source
LMS,
which
allows
users
to
create
online
learning
environments.
At
present
there
are
over
seventy
two
thousand
registered
Moodle
sites
(Moodle,
2011)
with
over
five
million
courses.
Mahara
is
an
open
source
e-‐
portfolio
system
with
social
networking
features.
Its
design
replicates
the
modular
principles
associated
with
Moodle
and
both
technologies
can
be
readily
integrated.
The
SpeakApps
portal
will
be
available
to
users
through
a
cloud
computing
paradigm.
3.5 SpeakApps
Platform
and
Cloud
Computing
The
SpeakApps
platform
is
based
in
the
cloud.
Users
who
have
decided
to
avail
of
the
complete
SpeakApps
technical
solution
will
access
this
environment
through
the
Internet.
Amazon
Elastic
Cloud
Compute
(Amazon
EC2)
will
host
the
e-‐learning
environment.
This
service
provides
true
flexibility
by
facilitating
the
required
increase
or
decrease
in
computing
capacity;
it
also
provides
a
number
of
security
mechanisms
to
protect
users
and
resources.
An
additional
benefit
of
using
Amazon
EC2
is
the
pricing
structure6
and
the
rates
paid
for
computing
resources.
The
pricing
model
is
based
on
utility,
with
no
minimum
fee.
This
will
be
further
detailed
in
the
final
business
plan
(see
also
section
5).
6
For
information
on
Amazon
EC2
Pricing,
see
http://aws.amazon.com/ec2/pricing/
8
10. Project Nr 2010-4210 / 511552-LLP-1-2010-1-ES-KA2-KA2MP-SPKApps
This work by SpeakApps is licensed
under a Creative Commons
Attribution-NonCommercial-
ShareAlike 3.0 Unported License.
4
SpeakApps
tools
and
applications
are
situated
in
a
dynamic
environment
with
blurred
boundaries.
Cloud
computing
and
the
paradigm
of
Software
as
a
Service ,
underpin
the
development
of
the
SpeakApps
tools
and
platform.
In
spite
of
the
move
to
a
cloud
computing
environment,
the
SpeakApps
project
is
cognisant
of
the
attractiveness
of
LMS
systems
such
as
Blackboard
and
Moodle
to
support
learning.
As
such,
SpeakApps
applications
are
designed
to
plug-‐in
within
these
environments.
Both
the
SpeakApps
platform
and
applications
have
a
number
of
direct
and
indirect
competitors.
The
following
section
briefly
outlines
some
of
these
competitors
and
their
offerings
in
the
context
of
the
mode
of
communication
facilitated
by
the
SpeakApps
Applications.
Further
details
and
other
tools
and
technologies
in
this
space
can
be
found
in
State-‐of-‐the-‐art
report
for
teachers:
a
review
of
tools
for
speaking,
Project
Deliverable
no.
3,
December
2011.
4.1 Synchronous
Communication
4.1.1 Skype
Skype
is
an
application
supporting
voice
and
video
calls
over
the
Internet,
by
using
Voice
Over
Internet
Protocol
(VOIP).
Skype
is
based
on
a
peer
to
peer
(P2P)
paradigm
i.e.
users
download
software
on
their
device
before
being
able
to
connect
using
Skype.
Entry
level
services
are
available
to
users
free
of
charge
and
include
both
voice
and
video
calls.
Subscription
charges
are
based
on
service
level,
based
on
a
utility
model
i.e.
pay
as
you
go.
Skype
is
available
on
a
wide
range
of
devices
including
Smart
phones
and
Digital
TVs.
Skype
was
acquired
by
Microsoft
in
2011.
4.1.2
Google
Applications
Google
offers
a
number
of
applications
supporting
synchronous
communication.
Google
Chat/Talk
and
Google
Hangout
are
two
examples
of
these
applications
which
are
available
free
of
charge
and
which
are
integrated
within
Google's
wider
cloud
platform
accessed
via
Google's
email
application,
Gmail.
Google
Chat
is
a
plug-‐in
that
facilitates
both
video
and
audio
communication
via
Gmail
with
other
Gmail
users.
Google
Talk
supports
textual
communication
through
instant
messaging,
file
transfer
and
audio
conferencing
(multiple
users).
Google
Hangouts
provide
a
video
and
audio
working
or
social
space
for
up
to
nine
users
browsing
the
web,
who
are
invited
into
that
space,
thus
providing
an
area
for
groups.
These
applications
are
available
to
users
free
of
charge
and
run
across
devices.
4.1.3
Adobe
Connect
Adobe
Connect7
is
a
commercial
platform
designed
to
support
virtual
communication.
The
platform
technologies
support
synchronous
communication
and
provide
advanced
features
such
as
the
recording
of
audio
and
video
interactions,
accessing
recording
must
be
completed
through
Adobe
Connect
i.e.
recordings
are
not
saved
to
local
environments.
Virtual
classrooms
can
be
established
in
Connect
supporting
group
work
and
conferencing
for
up
to
twenty
five
participants.
A
reduced
feature
version
of
Connect
is
also
available
for
mobile
devices.
Adobe
7
Adobe
Connect:
http://www.adobe.com/products/adobeconnect.html
9
11. Project Nr 2010-4210 / 511552-LLP-1-2010-1-ES-KA2-KA2MP-SPKApps
This work by SpeakApps is licensed
under a Creative Commons
Attribution-NonCommercial-
ShareAlike 3.0 Unported License.
Connect
offers
a
discounted
utility
and
membership
pricing
model
for
institutional
and
individual
consumers
for
both
public
and
private
educational
concerns.
4.1.4
WebEx
Training
Centre
WebEx
Training
Centre8
is
another
solution
for
the
corporate
and
educational
online
training
and
learning
markets
and
is
a
company
of
the
global
corporation
Cisco
Systems.
The
Training
Centre
is
based
on
WebEx
popular
online
meeting
platform
but
has
been
developed
to
provide
additional
functionality.
This
functionality
includes
features
similar
to
those
of
Adobe
Connect.
WebEx
Training
Centre
is
interoperable
with
LMS
and
support
for
interoperability
is
provided.
WebEx
Training
Centre
can
support
up
to
1000
participants.
WebEx
Meeting
Centre
is
a
reduced
feature
version
of
the
feature-‐rich
WebEx
Training
Centre,
which
scales
from
8
to
500
participants
and
is
available
on
mobile
device.
Both
standard
and
upgraded
versions
of
the
software
are
available
and
the
pricing
structure
is
differentiated
on
functionality
and
usage
arrangements.
4.2
Asynchronous
Communication
4.2.1 SoundCloud
SoundCloud9
is
based
on
a
social
media
paradigm
and
encourages
users
to
register
and
upload
their
recordings.
Once
registered
the
user
uses
the
software
available
through
SoundCloud
to
record
their
sounds
or
download
an
application
to
their
mobile
phone
to
complete
and
upload
a
recording.
Similar
to
other
social
media
environments,
users
can
share
their
recordings;
feedback
can
be
given
from
others
listening
to
your
recording
by
using
the
time-‐stamp
comment
feature.
A
user's
recordings
can
be
made
available
via
other
social
media
communities
such
as
Facebook.
4.2.2
You
Tube
You
Tube
allows
users
to
post
and
share
video
materials
online.
You
Tube
is
a
subscription
based
serviced
with
a
wide
breadth
of
functionality
based
on
subscription
type.
Users
have
the
option
of
creating
their
own
You
Tube
channel
to
author,
edit
and
manage
their
own
posted
videos.
Users
can
also
share
video
posting
both
publicly
or
through
restricted
invitation
only
access
for
up
to
twenty
five
other
users.
You
Tube
provides
an
annotation
feature,
which
allows
users
to
provide
textual
comment
to
video
materials.
You
Tube
video
can
be
embedded
in
other
platforms
and
can
be
accessed
and
integrated
with
email
platforms
such
as
GMail
and
social
media
networks
such
as
Facebook.
You
entry
level
service
is
free
of
charge
to
users.
4.3 Platform
The
SpeakApps
platform
can
be
considered
as
a
learning
management
system
or
virtual
learning
environment.
The
LMS
market
is
dynamic
and
consists
of
both
commercial
and
open
source
players.
Examples
of
commercial
companies
in
this
market
include
Blackboard
and
examples
of
open
source
companies
include
Moodle
and
Joomla10.
A
joint
venture
by
Google
and
8
WebEx
Training
Centre:
http://www.webex.com/
9
SoundCloud:
http://soundcloud.com/
10
Joomla:
http://www.joomla.org/
10
12. Project Nr 2010-4210 / 511552-LLP-1-2010-1-ES-KA2-KA2MP-SPKApps
This work by SpeakApps is licensed
under a Creative Commons
Attribution-NonCommercial-
ShareAlike 3.0 Unported License.
Pearson,
indicate
the
continued
evolution
of
this
market
with
the
launch
of
OpenClass11
a
free
LMS
which
provides
course
management
tools
and
advanced
social
networking
and
community
building
capacities
(Fischmann,
2011).
This
project
however
is
currently
in
development
and
remains
unavailable
to
users.
5
The
close
integration
of
pedagogical
and
technological
design
is
evidence
of
the
distinctiveness
of
the
SpeakApps
tools
and
platform
in
relation
to
its
competitors
and
is
at
the
core
of
its
business
model.
The
latter
is
based
primarily
on
developing
a
community
of
users
by
providing
free
access
for
all
users
to
the
web
2.0
tools
and
associated
learning
materials
that
are
being
iteratively
developed
throughout
the
lifespan
of
the
project.
Since
they
are
based
on
the
IMS
Learning
Tools
Interoperability
specification,
the
SpeakAppss
tools
can
be
integrated
into
a
wide
range
of
existing
educational,
content
and
social
media
platforms
such
as
Moodle,
Blackboard,
and
Mahara.
Users
will
therefore
be
able
to
download
the
SpeakApps
tools
and
integrate
them
within
their
own
technological
contexts,
provided
that
they
have
the
resources
and
appropriate
technical
skills
or
support
to
do
so.
All
teaching
and
learning
materials
will
be
accessible
under
a
Creative
Commons
licence,
similar
to
the
one
applicable
to
this
document
(e.g.
BY,
NC,
SA).
For
those
who
do
not
have
access
to
the
necessary
resources
and
support,
it
is
envisaged
that
the
Universitat
Oberta
de
Catalunya
(UOC)
will
continue
to
maintain
the
SpeakApps
platform
and
tools
after
the
project
is
completed.
In
order
to
support
UOC
in
this
endeavour,
the
business
model
will
allow
for
the
provision
of
a
subscription
based
dedicated
e-‐learning
environment
with
virtual
classrooms
for
users.
This
ancillary
service
is
based
on
the
concept
of
software
as
a
service ,
and
will
provide
a
range
of
LMS
functionalities
to
users.
The
service
will
be
offered
using
a
subscription
paradigm
in
line
with
Amazon
EC2
pricing
structure
(mentioned
earlier
in
section
3.5),
with
subscriptions
commensurate
with
usage
and
based
on
technical
costs
of
hosting
and
maintenance.
To
assist
in
the
setting
up
of
an
appropriate
price
plan,
all
project
partners
will
conduct
an
appraisal
of
user
statistics
and
interactions
with
the
platform
and
tools
by
the
end
of
the
project
life-‐cycle
as
well
as
establish
the
potential
demand
for
the
services
for
each
language.
UOC
will
also
provide
detailed
technical
and
maintenance
costs
as
well
as
develop
scenarios
of
use
and
break
even
points
(e.g.
projected
number
of
students/teachers
for
the
next
two
years
and
associated
costs)
that
are
cognizant
of
potential
requirements
for
future
upgrades.
These
projections
and
financial
scenarios
will
form
the
basis
for
a
SpeakApps
price
plan
and
the
drawing
of
agreements
between
the
SpeakApps
Consortium
and
organisations
or
individual
teachers
interested
in
bringing
their
classes
to
the
SpeakApps
platform.
In
recognition
of
the
25%
share
of
the
total
project
budget
committed
by
the
partner
institutions
during
the
project
lifespan
and
of
the
contribution
to
the
development
and
piloting
of
tools
and
tasks,
UOC
will
provide
free
access
to
partner
institutions
for
at
least
a
year
after
completion
of
the
project.
The
other
partners
will
continue
to
provide
teaching
and
learning
materials
as
well
as
steward
the
community
of
users.
A
new
consortium
agreement,
based
on
the
initial
one,
will
be
drawn
with
a
view
to
establish
governance
principles
and
operations,
as
well
as
conditions
and
rules
for
the
distribution
or
re-‐investment
of
profits
if
any.
11
To
learn
more
about
OpenClass,
see:
http://www.joinopenclass.com/open/view/t1
11
13. Project Nr 2010-4210 / 511552-LLP-1-2010-1-ES-KA2-KA2MP-SPKApps
This work by SpeakApps is licensed
under a Creative Commons
Attribution-NonCommercial-
ShareAlike 3.0 Unported License.
6
This
section
considers
issues
of
sustainability
in
terms
of
other
SpeakApps
deliverables
and
how
these
deliverable
link
into
the
SpeakApps
business
model.
6.1 User
Requirements
The
SpeakApps
Development
Team
is
conducting
a
comprehensive
survey
of
user
requirements.
These
requirements
are
used
to
guide
both
technological
and
pedagogical
elements
of
the
project.
The
dissemination
of
the
user
survey
has
also
brought
the
SpeakApps
project
to
the
attention
to
a
wide-‐range
of
users
in
each
of
the
target
languages
as
is
the
first
of
a
series
of
steps
to
build
a
SpeakApps
user
community.
6.2 Pilot
Studies
Carrying
out
pilot
studies
ensures
that
the
SpeakApps
tools
and
applications
are
being
conducted
by
teachers
within
partner
institutions
and
in
concert
with
other
external
bodies.
Partners
jointly
define
guidelines
for
pedagogical
activities.
The
pilot
studies
are
based
on
cooperative
design
methods
to
promote
the
development
of
ownership
and
authorship
in
regard
to
new
pedagogical
designs.
Further
rounds
of
pilot
studies
will
continue
to
support
development
in
the
context
of
the
technological
and
pedagogical
elements
of
the
project.
6.3 Teacher
Training
The
teacher
training
deliverable
provides
a
mechanism
to
train
language
teachers
in
the
use
of
the
SpeakApps
activities,
tools
and
platform.
It
will
initially
train
teachers
and
the
results
of
these
sessions
will
be
used
to
refine
further
training.
For
sustainable
development,
teachers
need
to
be
offered
opportunities
to
explore
the
role
of
technology
in
relation
to
their
concept
of
language
and
learning.
Building
upon
the
experience
gained
in
teacher
training
at
the
University
of
Jyväskylä
and
UOC,
the
SpeakApps
Consortium
is
developing
a
model
for
teacher
training
that
incorporates
the
following
aims:
teachers
learn
the
basic
concepts
of
task
design
and
develop
open
resources
for
developing
spoken
skills;
teachers
learn
the
basic
concepts
of
open
educational
resources
and
open
communication;
teachers
learn
to
use
the
SpeakApps
tools
in
pedagogically
meaningful
ways;
teachers
reflect
on
pedagogical
practices
with
these
tools
by
exposure
to
best
practice
examples;
teachers
become
familiar
with
and
contribute
to
guides
and
training
materials
which
will
be
freely
available
to
use
or
adapt
to
other
specific
contexts.
The
approach
places
the
teacher
into
central
focus
and
emphasizes
the
professional
learning
aspect
in
order
to
support
the
sustainability
of
development.
Moreover,
it
aims
to
engage
teachers
in
a
learning
process
in
which
they
explore
the
affordances
of
the
new
tools
in
relation
to
their
pedagogical
concepts,
needs
and
current
designs.
6.4 Pedagogical
Design
12
14. Project Nr 2010-4210 / 511552-LLP-1-2010-1-ES-KA2-KA2MP-SPKApps
This work by SpeakApps is licensed
under a Creative Commons
Attribution-NonCommercial-
ShareAlike 3.0 Unported License.
A
set
of
tasks
and
materials
for
the
teaching
and
learning
of
spoken
skills
using
the
SpeakApps
tools
will
be
available
to
language
teachers
from
the
platform.
These
tasks
and
materials
will
be
underpinned
by
current
learning
theories
and
pedagogical
frameworks,
which
will
be
made
explicit
and
accessible
to
language
teachers
from
a
variety
of
backgrounds.
More
specifically,
guidelines,
templates
and
various
project
reports,
such
as
the
State
of
the
art
report
for
teachers
(Project
Deliverable
no.
3),
will
aid
language
teachers
with
the
creation
of
their
own
activities.
6.5 Social
Network
and
Community
Building
The
maintenance
and
development
of
the
platform
and
tools,
their
continuing
and
expanding
use,
as
well
as
the
development
of
a
rich
repository
of
tasks
and
teaching
and
learning
materials
cannot
be
sustained
without
a
dynamic
online
community
of
developers
and
users.
Such
a
community
may
be
divided
in
three
distinct,
yet
interdependent
-‐
1)
a
community
of
open
source
developers
(e.g.
similar
to
open
source
communities),
2)
a
community
of
language
learners,
and
3)
a
community
of
language
teachers.
There
are
many
models
for
building
and
sustaining
online
communities,
and
there
may
not
be
a
fit
for
all
solution.
Different
models
and
community
orientations
that
are
particularly
relevant
to
SpeakApps
are
being
examined
by
the
consortium,
such
as
open-‐ended
conversations,
content,
project,
and
access
to
expertise
orientations.
The
SpeakApps
platform
provides
a
social
network
element
to
facilitate
informal
learning
opportunities.
Through
the
development
of
this
feature
of
the
platform,
the
projects
aims
to
create
and
sustain
a
community
of
language
teachers.
6.6 Technological
Solution
The
SpeakApps
platform
is
built
leveraging
the
advantages
of
open
source
technologies.
The
principles
of
open
source
will
therefore
support
the
continued
refinement
of
the
tools
and
the
platform
as
the
SpeakApps
development
team
are
actively
engaged
in
developer
communities.
The
use
of
the
IMS
Learning
Tools
Interoperability
specifications
provides
for
the
integration
of
these
tools
with
other
LMS
and
CMS
and
therefore
ensures
that
the
tools
can
be
used
and
re-‐
used
across
an
array
of
platforms
which
adhere
to
this
specification.
6.7 Dissemination
SpeakApps
has
developed
a
comprehensive
dissemination
strategy
and
this
strategy
underpins
and
augments
the
exploitation
and
the
of
the
application
amongst
the
projects
target
users
through
a
targeted
approach
examples
of
these
initiatives
to
date
include
seminars
with
target
language
teachers,
the
presentation
of
SpeakApps
at
academic
and
practice
conferences
and
the
development
of
a
comprehensive
project
website.
7
The
SpeakApps
sustainability
plan
is
centred
on
four
main
elements;
tools
and
platform,
pedagogical
development
and
support,
community
building
and
stewarding,
and
business
model.
The
development
of
each
element
is
guided
by
the
underpinning
principal
of
sustainability.
The
project
is
designed
to
ensure
that
language
teachers
can
interact
over
a
reasonable
period
of
time
with
the
SpeakApps
environment
in
a
number
of
ways
including:
13
15. Project Nr 2010-4210 / 511552-LLP-1-2010-1-ES-KA2-KA2MP-SPKApps
This work by SpeakApps is licensed
under a Creative Commons
Attribution-NonCommercial-
ShareAlike 3.0 Unported License.
Contributing
to
and
downloading
pedagogical
materials
in
the
target
languages
Downloading
the
tools
for
use
within
their
own
LMS
learning
context
Collaborating
with
other
language
teachers
in
the
development
and
design
of
pedagogical
activities
to
support
language
learning
with
a
particular
focus
on
spoken
skills
Accessing
an
e-‐learning
environment
with
LMS
features
to
facilitate
both
synchronous
and
asynchronous
oral
language
production
The
progression
of
the
project
and
the
realisation
of
the
projects
work
packages
will
continue
to
refine
and
evolve
the
business
model
and
exploitation
deliverable.
The
challenge
for
the
SpeakApps
project
team
is
to
ensure
that
the
principle
of
sustainability
remains
at
the
core
of
its
mission.
14
16. Project Nr 2010-4210 / 511552-LLP-1-2010-1-ES-KA2-KA2MP-SPKApps
This work by SpeakApps is licensed
under a Creative Commons
Attribution-NonCommercial-
ShareAlike 3.0 Unported License.
8
Britain,
S.
(2011).
On
the
Relationship
Between
Pedagogical
Design
and
Content
Management
in
eLearning.
In
N.
Ferrer
&
J.-‐M.
Alfonso
(eds.),
Content
Management
for
E-‐Learning
(pp.
55-‐69).
New
York,
NY:
Springer.
Conole,
G.,
Oliver,
M.,
Falconer,
I.,
Littlejohn,
A.,
&
Harvey,
J.
(2007).
Designing
for
learning.
In
G.
Conole
&
M.
Oliver
(ed.),
Contemporary
perspectives
in
e-‐learning
research:
Themes,
methods
and
impact
on
practice,
(pp.
101-‐120).
Routledge
Falmer.
Conole,
G.
(forthcoming).
Designing
for
learning
in
an
open
world.
Springer.
Fischmann,
J.
(2011).
Pearson
and
Google
Jump
intp
Learning
Management,
with
a
New
Free
System,
The
Chronicle
of
Higher
Education,
October
13th
2011,
[accessed
on-‐line
17th
October
2011].
Kopper,
R.
&
Tatterstall,
C.
(2005).
Learning
Design
A
handbook
on
modelling
and
delivering
networked
education
and
training.
Springer.
Moodle
(2011).
Moodle
Statistics,
[Retrieved
from
http://moodle.org/stats][Accessed
on-‐line
16th
December
2011],
Rogers,
E.
M.
(2003).
Diffusion
of
innovations
(5th
Ed.).
New
York,
NY:
Free
Press.
Wiley,
D.
(2007).
On
the
sustainability
of
open
educational
resource
initiatives
in
higher
education.
OECD.
15
17. SpeakApps Project
Project Nr 2010-4210 / 511552-LLP-1-2010-1-ES-KA2-KA2MP-SPKApps
This project has been funded with support from the Lifelong Learning Programme of the European Commis -
sion.
This publication reflects the views only of the authors, and the European Commission cannot be held
responsible for any use which may be made of the information contained therein.