ASK Tools 4 Scaling-Up Open Access 2 Global Education

University of Piraeus
Department of Digital Systems
Centre for Research and Technology – Hellas (CE.R.T.H.)
Information Technologies Institute (I.T.I.)
D. Sampson 1 June 2014
Advanced Digital Systems and Services for Education and Learning (ASK)
1/58
Digital Technologies for Scaling Up
Open Access to Global Education
Demetrios G. Sampson
Senior and Golden Core Member IEEE
Professor, Department of Digital Systems, University of Piraeus, GREECE
Founder and Director, Advanced Digital Systems and Services for Education and Learning, EU
Research Fellow, Information Technologies Institute, Centre for Research and Technology, GREECE
Adjunct Professor, Faculty of Science and Technology, Athabasca University, CANADA
Co-editor-in-Chief, Educational Technology and Society Journal
Steering Committee Member, IEEE Transactions on Learning Technologies
Past Chair, IEEE Computer Society Technical Committee on Learning Technology
ICT Advisory Board Member, Arab League Educational, Cultural and Scientific Organization (ALECSO)
This work is licensed under the Creative Commons Attribution-NoDerivs-NonCommercial License. To view a copy of this
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.

2/58
… the speaker …
 Professor, Department of Digital Systems, University of Piraeus, GREECE
 Founder and Director, Advanced Digital Systems and Services for Education and Learning, EU
 Research Fellow, Information Technologies Institute, Centre for Research and Technology, GREECE
 Adjunct Professor, Faculty of Science and Technology, Athabasca University, CANADA
 Co-Editor-in-Chief, Educational Technology and Society Journal
 Steering Committee Member, IEEE Transactions on Learning Technologies
 Past Chair, IEEE Computer Society Technical Committee on Learning Technology (2008-2012)
 Senior and Golden Core Member, IEEE Computer Society
 IEEE Computer Society Distinguished Service Award, July 2012
 Co-author of 326 publications with at list 1450 citations (h-index:21)
 Received 7 times Best Paper Awards in International Conferences on Learning Technologies
 Guest Editor of 26 Special Issues in International Journals
 Member of Editorial Board, 22 International Journals in Learning Technologies
 Keynote/Invited Speaker on 56 International and/or National Conferences in Learning Technologies
 General and/or Program Committee Chair in 35 International Conferences in Learning Technologies
 Program Committee Member in 360 International and/or National Conferences in Learning Technologies
 Project Director, Principle Investigator and/or Consultant in 65 research projects with external funding 14M Euro (1991-2016)

3/58
Opening Up Education
at a Global Scale:
Sharing Educational
Resources – Practices – Tools – Experiences
– Teachers - Data

4/58
Open Educational Resources (OERs)

5/58
 web-based systems that
 organize, classify, store and share OERs (or Learning
Objects – LOs) and their associated metadata
 national – thematic
 include limited explicit information about the
learning and educational context of use of their
hosted OER
OER or LOs Repositories

6/58
OER Repositories
Examples
OER Commons, USA
Learning Resource
Exchange, EU
Le@rning Federation,
Australia Jorum, UK
MERLOT, USA

7/58
From OERs to Open Educational Practices
(OEPs) and OEP Repositories
LO #1
LO #2
LO #N
…..
Learning Object
Repository
Learning Design
Repository
Open LD #1
…..
Move to…

8/58
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: PATHWAY Project
(http://www.pathway-
project.eu/)
Open LD Templates Examples
PHASE 1:
QUESTION – Investigation of
scientifically oriented questions
PHASE 2:
EVIDENCE – Give priority to evidence
PHASE 3:
ANALYSE - Analyse evidence
PHASE 4:
EXPLAIN - Formulate explanations
PHASE 5:
CONNECT - Connect explanations
PHASE 6:
COMMUNICATE - Communicate and
Justify
PHASE 7:
REFLECT – Reflect on the inquiry
process
POSE A SCIENTIFICALLY ORIENTED
QUESTION
COLLECT EVIDENCE AND DATA
DECIDE THE EVIDENCES’ ANALYSIS
DECIDE EXPLANATIONS’
FORMULATION
CONNECT RESOURCES TO SCIENTIFIC
KNOWLEDGE
CHOOSE HOW TO COMMUNICATE
STRUCTURE REFLECTION ON THE
INQUIRY PROCESS

9/58
OEP Repositories
LAMS Repository, AustraliaThe Canadian LD
Repository, Canada
iCOPER LD Repository, EU
OSR LD Repository, EU
COSMOS LD Repository, EU

10/58
Opening Up Education - Aspects of Openness
 Open Curriculum: learners can mix educational resources,
learning activities, and/or educational courses for different
disciplines to meet their needs. This places learners in charge
of their own learning and ensures that they will learn what
they need to meet their personal desires and requirements.
 Open Learning: teachers, experts and/or peers can share new
ideas and new understanding during the learning process.
This provides learners with opportunities for self-determined
and independent learning.
 Open Assessment: instead of formal evaluation of learning
results, previously led by accredited education providers,
assessment of what learners have learned can be carried out
by their teachers, others and peers during the learning
process via peer to peer or crowd-sourced assessment with
on-demand accreditation for learners.
 Open Platform: cloud–based provision and the use of open
standards make it easier for different platforms and services
to exchange information and data
European Commission (2011). Public consultation on opening up education - a proposal for a European initiative. Directorate-General for
Education for Culture. Retrieved December 12, 2013, from http://ec.europa.eu/dgs/education_culture/documents/consult/open_en.pdf

11/58
A Hierarchical Framework for
Scaling Up Open Access to Global
Online Education

12/58
Educational
Content
Learning
Activities
Educational Courses
Education and/or
Training
Programmes
Hierarchical Open Access Framework:
Elements
Learning ObjectsEducational
Metadata (EM)
Hierarchical
Elements

13/58
Within 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
A Hierarchical Open Access Framework

14/58
Main Stakeholders
Educational
Content
Educational
Content
Learning
Activities
Learning
Activities
Educational
Courses
Educational
Courses
Education and/or
Training
Programmes
Education and/or
Training
Programmes
Learning ObjectsLearning ObjectsEducational
Metadata (EM)
Educational
Metadata (EM)
Hierarchical
Elements
Hierarchical
Elements
ParticipateParticipate
Deliver
Deliver
Design and Develop
Design and Develop
Design and Develop
Educational
Content
Supplier / Teacher
Instructional
Designer / Teacher
e-Learning
Services Provider
Learner/Teacher
Search / Select

15/58
• 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
• 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. 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)
Hierarchical Elements
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. (2011). Supporting Accessible Technology-Enhanced Training: The eAccess2Learn Framework, IEEE Transactions on Learning Technologies (TLT), 4(4),
353-364
Sampson, D. & Zervas, P. (2012). Mobile Learning Management Systems in Higher Education. In A. Azevedo & R. Babo (Eds.), Higher Education Institutions and Learning
Management Systems: Adoption and Standardization (162-177), IGI Global
Sampson, D. & Zervas, P. (2013). Learning Object Repositories as Knowledge Management Systems, Knowledge Management & e-Learning Journal, vol. 5(2).
Sampson, D. & Zervas, P. (2014). A Hierarchical Framework for Open Access to Learning and Education. International Journal of Web-based Communities (IJWBC) vol. 10(1),
pp. 25-51, Inderscience Publishers.

16/58
ASK Tools for Supporting the
Proposed Hierarchical Open
Access Framework

17/58
• The ASK Learning Objects Metadata Authoring Toolkit 2.0 (ASK-
LOM-AT 2.0)
• The ASK Learning Objects Metadata Application Profiling Toolkit
(ASK-LOM-AP)
• The ASK Learning Objects Social Tagging Toolkit (ASK-LOST 2.0)
• The ASK Learning Design Toolkit (ASK-LDT)
• The ASK Mobile Learning Design Player (ASK-Mobile-LD-Player)
• The ASK Mobile SCORM Player
• The ASK Mobile Moodle
• The ASK 3D Virtual Classroom Simulation (ASK 3D VCS)

18/58
Educational
Content
Learning
Activities
Educational Courses
Education and/or
Training
Programmes
Tools for supporting the 1st Hierarchical Element
Learning ObjectsEducational
Metadata (EM)
Hierarchical
Elements

19/58
ASK Learning Objects Metadata Authoring Toolkit 2.0
(ASK-LOM-AT 2.0)
Conformant to IEEE LOM Standard
Authoring and Management of EM
Single web-form or step-by-step wizard
for EM Authoring
Open source web-based tool
Multilingual User Support during
Metadata Authoring
Presentation of Metadata Elements during
EM Authoring based on their importance
Automatically Completion of Metadata
Elements based on user profile details

20/58
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/

21/58
ASK Learning Objects Metadata Authoring Toolkit
(ASK-LOM-AT) – (1/2)
Conformant to IEEE LOM Standard
Authoring and Management of EM
Step-by-step Wizard for EM Authoring
Stand alone application for Microsoft
Windows OS

22/58
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]

23/58
• 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. 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]
Related Publications

24/58
ASK Learning Objects Metadata Application Profiling
(ASK-LOM-AP) – (1/2)
EM Authoring based on Developed
IEEE LOM APs
Development and Management of
IEEE LOM APs
Step-by-step Wizard for IEEE LOM APs
and EM Authoring
Open source web-based tool
Step-by-step Wizard for developing
IEEE LOM APs according to the IMS
GLC and CEN/ISSS Guidelines

25/58
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 271
times [April 2014].

26/58
• P. Zervas and D. Sampson, “A Systematic Analysis of Metadata Application Profiles of Learning
Object Repositories in Europe””, in Kinshuk and R. Huang (Eds.), New Developments in Technology
Enhanced Learning: Concept, Research and Best Practices, Springer, 2014
• 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 (ISBN 978-1-4614-1083-6), pp. 283-294, Springer
New York, 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

27/58
ASK Learning Objects Social Tagging
(ASK-LOST 2.0) – (1/2)
Creation of user’s personal LOs
collection
LOs submitted and tagged by end users
Access to personal vocabularies
created by users’ tags
Browse LOs via tag clouds
Social networking support between
users
Open source Web-based tool

28/58
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 101 times [April 2014].

29/58
• P. Zervas and D. Sampson, "The Effect of Users Tagging Motivation on the
Enhancement of Digital Educational Resources Descriptions", Computers in Human
Behavior, vol. 32, pp. 292-300, March 2014
• 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]

30/58
eAccess2Learn Web Repository
(http://www.eaccess2learn.eu/) – (1/2)
Enables search and retrieval of
accessible LOs and LDs
Web Repository with accessible LOs and
LDs suitable for Disabled People Training
Enables storage of accessible LOs
and LDs along with their EM
Conforms to W3C WCAG 1.0

31/58
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 570 Registered Users [June 2013]
 eAccess2Learn Web Repository has received [June 2013]:
 21.043 Search Requests
 10.535 Downloads
 9.311 Visits
 37.492 Pageviews

32/58
• P. Zervas, V. Kardaras, S. Baldiris Navarro, J. Bacca, C. Avila, Y. Politis, Deveril, J. Treviranus, R. Fabregat, L. Goodman
and D. Sampson, "Supporting Open Access to Teaching and Learning of People with Disabilities", in D. Sampson, D.
Ifenthaler, J. M. Spector and P. Isaias, (Eds.), Digital Systems for Open Access to Formal and Informal Learning,
Springer, May 2014
• 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

33/58
Mobile2Learn Web Repository
(http://www.mobile2learn.eu/) – (1/2)
Enables search and retrieval of
mobile assisted Language Learning
LOs and LDs
Web Repository with LOs and LDs
suitable for Language Learning supported
by Mobile Devices
Enables storage of mobile assisted
Language Learning LOs and LDs along
with their EM

34/58
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 1.052 Registered Users [June 2013]
 Mobile2Learn Web Repository has received [June 2013]:
 24.375 Search Requests
 15.052 Downloads
 8.588 Visits
 45.944 Pageviews

35/58
• P. Zervas and D. Sampson, "Facilitating Teachers’ Reuse of Mobile Assisted Language
Learning Resources using Educational Metadata", IEEE Transactions on Learning
Technologies (in press)
• 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

36/58
Educational
Content
Learning
Activities (LAs)
Educational Courses
Education and/or
Training
Programmes
Tools for supporting the 2nd and the 3rd Hierarchical Elements
LAs Design and
Delivery
Educational
Content
Course Design
and Delivery
Learning
Activities
Hierarchical
Elements

37/58
ASK Learning Design Toolkit
(ASK-LDT) – (1/2)
Development of new educational
courses based on pre-defined LD
templates
Enables expression of pedagogical
strategies in the form of LD
Templates
Enables characterization of the learning
activities of an educational course by using a
common vocabulary of terms based on
“Dialog Plus Learning Activities Taxonomy”
Stand alone application for Microsoft
Windows OS
Save educational courses as LD
packages (zip format) conformant
with IMS LD Specification

38/58
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]

39/58
• P. Zervas, D. Sampson, and S. Sotiriou, "Sharing of Open Science Education Resources and Educational
Practices in Europe", in Rory McGreal, Wanjira Kinuthia and Stewart Marshall (Eds.), Open Educational
Resources: Innovation, Research and Practice, Commonwealth of Learning and Athabasca University, May 2013
• 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

40/58
ASK-Course Description Metadata-European
Credit Transfer System (ASK-CDM-ECTS) – (1/2)
Conformant to Course Description
Metadata (CDM-ECTS) Application
Profile
Facilitate description with European
Credit Transfer System (ECTS)
compatible information European HEIs,
as well as, their study programmes and
academic courses
Step-by-step Wizard for EM Authoring of
academic courses’ LOs (conformant to IEEE
LOM)
Web-based application accessible via
web-browser
Facilitate search and retrieval of
academic courses offered by
European HEIs

41/58
ASK-Course Description Metadata-European
Credit 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

42/58
• D. Sampson and P. Zervas, “Supporting Open Access to European Higher
Education 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

43/58
ASK Mobile Learning
Design Player (1/2)
Facilitates the delivery of IMS LD-
based mobile educational courses
Stand-alone application for PDAs or
Smartphone Devices with Windows Mobile
OS
Enables enrolment of multiple
roles/actors (individual learners, groups
of learners and tutors)
Enables rendering of HTML-based content
and flash files
Available also as a web application as
part of the Mobile2Learn Portal

44/58
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]

45/58
ASK Mobile SCORM Player (1/2)
Enables delivery of SCORM 2004-
based Educational Courses
Stand-alone application for PDAs or
Smartphone Devices with Google
Android OS
Enables rendering of HTML-based
content and flash files

46/58
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 251
times [April 2014].

47/58
• P. Zervas and D. Sampson, “Supporting Mobile Access to Online Courses: The ASK
Mobile SCORM Player and the ASK Mobile LD Player”, in M. Ally and A. Tsinakos (Eds.),
Perspectives on Open and Distance Learning: Increasing Access through Mobile
Learning, Commonwealth of Learning, Athabasca University, December 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]

48/58
Educational
Content
Learning
Activities
Educational Courses
Education and/or
Training
Programmes
Tools for supporting the 4th Hierarchical Element
Virtual
Classrooms
Educational
Courses
Hierarchical
Elements

49/58
Moodle/Mobile Moodle
(http://www.mobile2learn.eu/moodle/)
Customization to support access via
mobile devices
Customization to
support different
pedagogical strategies
Customization to
support virtual
classrooms accessible
via the web

50/58
• 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

51/58
ATutor for Disabled People Training
(http://www.eaccess2learn.eu/atutor/)
Customization to support different disabled user groups
(namely, motor disabled and visually impaired people)

52/58
SLOODLE
(http://www.ask4research.info/moodle/course/view.php?id=18)
Customization to support
Synchronous Communication
and Collaboration in Second Life
(SL)
Customization to create
3D Virtual Classroom
Simulations in SL
Customization to demonstrate the
possibilities of using Moodle features
in SL

53/58
SLOODLE for Teachers’ Training
Customization to support teachers understanding 3D Virtual Worlds affordances,
explore their potential in enhancing their educational practices and acquire
competences for teaching in them

54/58
• 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

55/58
ICALT2014: Τhe 14th IEEE International Conference on Advanced
Learning Technologies - Advanced Technologies for Supporting
Open Access to Formal and Informal Learning
7-10 July 2014 Athens, Greece
225 papers – 300 participants – 40 countries
http://www.ask4research.info/icalt/2014/

56/58

57/58

58/58
… stay in contact …
e-mail: sampson@iti.gr
skype: dem-sampson
twitter: @dem-sampson
www.ask4research.info

ASK Tools 4 Scaling-Up Open Access 2 Global Education

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Viewers also liked

Viewers also liked (15)

Similar to ASK Tools 4 Scaling-Up Open Access 2 Global Education

Similar to ASK Tools 4 Scaling-Up Open Access 2 Global Education (20)

More from Demetrios G. Sampson

More from Demetrios G. Sampson (6)

Recently uploaded

Recently uploaded (20)

ASK Tools 4 Scaling-Up Open Access 2 Global Education