The document summarizes a presentation about Jorum, a UK national repository for sharing learning and teaching materials. It discusses how Jorum has been reshaped to support open educational resources and open courseware by adopting the DSpace platform and adding features like Creative Commons licensing, content packaging support, and metadata registration via RSS feeds. The goal is for Jorum to be a place where open content from UK projects can be stored, managed, and made available worldwide.
These powerpoint slides are used in a workshop entitled 'Open for Learning'.
They were produced as part of the JISC funded BERLiN project run by The University of Nottingham, which aimed to publish and share the equivalent of 360 credits of Open Educational Resources (OERs), enhance and expand Nottingham's existing Open Educational Repository (U-Now) and foster OER use and reuse.
Navigating a sea of stories: new online resources from the JISC Digitisation ...PaolaMarchionni
A presentation on a selection of newly launched digital resources funded by the JISC digitisation programme 2007-2009. Also covers some of the key issues for digitisation projects.
Delia Browne, National Copyright Director, National Copyright Unit outlines opportunities for the cultural sector to use creative commons licenses for educational resources.
These powerpoint slides are used in a workshop entitled 'Open for Learning'.
They were produced as part of the JISC funded BERLiN project run by The University of Nottingham, which aimed to publish and share the equivalent of 360 credits of Open Educational Resources (OERs), enhance and expand Nottingham's existing Open Educational Repository (U-Now) and foster OER use and reuse.
Navigating a sea of stories: new online resources from the JISC Digitisation ...PaolaMarchionni
A presentation on a selection of newly launched digital resources funded by the JISC digitisation programme 2007-2009. Also covers some of the key issues for digitisation projects.
Delia Browne, National Copyright Director, National Copyright Unit outlines opportunities for the cultural sector to use creative commons licenses for educational resources.
Creative Commons - Building a Global Adult Learning CommonsPaul_Stacey
Presentation video taped at Folkbildningsrådet in Stockholm 28-Jan-2014. Folkbildningsrådet is the Swedish agency responsible for Swedens folk high schools, learning circles and adult education.
Fostering Open Policy on Your Campus and BeyondUna Daly
Please join the Community College Consortium for Open Educational Resources (CCCOER) on Wed, Nov 13, noon Pacific, 3:00 pm EST for a webinar on fosteringCome In, We're Open open policies on your campus and beyond. OER leaders from Tacoma Community College, Maricopa Community College District, and Creative Commons will share their strategies for successfully growing open educational policies and practices.
Paul Stacey, Associate Director of Global Learning, Creative Commons leads efforts to encourage use and development of openly licensed learning materials to expand access to education worldwide. Prior to Creative Commons, Paul lead the Online Program Development Fund at BCcampus in British Columbia awarding millions of grant dollars to open and collaborative educational projects in Canada and the U.S. for nearly a decade.
Quill West, OER Project Director Tacoma Community College, WA holds the first OER position created by students at her college. Quill creates awareness and encourages faculty adoption of OER through curation of open educational resources and faculty mentoring. The project has saved students $360,000 in just over a year.
Lisa Young, Instructional Design Faculty at Scottsdale Community College, Maricopa Community College District AZ is co-chair of the OER Steering Committee to create and sustain OER throughout the district. Lisa has been teaching for twenty years and used “open” materials before they were referred to as such. Lisa will discuss some of the grass roots efforts that have been scaling up in a strategic fashion within the Maricopa Community Colleges.
James Glapa-Grossklag, President CCCOER Advisory, Dean at College of the Canyons will lead the panel discussion and share how innovative OER projects lead by College of the Canyons’ faculty are supported through open polices.
edna workshop session 2009. Many educators are looking to the Web to make the sharing of learning resources 'free and easy'. This presentation addresses questions such as: What does free mean? Where do I find this stuff? How good is it? And what can I do with it?
As well as highlighting how to find open education resources, images and media, the session helps educators understand licences used when sharing online resources, including Creative Commons, and shows ways to record attribution in different types of situations.
Presentation given at eternity (European textbook reusability networking and interoperability) initiative stakeholder meeting, outlining OER perspective on eTextbooks. Defines OER in terms of Creative Commons licences and outlines implication of this for ebooks as OERs, inlcuding OER content in ebooks, and commercial ebook content in OERs.
IGNITE your…. Knowledge Transfer Networking
Presenter – Dr Alec Reader, Director at NanoKTN will present the latest information about the Technology Strategy Board funded Knowledge Transfer Networks.
Alec will describe the role of the various KTNs, the network has 15 separate KTNs and how your organisation might benefit from working with them. He will explain how to take advantage of the upcoming TSB funding calls and other related funding mechanisms.
The role of the NanoKTN is to simplify the nanotechnology Innovation landscape by providing a clear and focused vehicle for the rapid transfer of high-quality information on technologies, markets, funding and partnering opportunities.
After five years, the Dutch national program on OER Wikiwijs has finished. In this presentation we will present the main lessons learned in these five years.
Intro to and overview of Open Educaiton with an empnasis on the Why, from philosophical to economic arguments. Practicing what we preach - this is a mash-up using openly licensed presentations from other open education advocates along with original ones (and lots of pics). All licenses (except screenshots) are attached to the relvant slides. Any questions, just contact us at feedback@oeconsortium.org.
Overview of open educational resources for university libraries, relating the vision and mission of OER to the Open Access movement in libraries worldwide. Presentation to the International Association of Scientific and Technological University Libraries by the OpenCourseWare Consortium.
Across Europe over 50 million users at more than 10,000 organisations within the research and education sector are interconnected through the pan-European Research and Education (R&E) Network GÉANT . Linking National Research and Education Networks (NRENs) at speed up to 500Gbps GÉANT provides the environment for a truly global exchange of ideas and knowledge.
Co-funded by the European Commission, GÉANT also reaches 65 countries beyond Europe, putting itself at the heart of the global research village.
Creative Commons - Building a Global Adult Learning CommonsPaul_Stacey
Presentation video taped at Folkbildningsrådet in Stockholm 28-Jan-2014. Folkbildningsrådet is the Swedish agency responsible for Swedens folk high schools, learning circles and adult education.
Fostering Open Policy on Your Campus and BeyondUna Daly
Please join the Community College Consortium for Open Educational Resources (CCCOER) on Wed, Nov 13, noon Pacific, 3:00 pm EST for a webinar on fosteringCome In, We're Open open policies on your campus and beyond. OER leaders from Tacoma Community College, Maricopa Community College District, and Creative Commons will share their strategies for successfully growing open educational policies and practices.
Paul Stacey, Associate Director of Global Learning, Creative Commons leads efforts to encourage use and development of openly licensed learning materials to expand access to education worldwide. Prior to Creative Commons, Paul lead the Online Program Development Fund at BCcampus in British Columbia awarding millions of grant dollars to open and collaborative educational projects in Canada and the U.S. for nearly a decade.
Quill West, OER Project Director Tacoma Community College, WA holds the first OER position created by students at her college. Quill creates awareness and encourages faculty adoption of OER through curation of open educational resources and faculty mentoring. The project has saved students $360,000 in just over a year.
Lisa Young, Instructional Design Faculty at Scottsdale Community College, Maricopa Community College District AZ is co-chair of the OER Steering Committee to create and sustain OER throughout the district. Lisa has been teaching for twenty years and used “open” materials before they were referred to as such. Lisa will discuss some of the grass roots efforts that have been scaling up in a strategic fashion within the Maricopa Community Colleges.
James Glapa-Grossklag, President CCCOER Advisory, Dean at College of the Canyons will lead the panel discussion and share how innovative OER projects lead by College of the Canyons’ faculty are supported through open polices.
edna workshop session 2009. Many educators are looking to the Web to make the sharing of learning resources 'free and easy'. This presentation addresses questions such as: What does free mean? Where do I find this stuff? How good is it? And what can I do with it?
As well as highlighting how to find open education resources, images and media, the session helps educators understand licences used when sharing online resources, including Creative Commons, and shows ways to record attribution in different types of situations.
Presentation given at eternity (European textbook reusability networking and interoperability) initiative stakeholder meeting, outlining OER perspective on eTextbooks. Defines OER in terms of Creative Commons licences and outlines implication of this for ebooks as OERs, inlcuding OER content in ebooks, and commercial ebook content in OERs.
IGNITE your…. Knowledge Transfer Networking
Presenter – Dr Alec Reader, Director at NanoKTN will present the latest information about the Technology Strategy Board funded Knowledge Transfer Networks.
Alec will describe the role of the various KTNs, the network has 15 separate KTNs and how your organisation might benefit from working with them. He will explain how to take advantage of the upcoming TSB funding calls and other related funding mechanisms.
The role of the NanoKTN is to simplify the nanotechnology Innovation landscape by providing a clear and focused vehicle for the rapid transfer of high-quality information on technologies, markets, funding and partnering opportunities.
After five years, the Dutch national program on OER Wikiwijs has finished. In this presentation we will present the main lessons learned in these five years.
Intro to and overview of Open Educaiton with an empnasis on the Why, from philosophical to economic arguments. Practicing what we preach - this is a mash-up using openly licensed presentations from other open education advocates along with original ones (and lots of pics). All licenses (except screenshots) are attached to the relvant slides. Any questions, just contact us at feedback@oeconsortium.org.
Overview of open educational resources for university libraries, relating the vision and mission of OER to the Open Access movement in libraries worldwide. Presentation to the International Association of Scientific and Technological University Libraries by the OpenCourseWare Consortium.
Across Europe over 50 million users at more than 10,000 organisations within the research and education sector are interconnected through the pan-European Research and Education (R&E) Network GÉANT . Linking National Research and Education Networks (NRENs) at speed up to 500Gbps GÉANT provides the environment for a truly global exchange of ideas and knowledge.
Co-funded by the European Commission, GÉANT also reaches 65 countries beyond Europe, putting itself at the heart of the global research village.
Presented by Peter Burnhill, Director of EDINA, Beyond Books: What STM & Social Science publishing should learn from each other, London. Conference programme. 22 April 2010.
Between 2009 and 2012 the Higher Education Funding Council for England (HEFCE) funded a series of programmes to encourage higher education institutions in the UK to release existing educational content as Open Educational Resources (OER) and to embed open practices in the institution. The HEFCE funded UK OER Programmes were run and managed by the JISC and the Higher Education Academy. Over the course of three years about £15M (€17,5M) was invested on projects that investigated the release and collection of OERs by individuals, institutions and subject communities. The Cetis “OER Technology Support Project” provided support for technical innovation across this programme.
In this conference paper we will present our reflections on the technical approaches taken, issues raised and the lessons learnt from the Programmes and the Support Project. The issues covered include resource management, resource description, licensing and attribution, search engine optimisation and discoverability, tracking OERs, and paradata (activity data about learning resources). Technical solutions discussed will include the use of social sharing platforms such as flickr and WordPress for resource dissemination; metadata embedded in HTML documents as RDFa, microdata and using the schema.org ontology; and sharing metadata and paradata using the Learning Registry (a network of schema-free data stores). As well as describing the achievements of the programme, we will also discuss the difficulties encountered and identify areas where further work is required.
One Standard to rule them all?: Descriptive Choices for Open EducationR. John Robertson
R. John Robertson1, Lorna Campbell1, Phil Barker2, Li Yuan3, and Sheila MacNeill1
1Centre for Academic Practice and Learning Enhancement, University of Strathclyde, 2Institute for Computer Based Learning, Heriot-Watt University 3Institute for Cybernetic Education, University of Bolton
Drawing on our experience of supporting a nationwide Open Educational Resources programme (the UKOER programme), this presentation will consider the diverse range of approaches to describing OERs that have emerged across the programme and their impact on resource sharing, workflows, and an aggregate view of the resources.
Due to the diverse nature of the projects in the programme, ranging from individual educators to discipline-based consortia and institutions, it was apparent that no one technical or descriptive solution would fit all. Consequently projects were mandated to supply only a limited amount of descriptive information (programme tag, author, title, date, url, file format, file size, rights) with some additional information suggested (language, subject classifications, keywords, tags, comments, description). Projects were free to choose how this information should be encoded (if at all), stored, and shared.
In response, the projects have taken many different approaches to the description and management of resources. These range from using traditional highly structured and detailed metadata standards to approaches using whatever descriptions are supported by particular web2.0 applications. This experimental approach to resource description offers the wider OER community an opportunity to examine and assess the implications of different strategies for resource description and management
This paper illustrates a number of examples of projects’ approaches to description, noting the workflows and effort involved. We will consider the relationship of the choice of tool (repository, web2.0 application, VLE) to the choice of standards; and the relationship between local requirements and those of the wider community.
We will consider the impact of those choices on the dissemination and discoverability of resources. For example, the implications of resource description choices for discovery services which draw on multiple sources of OERs.
AGGREGATING AND ENRICHING AUDIO-VISUAL METADATA USING EBUCORE | Athanasios DR...FIAT/IFTA
The EUscreen project represents the European television archives, inc. a large number of members from the European Broadcasting Union (EBU), and acts as a domain aggregator for Europeana, Europe’s digital library. The main proposal from Euscreen has been to provide a harmonised access to a collection of television programmes, and associated resources such as articles. One of the essential declared goals is to allow students, scholars and the general public to study the history of television in its wider context. This paper presents the methodology followed for generating and publishing the EUscreen dataset as Linked Open Data.
Starting where we are, moving through changes open education is bringing at institutional, national, regional and international levels, and how we can continue to strengthen open education and its positive impacts
Collaborating across borders: OER use and open educational practices within the Virtual University for Small States of the Commonwealth (OE Global 2015)
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. Peter Burnhill & Jackie Carter Jorum Co-Directors My Day Job: Director, EDINA national data centre University of Edinburgh, UK [email_address] Pushing Open The Jorum: A national repository for learning materials OCWC, Hanoi, May 2010 www.jorum.ac.uk
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4. Perhaps I should just have submitted our prize-winning poster from 2001 !!!
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8. UK funding councils for HE & FE Content, Tools & Infrastructure JISC Sub-Committees JISC Collections acting as platform for network-level services & helping to build the JISC Integrated Information Environment research, learning & teaching in UK universities & colleges UK Research Councils National Data Centres
12. “ Pushing the Jorum” Jorum tune Jorum could be an acronym … but it is a word that embodies sharing 'jo-r-*m, 'jo.r-n [perhaps from Joram “ … brought with him vessels of silver" (2 Sam 8:10 - AV)] : a large drinking vessel or its contents Brewers Phrase & Fable hypertext Webster Interface Jorum sharing content
As things have turned out, I should just have submitted our prize-winning poster from 2001 !!!
As many of you will know, JISC is the Joint Systems Committee of the UK funding bodies for higher and furtjher education. It has a number of sub-committees which help inform policy and also watch over programmes of funding and the operation of services, such as those provided by the two National Data Centres. It has also set up a company, JISC Collections as a legal body to broker licences.
It is a national academic data centre, established in 1995 following the success of the University of Edinburgh putting forward its Data Library in an open competition to set up three datacentres capable of hosting and providing access to bibliographic datasets and numeric research data. The other two were BIDS, which subsequently moved into the private sector as Ingenta, and MIDAS, the data centre at the University of Manchester - its now renamed as Mimas. The mission of EDINA, which incidentally is the older poetic name for Edinburgh, is to enhance productivity of research, learning and teaching in the UK. It used to host a range of key A&T databaes like BIOSIS ~Previews, Compendex, Inspec, Art Abstracts etc, but now the services on journal ….
This screenshot is the Jorum website, with URL <click>, now featuring JorumOpen <click> I will say more about JorumOpen <next slide>
Jorum is a social word, it’s a cup and its contents – to be shared and enjoyed. It is mentioned in the Old Testament of the Bible, so it has provenance …
Jorum has some pre-history, at least from the perspective of Open Educational Resources It began as a keep-safe for output from JISC-funded projects, having had its origins in two different projects funded under the JISC 5/99 Call (1999 that is) It was a support service for the X4L Programme
It all seemed quite busy then too. IntraLibrary was chosen through open procurement as the repository software for Jorum
This simple diagram summarises how Jorum works. Jorum Contributor allows institutions to submit resources, Jorum User gives institutions access to these resources. An R&D strand runs in parallel with the service where we explore issues relevant to our work.
Two years ago, this was what Jorum was for – meeting needs of learning technologists and the enthusiasts – and quite a few teachers too!
Jorum supports a range of object types, from single file resources to more complex content packages. Jorum can also store records for resources held elsewhere which can be pointed to upon previewing the object. This is useful for contributors who still wish to host their own resources but want to increase its use.
I don’t want to trespass too much into what Malcom Read may say in his plenary on Friday, but let be give you a flavour of how we saw what was happening.
The OER pilot programme
This was a pilot but a major pilot intended to be a game changer
Open Repositories, web 2.0, release for easy discovery
This screenshot is the Jorum website, now featuring JorumOpen which was launched on 19 th January 2010.
This is from the Jorum website
There are 2 user interfaces to Dspace - XML (Manakin) or JSP (Java Servlet Pages). Jorum chose the Manakin route as it was felt at that time, that the XML route would offer greater flexibility in changing the user interface and would allow the Jorum team to make significant changes to the interface more easily. It was also felt that basing the user interface on XML would mean that the interface could be transformed using XSLT for various devices e.g. mobile. Hindsight has shown that the Manakin interface is very complex and requires significant work in the XSL stylesheets - it may have been quicker and easier to use the JSP interface.
This screenshot shows the initial front page of the JorumOpen collection (based on the Manakin XML interface).
This screenshot shows the JorumOpen entry in ROAR - shows that the OAI-PMH target is available now.
The screenshot shows a Google site search as this limits the results just to one site (namely open.jorum.ac.uk). We produce Google sitemaps nightly which lists every resource in JorumOpen.Google then crawls these links and any subsequent links it finds on those pages (hence you can see in the screenshot it found a video called “Lennox Castle Hospital” which was found on the preview page of a content package). You do not have to perform a site search in Google to find results in JorumOpen - you can search as normal. A site search just makes the search more specific and targets it at a certain website.
Depositor can add additional DC metadata to a deposited resource
As the screenshot shows, we now present the 6 UK Eng & Wales v2.0 CC licences to the depositor at the same time to let them choose. This was felt to be a better approach than the existing Dspace chooser (which led the user off to the CC website, went through their wizard and then navigated back to DSpace). This approach makes the deposit process more streamlined, maintains look and feel and allows the depositor to more efficiently choose a licence if they know which one they want.
The blue button “Download Original Content Package” when clicked will initiate a download of the original content package archive the depositor submitted to Jorum (the licence in the manifest however may have been altered to match the CC licence chosen on deposit). The orange button “Export Resource” when clicke will initiate download of a file in the Dspace Simple Archive Format. This is essentially a Zip file containing all the files in the resource, a single file containing the DC metadata and licence files. This format will contain the most up to date metadata for the item. From the DSpace manual: “ The basic concept behind the DSpace's simple archive format is to create an archive, which is directory full of items, with a subdirectory per item. Each item directory contains a file for the item's descriptive metadata, and the files that make up the item.”
Screenshot which shows the file listing in a content package I.e. it shows the individual package components View links (or clicking on the thumbnails) will show the content in the browser. Download links will force the browser to save the file to their local machine.
This screenshot shows the HTM preview of an IMS content package. Notice the tree view on the left showing the package components. Clicking on a component on the left will render this on the right hand side.
DIM stands for “DSpace Intermediate Metadata”. DIM is the XML notation for DSpace's internal Item metadata, that is, the metadata fields stored in the database for each Item. It is used by the metadata crosswalking component. . It is called the Intermediate format because it is intended solely as an intermediate stage in XML-translation-based crosswalks.
JorumOpen - learning and teaching resources whose creators/owners have made available for sharing under Creative Commons (CC) licences. JorumUK - learning and teaching resources deposited in Jorum prior to January 2010 that creators/owners made available for sharing through an institutional licence . The JorumUK collection contains resources that their creators and owners prefer to share only within UK Higher and Further Education. This collection contains all resources deposited in Jorum before 2010 which were licensed under the institutional-based licence. At present, JorumUK still requires an institutional subscription to deposit, search, browse and download resources. Depositing resources into JorumUK, requires institutions to subscribe as a JorumUK Depositor , and for individual staff members to be nominated as depositors. You will then receive a JorumUK Depositor account and will be able to deposit resources in JorumUK, authenticating via the UK Access Management Federation. Further developments in 2010 will extend JorumUK to enable sharing across all UK Further and Higher Education institutions, without the need for an institutional subscription, through the introduction of the JorumEducationUK licence . Further enhancements in 2010 Spring: a unified search – enabling users to search across all resources held within both JorumOpen and JorumUK collections – one simple search! Summer: a central deposit tool – a single point for depositors to contribute resources automatically under either JorumOpen or JorumUK