1. Tomorrow is now
2. Semantic Web
- What is it?
- How to use it?
- Why use it?
3. MOOC
- What is it?
- How to use it?
- Why use it?
4. Exploratory study about MOOCs to study the Semantic Web
Emerging Technologies in Education. Conceiving and Building a Microblogging P...Carmen Holotescu
PhD Thesis, Magna cum laude
Full thesis at https://www.researchgate.net/publication/260436339_Emerging_Technologies_in_Education._Conceiving_and_Building_a_Microblogging_Platform_for_Formal_and_Informal_Learning.
Presentation for the Communia 2010 conference (http://communia-project.eu/)
Creating and sharing OER in primary and secondary education: challenges and strategies
Research groups and teaching experiences at Computer Science Faculty (UNED)Miguel R. Artacho
Miguel Rodríguez Artacho is a professor at the Computer Science School of UNED University. UNED has over 236,000 students who study through distance and blended learning models across Spain and abroad. The Computer Science School offers undergraduate and graduate degrees, and has research groups in areas like natural language processing and learning technologies. It also participates in international standardization efforts and EU funded projects to support curriculum development, teaching tools, and university reform.
Libraries face opportunities and challenges with the rise of MOOCs. MOOCs have the potential to provide massive open access to information but raise issues of scaling access to copyrighted materials and determining ownership of student-generated content. Libraries are well-positioned to help address these issues by providing technical support for course production and digital preservation of MOOC materials. By engaging with MOOCs, libraries can also promote flexible licensing, guide faculty on fair use, and offer learning and collaboration opportunities for library professionals.
SSHOC at EOSC-hub Week - Managing Training Materials Beyond Individual Projec...SSHOC
Presentation from Vasso Kalaitzi and Ellen Leenarts on Managing Training Materials Beyond Individual Projects at the EOSC-hub Week, 10 May 2019.
EOSC for Social Sciences and Humanities panel
Managing training materials beyond individual projectsEOSC-hub project
This document discusses managing training materials from EU-funded projects and organizations beyond individual projects. It notes that training materials are currently managed on project websites or solutions like MOOCs. Researchers want better discipline-specific and cross-discipline support, openly available reusable materials, and cataloguing with rich metadata. Projects want uptake of solutions, branding, and measurable impact. Issues include organizing materials across projects to avoid duplication, improving visibility, and long-term sustainability after projects end. Potential solutions discussed include the Elixir Training eSupport System and linking with communities of practice.
The document summarizes a workshop on joining educational mathematics through a federated repository of educational digital objects called JEM. The workshop aims to promote standards for cataloging, packaging, and publishing learning objects across Spanish educational communities to allow teachers, students, and families to easily access and share digital educational content. It outlines the objectives, targets, models, and functionality of Agrega, the proposed federated repository that would allow nodes to search, access, and contribute learning objects according to open standards and licenses to encourage widespread adoption of digital learning materials.
The document summarizes a workshop on joining educational mathematics through a federated repository of educational digital objects. The key points are:
1. The workshop aims to promote sharing of educational content between Spanish regions according to standards, and create a federated repository for teachers, students, and families to access learning objects.
2. The repository will use open standards for packaging, metadata, identification, searching, and interoperability. Learning objects will be accessible online and offline.
3. Tools will be provided to help users easily create, package, catalog, and publish learning objects while minimizing time and effort. The system is intended to facilitate adoption of digital learning objects.
Emerging Technologies in Education. Conceiving and Building a Microblogging P...Carmen Holotescu
PhD Thesis, Magna cum laude
Full thesis at https://www.researchgate.net/publication/260436339_Emerging_Technologies_in_Education._Conceiving_and_Building_a_Microblogging_Platform_for_Formal_and_Informal_Learning.
Presentation for the Communia 2010 conference (http://communia-project.eu/)
Creating and sharing OER in primary and secondary education: challenges and strategies
Research groups and teaching experiences at Computer Science Faculty (UNED)Miguel R. Artacho
Miguel Rodríguez Artacho is a professor at the Computer Science School of UNED University. UNED has over 236,000 students who study through distance and blended learning models across Spain and abroad. The Computer Science School offers undergraduate and graduate degrees, and has research groups in areas like natural language processing and learning technologies. It also participates in international standardization efforts and EU funded projects to support curriculum development, teaching tools, and university reform.
Libraries face opportunities and challenges with the rise of MOOCs. MOOCs have the potential to provide massive open access to information but raise issues of scaling access to copyrighted materials and determining ownership of student-generated content. Libraries are well-positioned to help address these issues by providing technical support for course production and digital preservation of MOOC materials. By engaging with MOOCs, libraries can also promote flexible licensing, guide faculty on fair use, and offer learning and collaboration opportunities for library professionals.
SSHOC at EOSC-hub Week - Managing Training Materials Beyond Individual Projec...SSHOC
Presentation from Vasso Kalaitzi and Ellen Leenarts on Managing Training Materials Beyond Individual Projects at the EOSC-hub Week, 10 May 2019.
EOSC for Social Sciences and Humanities panel
Managing training materials beyond individual projectsEOSC-hub project
This document discusses managing training materials from EU-funded projects and organizations beyond individual projects. It notes that training materials are currently managed on project websites or solutions like MOOCs. Researchers want better discipline-specific and cross-discipline support, openly available reusable materials, and cataloguing with rich metadata. Projects want uptake of solutions, branding, and measurable impact. Issues include organizing materials across projects to avoid duplication, improving visibility, and long-term sustainability after projects end. Potential solutions discussed include the Elixir Training eSupport System and linking with communities of practice.
The document summarizes a workshop on joining educational mathematics through a federated repository of educational digital objects called JEM. The workshop aims to promote standards for cataloging, packaging, and publishing learning objects across Spanish educational communities to allow teachers, students, and families to easily access and share digital educational content. It outlines the objectives, targets, models, and functionality of Agrega, the proposed federated repository that would allow nodes to search, access, and contribute learning objects according to open standards and licenses to encourage widespread adoption of digital learning materials.
The document summarizes a workshop on joining educational mathematics through a federated repository of educational digital objects. The key points are:
1. The workshop aims to promote sharing of educational content between Spanish regions according to standards, and create a federated repository for teachers, students, and families to access learning objects.
2. The repository will use open standards for packaging, metadata, identification, searching, and interoperability. Learning objects will be accessible online and offline.
3. Tools will be provided to help users easily create, package, catalog, and publish learning objects while minimizing time and effort. The system is intended to facilitate adoption of digital learning objects.
This document discusses applying semantic web technologies to enhance the services of e-learning systems. It proposes developing a semantic learning management system (S-LMS) based on technologies like XML, RDF, OWL and SPARQL to automate and accurately search for information on e-learning systems like Moodle. The S-LMS would add semantic capabilities to allow students to search for learning resources based on semantics and provide personalized, customized content tailored to individual needs. It presents applying ontologies and metadata to Moodle in order to define domains and describe learning content in a way that improves search, interoperability and reusability of educational resources.
Although of the semantic web technologies utilization in the learning development field is a new research area, some authors have already proposed their idea of how an effective that operate. Specifically, from analysis of the literature in the field, we have identified three different types of existing applications that actually employ these technologies to support learning. These applications aim at: Enhancing the learning objects reusability by linking them to an ontological description of the domain, or, more generally, describe relevant dimension of the learning process in an ontology, then; providing a comprehensive authoring system to retrieve and organize web material into a learning course, and constructing advanced strategies to present annotated resources to the user, in the form of browsing facilities, narrative generation and final rendering of a course. On difference with the approaches cited above, here we propose an approach that is modeled on narrative studies and on their transposition in the digital world. In the rest of the paper, we present the theoretical basis that inspires this approach, and show some examples that are guiding our implementation and testing of these ideas within e-learning. By emerging the idea of the ontologies are recognized as the most important component in achieving semantic interoperability of e-learning resources. The benefits of their use have already been recognized in the learning technology community. In order to better define different aspects of ontology applications in e-learning, researchers have given several classifications of ontologies. We refer to a general one given in that differentiates between three dimensions ontologies can describe: content, context, and structure. Most of the present research has been dedicated to the first group of ontologies. A well-known example of such an ontology is based on the ACM Computer Classification System (ACM CCS) and defined by Resource Description Framework Schema (RDFS). It’s used in the MOODLE to classify learning objects with a goal to improve searching. The chapter will cover the terms of the semantic web and e-learning systems design and management in e-learning (MOODLE) and some of studies depend on e-learning and semantic web, thus the tools will be used in this paper, and lastly we shall discuss the expected contribution. The special attention will be putted on the above topics.
Opening up MOOCs for OER management on the Web of linked dataGilbert Paquette
This document discusses managing open educational resources (OERs) using linked data and the semantic web. It proposes using the Resource Description Framework (RDF) model to address issues with OER adoption like the multiplicity of standards and profiles. COMÈTE, an OER repository manager developed by the author, uses RDF triples and complies with the ISO metadata standard to enable searching and indexing OERs across repositories. The author argues this approach could help personalize massive open online courses (MOOCs) by allowing learners to integrate alternative resources from OER repositories into their courses.
Gaining Advantage in e-Learning with Semantic Adaptive TechnologyOntotext
In this presentation, we will introduce you to a solution that involves adaptive semantic technology for educational institutions and e-learning providers. You will learn how to integrate 3rd party resources, legacy assets, and other content sources to create the so-called knowledge graph of all structured and unstructured data.
Presentation for my EDDE 801 course (Athabasca University EdD program) on MOOCs. Covers a brief history of MOOCs, an initial taxonomy of issues around MOOCs and the taxonomy applied (briefly) to the Greek Open Course effort (ca. 2014)
Infomation literacy history, criticism and technologyStefano Lariccia
This document provides an overview of an information literacy course being offered from April to June 2013 in Rome. The objectives of the course are to: 1) introduce computer literacy for humanities subjects, 2) introduce information literacy as a next step, and 3) provide a cognitive foundation for students to independently develop advanced competencies. The course will be achieved through experiential learning styles including concrete experience, reflective observation, abstract conceptualization, and active experimentation. A variety of tools will be utilized including programming languages, content management platforms, and social networks like LinkedIn to encourage sharing and collaboration.
The Stanford Workshop focused on creating plans to expedite a shift in how knowledge and information resources are managed and discovered through linked data. The goal was to identify capabilities and design new tools, processes, and systems that move beyond current metadata practices to link related resources and provide improved navigation and discovery through open feedback. A number of organizations from around the world participated in the workshop to discuss these issues.
Presentation given at D-e2009, JISC RSC West Midlands event, May 19, 2009. About Digital Repositories, their landscape in Higher and Further Education and more specifically about learning and teaching repositories. Download is Powerpoint.
The document discusses Stephen Downes' connectivist learning theory and an online course he co-taught on the topic. The course utilized many online tools and platforms to demonstrate connectivist pedagogy principles of modeling, practicing, and reflecting on learning as a networked phenomenon. Learners participated through a wiki, blogs, forums, and social media to share ideas and learning experiences in a self-organized manner. The course is presented as an example of how connectivism and personal learning environments can facilitate open, networked learning opportunities.
Introductory presentation given at Future Learning Landscape Workshop held at EC-TEL 2009. Presents some introductory elements about the state of research in pervasive learning, Web 2.0/Social Software and Semantic Web/Linked Data before discussing convergence
Massive Open Online Courses (MOOCs) for Professional Development. MOOC Initia...Carmen Holotescu
This document discusses integrating Massive Open Online Courses (MOOCs) into university courses for professional development. It provides an overview of MOOC platforms and initiatives in Romania. Specifically, it describes several Romanian MOOC projects including UniCampus, UniBuc Virtual, and courses developed by various universities. It also outlines scenarios for blending MOOCs into courses, such as using MOOCs to enlarge course topics or support student projects. Benefits include exposing students to high-quality online materials and global learning communities, while challenges involve complex course design and evaluating distributed student activities.
Presentation of a typology and a description framework at EMOOC'2014 the 11th...Marilyne Rosselle
Because the single acronym of MOOC (Massive Online Open Course) refers to many different realities, we need to accurately describe a MOOC.
In this context, we propose to build a description framework for MOOCs with the aim of complementing a typology of MOOCs.
We have first presented different attempts to classify MOOCs. Next, we show how they are still confusing. Then, we apply some typologies, which were efficient for Technology Enhanced Learning (TEL).
For the description framework, we have gathered properties that describe MOOCs. Then, in an abduction approach, we have structured them in eight dimensions. We have also proposed an initial typology that uses simple and concrete name for types.
The tutorial has been presented at CAISE 2010. The tutorial discusses the state-of-the-art on research addresseing the quality of data at the conceptual level (conceptual schemas) and of Ontologies
Francisco Iniesto, Patrick McAndrew, Shailey Minocha and Tim Coughlan Institute of educational Technology
and
Faculty of Mathematics, Computing and Technology The Open University
Learning Analytics and Sensemaking in Digital Learning Ecosystems - Examples ...tobold
Presentation given at the Seminar "Opportunities and Challenges of Learning with Technologies: Evidence-based Education" at the Permanent Representation of Estonia to the EU on 12 November 2014 in Brussels.
OER + Blockchain Technology for Decentralization of Academic Publishing by Sh...Sherry Jones
April 17, 2020 - Slides presented at the 2020 eLearning Consortium of Colorado Virtual Conference:
http://bit.ly/elccschedule
Access the Live Slides Presentation:
http://bit.ly/oerblockchain
Session Abstract:
"OER is a progressive product that signals the decentralization of education and academic publishing, and thus supports educators' academic freedom to create innovative teaching materials. Instead of using textbooks by traditional publishers, educators can author OERs that reflect their disciplinary training and teaching philosophy. This session will present a design future in which blockchain technology will enable educators to decentralize, author, track, and protect their copyright of OERs."
Este documento fornece diretrizes para criar recursos educacionais digitais simples usando software livre. Ele discute técnicas de aprendizagem ativa como aprendizagem baseada em projetos e gamificação. Também recomenda vários aplicativos e sites para criar conteúdo interativo, histórias digitais, jogos educacionais e colaboração online.
Creation of Quality Digital
Technology-Based Language Teaching Sources
2. How to create simple e-learning based teaching and learning resources using free software
The teacher that use a digital technology, built a citizen
This document discusses applying semantic web technologies to enhance the services of e-learning systems. It proposes developing a semantic learning management system (S-LMS) based on technologies like XML, RDF, OWL and SPARQL to automate and accurately search for information on e-learning systems like Moodle. The S-LMS would add semantic capabilities to allow students to search for learning resources based on semantics and provide personalized, customized content tailored to individual needs. It presents applying ontologies and metadata to Moodle in order to define domains and describe learning content in a way that improves search, interoperability and reusability of educational resources.
Although of the semantic web technologies utilization in the learning development field is a new research area, some authors have already proposed their idea of how an effective that operate. Specifically, from analysis of the literature in the field, we have identified three different types of existing applications that actually employ these technologies to support learning. These applications aim at: Enhancing the learning objects reusability by linking them to an ontological description of the domain, or, more generally, describe relevant dimension of the learning process in an ontology, then; providing a comprehensive authoring system to retrieve and organize web material into a learning course, and constructing advanced strategies to present annotated resources to the user, in the form of browsing facilities, narrative generation and final rendering of a course. On difference with the approaches cited above, here we propose an approach that is modeled on narrative studies and on their transposition in the digital world. In the rest of the paper, we present the theoretical basis that inspires this approach, and show some examples that are guiding our implementation and testing of these ideas within e-learning. By emerging the idea of the ontologies are recognized as the most important component in achieving semantic interoperability of e-learning resources. The benefits of their use have already been recognized in the learning technology community. In order to better define different aspects of ontology applications in e-learning, researchers have given several classifications of ontologies. We refer to a general one given in that differentiates between three dimensions ontologies can describe: content, context, and structure. Most of the present research has been dedicated to the first group of ontologies. A well-known example of such an ontology is based on the ACM Computer Classification System (ACM CCS) and defined by Resource Description Framework Schema (RDFS). It’s used in the MOODLE to classify learning objects with a goal to improve searching. The chapter will cover the terms of the semantic web and e-learning systems design and management in e-learning (MOODLE) and some of studies depend on e-learning and semantic web, thus the tools will be used in this paper, and lastly we shall discuss the expected contribution. The special attention will be putted on the above topics.
Opening up MOOCs for OER management on the Web of linked dataGilbert Paquette
This document discusses managing open educational resources (OERs) using linked data and the semantic web. It proposes using the Resource Description Framework (RDF) model to address issues with OER adoption like the multiplicity of standards and profiles. COMÈTE, an OER repository manager developed by the author, uses RDF triples and complies with the ISO metadata standard to enable searching and indexing OERs across repositories. The author argues this approach could help personalize massive open online courses (MOOCs) by allowing learners to integrate alternative resources from OER repositories into their courses.
Gaining Advantage in e-Learning with Semantic Adaptive TechnologyOntotext
In this presentation, we will introduce you to a solution that involves adaptive semantic technology for educational institutions and e-learning providers. You will learn how to integrate 3rd party resources, legacy assets, and other content sources to create the so-called knowledge graph of all structured and unstructured data.
Presentation for my EDDE 801 course (Athabasca University EdD program) on MOOCs. Covers a brief history of MOOCs, an initial taxonomy of issues around MOOCs and the taxonomy applied (briefly) to the Greek Open Course effort (ca. 2014)
Infomation literacy history, criticism and technologyStefano Lariccia
This document provides an overview of an information literacy course being offered from April to June 2013 in Rome. The objectives of the course are to: 1) introduce computer literacy for humanities subjects, 2) introduce information literacy as a next step, and 3) provide a cognitive foundation for students to independently develop advanced competencies. The course will be achieved through experiential learning styles including concrete experience, reflective observation, abstract conceptualization, and active experimentation. A variety of tools will be utilized including programming languages, content management platforms, and social networks like LinkedIn to encourage sharing and collaboration.
The Stanford Workshop focused on creating plans to expedite a shift in how knowledge and information resources are managed and discovered through linked data. The goal was to identify capabilities and design new tools, processes, and systems that move beyond current metadata practices to link related resources and provide improved navigation and discovery through open feedback. A number of organizations from around the world participated in the workshop to discuss these issues.
Presentation given at D-e2009, JISC RSC West Midlands event, May 19, 2009. About Digital Repositories, their landscape in Higher and Further Education and more specifically about learning and teaching repositories. Download is Powerpoint.
The document discusses Stephen Downes' connectivist learning theory and an online course he co-taught on the topic. The course utilized many online tools and platforms to demonstrate connectivist pedagogy principles of modeling, practicing, and reflecting on learning as a networked phenomenon. Learners participated through a wiki, blogs, forums, and social media to share ideas and learning experiences in a self-organized manner. The course is presented as an example of how connectivism and personal learning environments can facilitate open, networked learning opportunities.
Introductory presentation given at Future Learning Landscape Workshop held at EC-TEL 2009. Presents some introductory elements about the state of research in pervasive learning, Web 2.0/Social Software and Semantic Web/Linked Data before discussing convergence
Massive Open Online Courses (MOOCs) for Professional Development. MOOC Initia...Carmen Holotescu
This document discusses integrating Massive Open Online Courses (MOOCs) into university courses for professional development. It provides an overview of MOOC platforms and initiatives in Romania. Specifically, it describes several Romanian MOOC projects including UniCampus, UniBuc Virtual, and courses developed by various universities. It also outlines scenarios for blending MOOCs into courses, such as using MOOCs to enlarge course topics or support student projects. Benefits include exposing students to high-quality online materials and global learning communities, while challenges involve complex course design and evaluating distributed student activities.
Presentation of a typology and a description framework at EMOOC'2014 the 11th...Marilyne Rosselle
Because the single acronym of MOOC (Massive Online Open Course) refers to many different realities, we need to accurately describe a MOOC.
In this context, we propose to build a description framework for MOOCs with the aim of complementing a typology of MOOCs.
We have first presented different attempts to classify MOOCs. Next, we show how they are still confusing. Then, we apply some typologies, which were efficient for Technology Enhanced Learning (TEL).
For the description framework, we have gathered properties that describe MOOCs. Then, in an abduction approach, we have structured them in eight dimensions. We have also proposed an initial typology that uses simple and concrete name for types.
The tutorial has been presented at CAISE 2010. The tutorial discusses the state-of-the-art on research addresseing the quality of data at the conceptual level (conceptual schemas) and of Ontologies
Francisco Iniesto, Patrick McAndrew, Shailey Minocha and Tim Coughlan Institute of educational Technology
and
Faculty of Mathematics, Computing and Technology The Open University
Learning Analytics and Sensemaking in Digital Learning Ecosystems - Examples ...tobold
Presentation given at the Seminar "Opportunities and Challenges of Learning with Technologies: Evidence-based Education" at the Permanent Representation of Estonia to the EU on 12 November 2014 in Brussels.
OER + Blockchain Technology for Decentralization of Academic Publishing by Sh...Sherry Jones
April 17, 2020 - Slides presented at the 2020 eLearning Consortium of Colorado Virtual Conference:
http://bit.ly/elccschedule
Access the Live Slides Presentation:
http://bit.ly/oerblockchain
Session Abstract:
"OER is a progressive product that signals the decentralization of education and academic publishing, and thus supports educators' academic freedom to create innovative teaching materials. Instead of using textbooks by traditional publishers, educators can author OERs that reflect their disciplinary training and teaching philosophy. This session will present a design future in which blockchain technology will enable educators to decentralize, author, track, and protect their copyright of OERs."
Este documento fornece diretrizes para criar recursos educacionais digitais simples usando software livre. Ele discute técnicas de aprendizagem ativa como aprendizagem baseada em projetos e gamificação. Também recomenda vários aplicativos e sites para criar conteúdo interativo, histórias digitais, jogos educacionais e colaboração online.
Creation of Quality Digital
Technology-Based Language Teaching Sources
2. How to create simple e-learning based teaching and learning resources using free software
The teacher that use a digital technology, built a citizen
O documento apresenta os resultados da análise SWOT de um projeto para promover a leitura e a escrita em escolas portuguesas. O projeto capacitou professores entre 2018-2021 e usou testes para avaliar competências de leitura e escrita. A análise SWOT identificou pontos fortes como o desenvolvimento profissional dos professores, e fraquezas como falta de tempo e equipamentos. O projeto teve impacto positivo apesar de desafios como a pandemia.
O documento discute vários aspectos da cidadania digital e da sociedade digital, incluindo:
1) Os nove elementos essenciais da cidadania digital como acesso, comunicação, segurança entre outros;
2) A importância da educação para o uso apropriado e responsável da tecnologia desde tenra idade;
3) Os riscos da internet como phishing, bullying e a necessidade de proteção dos dados pessoais.
1) O documento apresenta os resultados de um estudo sobre bullying e cyberbullying em tempos de pandemia.
2) Os resultados mostraram que durante a pandemia as situações de bullying diminuíram nas escolas, mas o cyberbullying aumentou ligeiramente.
3) Foram identificados os locais, tipos e motivos de bullying antes e durante a pandemia, assim como os sentimentos dos alunos sobre o regresso à escola.
Ar paper 800-innovation with augmented reality to erasmus studentsVitor Gonçalves
State of the art:
- Virtual Reality (VR)
- Augmented Reality (AR)
- Mix Reality (MR)
VR and AR apps
Example with Metaverse Studio
Example with Metaverse AR
Globalisation and the increasing use of technology
have greatly influenced how people work and interact
socially.
In today’s world being able to search for information
from various sources is essential to a person’s success.
The better and stronger an education a person has the
more qualified and prepared they are to evaluate
information and act on it.
(i) O documento discute metodologias ativas de aprendizagem como apostar no desenvolvimento de habilidades dos alunos.
(ii) A ferramenta Miro é apresentada como uma forma de promover o ensino digital, colaborativo e informal.
(iii) Exemplos de metodologias ativas incluem aprendizagem baseada em projetos, problemas, gamificação e sala de aula invertida.
El documento describe el proceso de co-creación con DEMOLA, incluyendo la creatividad, la innovación y metodologías activas de aprendizaje. Explica que DEMOLA se basa en el desarrollo de proyectos multidisciplinarios para abordar retos reales de la comunidad que requieren una variedad de habilidades y conocimientos. También presenta varias iniciativas de innovación formativa en el Instituto Politécnico de Bragança, como proyectos basados en problemas, aprendizaje basado en desafíos, e iniciat
O documento discute o passado, presente e futuro do secretariado no Instituto Politécnico de Bragança, incluindo a inovação formativa no ensino, programas de mobilidade internacional e pesquisa sobre gestão e secretariado.
- O documento discute a transição digital, tecnologias digitais e cidadania digital, abordando os desafios e riscos da "caixa de Pandora digital", como cyberbullying.
- Iniciativas para minimizar o cyberbullying incluem um jogo online e reportar comportamentos de bullying nas tecnologias.
- Também discute competências digitais como leitura, escrita, realidade virtual e aumentada, avaliação online e plataformas de aprendizagem.
O documento discute as humanidades digitais, metodologias ativas de aprendizagem e metodologias de pesquisa. Apresenta definições e exemplos dessas áreas, incluindo o uso de tecnologias digitais nas ciências humanas e novas abordagens de ensino como aprendizagem baseada em problemas.
O documento fornece instruções sobre como criar um curso MOOC na plataforma Udemy, incluindo como se tornar um instrutor, configurar as configurações do curso, adicionar conteúdo como vídeos e ferramentas recomendadas para criação de vídeos e apresentações.
O documento fornece instruções sobre como se registrar na plataforma Udemy e se inscrever em dois cursos online gratuitos: "MOOC sobre MOOCs e outras tecnologias educativas" e "STOPit: Bullying no 1o ciclo do ensino básico". Ele explica como criar uma conta, encontrar os cursos pelo URL, solicitar aceitação, e ter acesso aos materiais do curso após a inscrição.
O documento discute MOOCs (Massive Open Online Courses), incluindo:
1) Diferentes tipos de MOOCs como cMOOC e xMOOC e plataformas como Coursera, edX e Udemy.
2) Opções de certificação em MOOCs como certificados de frequência e conclusão.
3) Referências adicionais sobre MOOCs e a experiência de construir um MOOC na plataforma Udemy.
Wednesday 23, 14:30 – 15:45. Virtual room 2
Chair: TBA
(F) Contributions of the SocialNEET project to the development of skills for active life
Um trabalho de Juliana Costa, Arlinda Semedo, Sofia Bergano e Vitor Gonçalves
Este documento descreve um estudo sobre um MOOC desenvolvido para professores do 1o ciclo do ensino básico sobre bullying. O estudo incluiu uma revisão sistemática da literatura sobre MOOCs de bullying e a avaliação de um MOOC criado pelos autores por um painel de especialistas. Os resultados mostraram que o MOOC foi bem avaliado pelos especialistas, mas poderia ser melhorado com mais diversidade de tarefas e vídeos mais envolventes. O estudo conclui que os MOOCs podem ser uma boa
O documento avalia uma aplicação educativa de realidade aumentada para o 2o ciclo do ensino básico sobre o surto de COVID-19. A aplicação foi desenvolvida usando a tecnologia Metaverse e avaliada por especialistas. Os resultados mostraram que a aplicação proporciona alta interatividade e envolvimento dos alunos, adequando-se bem ao público-alvo e nível de ensino. A maioria dos especialistas concordou que a aplicação pode contribuir para educar as crianças sobre o surto.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
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moocpixel
1. MOOCs to semantic web education
GONÇALVES, Vitor (IPB - Portugal)
GONÇALVES, Bruno (IPCA - Portugal)
GARCIA-TARTERA, Francisco (UCM-Spain)
2. MOOCs to semantic web education
Summary:
1. Tomorrow is now
2. Semantic Web
- What is it?
- How to use it?
- Why use it?
3. MOOC
- What is it?
- How to use it?
- Why use it?
4. Exploratory study about MOOCs to study the Semantic Web
3. MOOCs to semantic web education
Tomorrow is now
Educational portals with content management
e-Learning Systems, b-Learning, m-Learning
Courses based on Learning Objects
Intelligent Tutorials and Adaptive Hypermedia Systems
and other educational technologies...
Yes!
But not everything is perfect...
Self-learning:
- through dispersed content
- through e-courses
4. MOOCs to semantic web education
The current Web
Is the largest information repository…
is a world-wide media library ...
Tomorrow is now
5. MOOCs to semantic web education
The current Web will not be like...
…a mixture of books, magazines, music and movies?
Tomorrow is now
6. MOOCs to semantic web education
Search engines
- It does not deal with the relationship between 2 concepts.
- It does not look for information in the Deep Web.
- It does not return implicit knowledge.
Tomorrow is now
Software agents do not distinguish:
… poets from athletes,
… colors from flowers
… common names from proper names.
7. MOOCs to semantic web education
Why?
Web is
people-oriented content
And not
content for machines.
Tomorrow is now
8. MOOCs to semantic web education
Semantic Web
Not everything is bad
If we have
metadata and ontologies
annotation tools and ontologies tools
9. MOOCs to semantic web education
Semantic Web
Rely on the authenticity of sources
Recognize the truth of inferences
Define how to reason the data
Understand the meaning of the data
Assign meaning to data
Structuring and linking data
10. MOOCs to semantic web education
Semantic Web
•Metadata standards:
- Sharable Content Object Reference Model (SCORM);
- IMS Content Packing (IMS-CP);
- IMS Learning Design (IMS-LD);
- Learning Object Metadata (LOM);
- Dublin Core Metadata (DCM).
• Semantic Web technologies:
- XML and metadata schemas;
- RDF (Resource Description Framework);
- Expressing Metadata in RDF/XML (LOM/RDF and DCM/RDF);
- Ontologies: Web Ontology Language (OWL) and Topic Maps (XTM);
- Rules: SWRL (Semantic Web Rule Language);
- Inference: SPARQL (RDF Query Language and Protocol).
11. MOOCs to semantic web education
Semantic Web
How to learn about Semantic Web?
16. MOOCs to semantic web education
Coursera (www.coursera.org)
Udacity (www.udacity.com)
edX (www.courses.edx.org)
Udemy (www.udemy.com)
❖ MOOC Platforms: the most popular
17. MOOCs to semantic web education
Objectives of the study:
Through an exploratory study, characterized as documentary, the intention was to:
i. Identify a set of MOOCs oriented to the study of the semantic web;
ii. Determine the contents transmitted in each of the different courses;
iii. Perceive the relevance of the Semantic Web in contemporary education;
iv.Understand the importance and contribution of MOOC to learning process.
- Data collection was carried out in March, 2019, based on the keywords “semantic web”
- MOOCs that were only based on the study of a certain semantic technology were ignored
- Content analysis based on previously defined research parameters (content and tools)
18. MOOCs to semantic web education
MOOCs in the context of the Semantic Web
19. MOOCs to semantic web education
MOOCs in the context of the Semantic Web
i. Vídeos are the most present content.
ii. Other contents: Presentation slides, PDF and articles
iii. Assessment: quizzes, tests, exercises and programming tasks
iv.Certificate of participation/completion: assessment mandatory
v. Only one MOOC gives credits (ECTS), so MOOC is not yet on the agenda!
vi.Contents are relatively superficial and they do not address the most important
aspects of the topic:
introduce the concepts to understand the semantic web key technologies,
but they don’t have practical exercises or challenges to practice.
20. MOOCs to semantic web education
Conclusions
In this study, we identified the MOOCs related to the theme of the semantic web
The offer is scarce considering the importance of the semantic web in the society
There are mainly MOOCs to obtain essential knowledge about the semantic web and its
technologies, and not courses that allow learning to make applications or contents.
We need more MOOCs to understand how semantic web is useful to education,
particularly regarding teaching-learning in an era entirely based on technologies.
particularly about developing semantic web applications.
21. MOOCs to semantic web education
THANK YOU FOR YOUR ATTENTION!
vg@ipb.pt