Cloud education provides a new environment for distance education in the 21st century. It allows educational resources to be accessed from anywhere using internet connected devices. This helps address issues of access in remote areas and promotes flexible, personalized and collaborative learning. Cloud services can be used to develop virtual classrooms, sharing of educational content and tools, as well as communication between teachers and students. Overall, cloud education helps modernize distance learning through the effective use of technology.
Presentation at the INSPIRE Workshop "Concrete steps to implement INSPIRE: synergies between the public and the private sector" - Florence, 24th June 2013
When digital learning objects (DLOs) were initially conceptualized, based on object-oriented programming, there were initial high hopes that people could build learning objects that were re-usable by others. DLOs have come a long way in the past few decades, and many are available for free on various repositories, referatories, digital libraries, and other sources. In a recent research project, the presenter explored what features of DLOs make them adoptable for online learning and created a ten-element model for DLO adoption. The reality is that adoption of DLOs is not cost-free and not effort-free. The ten elements include the following categories:
Pedagogical Value
Learner Engagement
Presentational Features
Legal Considerations
Technological Features
Instructor (Adopter) Control
Applicability to the Respective Learning Contexts (Local Conditions)
Local Costs to Deploy
Labeling and Documentation, Contributor and Informational Source Crediting
Global Transferability and Adoptability
She then analyzed her decades of work in instructional design in higher education (and private industry) to see what features were addressed in the respective funded DLOs. She found discrepancies between what makes DLOs adoptable and what is built and suggests some practical ways to close those gaps with techniques and technologies, in order to further support and propel the “digital learning object economy”.
Google Dev Fest at Bilbao. DeustoTech-Learning Research Group, at the University of Deusto. Technology Enhanced Learning (Mobile learning, Serious Games, Learning Analytics, Remote experimentation, etc.). Formal, informal and Lifelong Learning, Manufacturing Industry, Content providers. Social Inclusion.
A summary of DBpedia's History and a detailed analysis of challenges and solutions.
We show how the Linked Data Cloud evolved around DBpedia and also what problems we and other data projects encountered. We included a section on the new solutions that will lead DBpedia into a bright future.
Presentation at the INSPIRE Workshop "Concrete steps to implement INSPIRE: synergies between the public and the private sector" - Florence, 24th June 2013
When digital learning objects (DLOs) were initially conceptualized, based on object-oriented programming, there were initial high hopes that people could build learning objects that were re-usable by others. DLOs have come a long way in the past few decades, and many are available for free on various repositories, referatories, digital libraries, and other sources. In a recent research project, the presenter explored what features of DLOs make them adoptable for online learning and created a ten-element model for DLO adoption. The reality is that adoption of DLOs is not cost-free and not effort-free. The ten elements include the following categories:
Pedagogical Value
Learner Engagement
Presentational Features
Legal Considerations
Technological Features
Instructor (Adopter) Control
Applicability to the Respective Learning Contexts (Local Conditions)
Local Costs to Deploy
Labeling and Documentation, Contributor and Informational Source Crediting
Global Transferability and Adoptability
She then analyzed her decades of work in instructional design in higher education (and private industry) to see what features were addressed in the respective funded DLOs. She found discrepancies between what makes DLOs adoptable and what is built and suggests some practical ways to close those gaps with techniques and technologies, in order to further support and propel the “digital learning object economy”.
Google Dev Fest at Bilbao. DeustoTech-Learning Research Group, at the University of Deusto. Technology Enhanced Learning (Mobile learning, Serious Games, Learning Analytics, Remote experimentation, etc.). Formal, informal and Lifelong Learning, Manufacturing Industry, Content providers. Social Inclusion.
A summary of DBpedia's History and a detailed analysis of challenges and solutions.
We show how the Linked Data Cloud evolved around DBpedia and also what problems we and other data projects encountered. We included a section on the new solutions that will lead DBpedia into a bright future.
Information 4.0 for Industry 4.0 (TCWorld 2016)Joe Gollner
An annotated version of a presentation delivered at TCWorld 2016 in Stuttgart, Germany. Explores the concept of Information 4.0 and Content 4.0. Builds connections to the Semantic Web, Internet of Things, Cognitive Computing, and Big Data.
P2Pvalue Directory: A collaborative resource to map common-based peer produc...P2Pvalue
Commons Based Peer Production (CBPP) means collaborative production and sharing of resources among peers under commons settings. From the initial cases, such as Wikipedia and FLOSS, recently there has been an expansion to other areas of activity, such as citizen science, product design, management of common spaces and open data sources. The mission of the P2Pvalue Directory is mapping the diffusion and hybridization of peer production by collecting and typifying digital platforms or projects that are CBPP.
Die IIK-Fortbildung "Moodle & Web 2.0 für den Unterricht Deutsch als Fremdsprache" hat vom Grundtvig-Netzwerk GINCO (Grundtvig International Network for Course Organisers) die Auszeichnung GINCO AWARD 2012 für eine beispielhafte Fortbildung im Bereich best practice of ICT use erhalten. Die Präsentation, die auf der Konferenz in Hasselt/Belgien am 28.09.2012 gehalten wird, beschreibt das didaktisch-methodische Konzept dieser Fortbildung, die auch 2013 wieder vom 29. Juli - 09. August durchgeführt wird. Für diese Fortbildung können auch wieder Europäische Stipendien über die Programme COMENIUS (Schulbereich) und GRUNDTVIG beantragt werden.
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.
Presentation on LinkedUp Project given at P2PU community meeting, 17th October 2013. The video is at:
http://www.youtube.com/watch?v=gh3PQYzTdJ4&feature=share
Rethinking Lessons Learned in the PMBoK Process Groups: A Model based on Peop...Marcirio Chaves
The Ballistic 2.0 model
Intends to fill a gap in literature regarding LL
Based on consolidated literature
Expands the use of the knowledge creation model
Is in tune with PM 2.0 (agile, flexible, dynamic)
Provides theoretical foundation for future researches.
Information 4.0 for Industry 4.0 (TCWorld 2016)Joe Gollner
An annotated version of a presentation delivered at TCWorld 2016 in Stuttgart, Germany. Explores the concept of Information 4.0 and Content 4.0. Builds connections to the Semantic Web, Internet of Things, Cognitive Computing, and Big Data.
P2Pvalue Directory: A collaborative resource to map common-based peer produc...P2Pvalue
Commons Based Peer Production (CBPP) means collaborative production and sharing of resources among peers under commons settings. From the initial cases, such as Wikipedia and FLOSS, recently there has been an expansion to other areas of activity, such as citizen science, product design, management of common spaces and open data sources. The mission of the P2Pvalue Directory is mapping the diffusion and hybridization of peer production by collecting and typifying digital platforms or projects that are CBPP.
Die IIK-Fortbildung "Moodle & Web 2.0 für den Unterricht Deutsch als Fremdsprache" hat vom Grundtvig-Netzwerk GINCO (Grundtvig International Network for Course Organisers) die Auszeichnung GINCO AWARD 2012 für eine beispielhafte Fortbildung im Bereich best practice of ICT use erhalten. Die Präsentation, die auf der Konferenz in Hasselt/Belgien am 28.09.2012 gehalten wird, beschreibt das didaktisch-methodische Konzept dieser Fortbildung, die auch 2013 wieder vom 29. Juli - 09. August durchgeführt wird. Für diese Fortbildung können auch wieder Europäische Stipendien über die Programme COMENIUS (Schulbereich) und GRUNDTVIG beantragt werden.
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.
Presentation on LinkedUp Project given at P2PU community meeting, 17th October 2013. The video is at:
http://www.youtube.com/watch?v=gh3PQYzTdJ4&feature=share
Rethinking Lessons Learned in the PMBoK Process Groups: A Model based on Peop...Marcirio Chaves
The Ballistic 2.0 model
Intends to fill a gap in literature regarding LL
Based on consolidated literature
Expands the use of the knowledge creation model
Is in tune with PM 2.0 (agile, flexible, dynamic)
Provides theoretical foundation for future researches.
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Rja7 la educacion en la nube importante
1. See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/265686429
Educación en la nube “Cloud Education”. Un nuevo entorno para la educación a
distancia del siglo XXI
Conference Paper · October 2011
DOI: 10.13140/2.1.2339.4565
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Integración y gestión de las TIC para ambientes educativos View project
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