elearning_label_learning_and_society

Open content has the potential to change the playing field when it comes to every individual’s right to education. However, despite the benefits of OER, the usage is very low in developing countries. Understanding why content developers choose not to use it is the first step towards finding a solution to the problem.

Mr Hatakka focuses his qualitative study on the question “Which inhibiting factors for reuse do content developers in developing countries experience with open content?” To find an answer, interviews, questionnaires and observations have been made with content developers from Bangladesh, Sri Lanka and from UNESCO’s Open Training Platform.

Findings show that many of the inhibiting factors with reuse of open content do not necessarily relate to the actual content. Educational rules and regulations, lack of infrastructure, teaching practices and traditions etc. are major obstacles that need to be overcome if the usage of open content should increase.
 

Recently Massive Open Online Courses (MOOCs) have shaken up the blogosphere and media reports on higher education. These courses make use of open digital resources for learning and have attracted hundreds of thousands of online learners at no cost. A digital resource for learning can be a written text, pictures, slides, videos, a 3-D simulation or a website combining all of them into ready-made curricula including tools for (self-)assessment for educators or learners. More and more digital resources with open licenses facilitate educators and learners in editing, improving, and adapting to different learning situations inside or outside of the classroom and in turn share their own work with the online community. These open digital resources provide the foundation for a borderless exchange of teaching and learning methods in many different fields. But a potential conflict exists between open learning resources and the quality of those resources. Restrictions on the certification of the creators of such content or the access to learning materials through paywalls have to some degree defended the quality of those resources in the past. How can creators ensure that their digital resources meet an appropriate level of quality and how can users be certain that said resources are worth their time?

The LINQ conference will bring together current initiatives from all areas of education - schooling, adult learning, informal and on-the-job learning - to demonstrate their online resources and methods of quality development and thereby address this potential conflict. An example of such an initiative is VOA3R (Virtual Open Access Agriculture and Aquaculture Repository), a European research project consortium of a variety universities and research centres. This group is building a hub for resources in agriculture and aqua-science through a social network in which researchers can share, comment and rate content. Through the VOA3R platform advances are being made in the sharing, reciprocal reviewing, and rating of learning innovations in the aforementioned fields, thereby addressing the important aspect of learning quality which should accompany learning development.  These advances have proven of great interest to the Global Headquarter of United Nations' organization Food and Agriculture Organization (FAO) - LINQ conference host and supporter of the VOA3R project.

In Rome, discussions will deal with the following questions:

·   How can the quality of resources be improved and what does “quality” actually mean for teachers, learners and institutions?

·   Are teachers and educational institutions ready to make use of the wealth of resources and how do they find the “right” thing?

·   Will the future of digital resources be determined by metadata, i.e. the data about data, feeding databases and search engines?

·   What must be done to ensure that we can still access valuable resources in 15 years from now (think about your files from 1998)?

·   Do more easy-to-find resources lead to better learning?

Especially but not exclusively for those who do not plan to travel to Rome in May, the University of Duisburg-Essen is inviting interested parties to exchange views on the future of digital resources on Facebook: www.facebook.com/LINQConference. Two conference fee waivers will be given away to Facebook-Followers.

The project stems from the deep conviction that fairy tales are an important element for the growth and the education of the person, from an early age.

Fairy tales are great educational tools for teachers and parents that’s why we have collected more than 1,000 stories in "I’ll tell you a story". We have achieved unimaginable results for non-commercial project demonstrating how cultural projects are sustainable when … the passion (and technology!) are in the air!

The fairy tales are vehicles of reality (Italo Calvino), they help us to narrate the story of our lives. The greatest classics are incentives for everyone to create and tell their inner and outer worlds!

On this basis, we have promoted "I'll tell you a story" as a teaching resource for learning English and as a parenting bedtime-resource with great success: more than 50,000 downloads for official Android and iOS applications in less than a month after release and we are ranked in the top 100 in 55 different countries (source: AppAnnie)!

Democracy cannot exist without both offline and online freedom of expression, according to Stavros Lambrinidis, EU Special Representative for Human Rights. To that end, the EU must uphold its norms, principles, and values in both offline and online worlds, he stressed. In his speech, delivered at the Tech @State High Level conference, Lambrinidis outlined the EU's action plan for reaching this objective. 

One of the next steps will be to develop and publish a set of EU guidelines on freedom of expression—online and offline—that will include the protection of bloggers and journalists. The handbook will help unfurl the EU's view on the restriction of freedom, access to the Internet, and the arrest of bloggers, already made public through repeated condemnation of such acts. 

Other planned action includes sending clear political messages against increased internet censorship, and possibly curbing the export of materials intended for internet monitoring and/or telecommunication surveillance in violation of human rights. The EU has already adopted sanctions prohibiting the export of this kind of technology to Syria and Iran, in hopes of preventing authoritarian regimes from using them against human rights defenders.