“eKnowledge Project: Developing and piloting a forum tool to support the collaborative construction of knowledge on the UOC's Virtual Campus” is the final report of the Universitat Oberta de Catalunya’s (UOC) eKnowledge project.
eKnowledge is an online forum tool that offers consultants and students the chance to create spaces for asynchronous communication and collaboration in pursuit of different goals and at different levels of structuring by teachers.
The project (2009-11) followed a user-based design concept and a flexible and collaborative learning model. Its development was based on the open-source phpBB Forums platform.
eKnowledge is an eLearn Center innovation project developed in collaboration with the UOC’s Office of Learning Technologies. The design of the tool has involved faculty from the UOC’s Information and Communication Sciences; IT, Multimedia and Communications; Economics and Business Studies, and Psychology and Education Sciences departments.
“Collaborative Statistics” is an OER written by Barbara Illowsky and Susan Dean, professors of mathematics and statistics at De Anza College in Cupertino, California. The textbook was developed over several years and has been used in classes that range from 20 to 120 students and in regular, honor, and distance learning classes.
This free online resource presented by Connexions is intended for introductory statistics courses being taken by college students who are majoring in fields other than math or engineering. Intermediate algebra is the only prerequisite.
The book focuses on applications of statistical knowledge rather than the theory behind it, emphasizing on four main concepts:
- thinking statistically
- incorporating technology
- working collaboratively
- writing thoughtfully
“Collaborative Statistics” contains full materials for course offerings, including expository text, examples, labs, homework, and projects. A Teacher’s Guide and supplemental course materials including additional problem sets and video lectures are also available online.
“Build it and they will come?– Inhibiting factors for reuse of open content in developing countries” is a paper written by Mathias Hatakka, from Örebro University (Sweden) and published in 2009 in the “The Electronic Journal of Information Systems in Developing Countries.“
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.
The UPV OpenCourseWare online platform offers teaching materials related to more than 100 subjects taught in the Universitat Politècnica de València (Spain).
Open, free and accessible to everybody, this initiative is part of the international OCW Consortium and aims to show UPV's potential to attract the best students and to train professionals with a recognised standard of excellence.
Humanities, Law and Continuing Education subjects are included in the UPV OCW e-catalogue of free learning material.
The Universitat Politècnica de València UPV is a public educational and research institution with over 35,000 students and 2,600 faculty and research staff.
Essen, April 2013 - To discuss this matter, the University of Duisburg-Essen invites educators and researchers to a European conference on May 16 and 17, 2013. Some main points of dialogue will include defining quality in learning and innovations in learning resources.
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.
La più grande raccolta di fiaba in italiano della rete, dalle fiaba classiche a quelle inviate dagli utenti in versione testuale o multimediale. Un supporto educativo per insegnanti e genitori.
Il progetto nasce dalla profonda convinzione che le fiabe siano un elemento importante per la crescita e la formazione dell’individuo. Il recupero della fiaba come strumento educativo per insegnanti e genitori ci ha spinto a raccogliere più di 1.500 fiabe nel contenitore “Ti racconto una fiaba”, raggiungendo numeri impensabili per un progetto completamente gratuito che dimostra come siano sostenibili progetti culturali quando c’è passione (e tecnologia!).
Il progetto propone la fiaba come “contenitore di realtà” (I. Calvino), uno strumento straordinario per narrare il mondo che ci circonda, sfruttando i grandi classici come stimolo per tutti per creare e raccontare il proprio mondo interiore ed esteriore! Ogni lettore può inviare la propria fiaba, sia essa opera di un professionista o frutto della fantasia pura di un bambino. Ogni forma creativa costituisce l’essenza di “Ti racconto una fiaba”.
The world largest collection of fairy tales, a really passionate project which involves a lot of creative people! A teaching resource for learning English and as a parenting bedtime-resource.
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)!
The “Policy guidelines for mobile learning” developed by UNESCO seek to help policy-makers better understand what mobile learning is and how its unique benefits can be leveraged to advance progress towards Education for All.
UNESCO believes that mobile technologies can expand and enrich educational opportunities for learners in diverse settings. Yet most ICT in education policies were articulated in a pre-mobile era and they do not seek to maximize the learning potentials of mobile technology. The rare policies that do reference mobile devices tend to treat them tangentially or ban their use in schools.
Today, a growing body of evidence suggests that ubiquitous mobile devices – especially mobile phones and, more recently, tablet computers – are being used by learners and educators around the world to access information, streamline administration and facilitate learning in new and innovative ways.
Developed in consultation with experts in over 20 countries, UNESCO’s “Policy guidelines for mobile learning” have broad application and can accommodate a wide range of institutions, including K–12 schools, universities, community centres, and technical and vocational schools.
Policy-makers are encouraged to adopt UNESCO’s policy recommendations, tailoring them as necessary to reflect the unique needs and on-the-ground realities of local contexts.
The document was presented during the UNESCO Mobile Learning Week 2013, held from 18 to 22 February in Paris.
Born in Athens, European Union (EU) Special Representative for Human Rights Stavros Lambrinidis is an attorney, a former Minister of Foreign Affairs of Greece and a former Vice-President of the European Parliament. The speech he delivered at the Tech @State High Level conference in Washington, USA, highlights the EU's commitment to protecting human rights and democracy by promoting internet freedom.
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.
The Trend Report: Open Educational Resources 2013 describes trends in open educational resources (OER) and open education in the Netherlands and elsewhere, from the perspective of Dutch higher education.