Work in progress: STEM-based computing educational resources on the web

Open educational resources (OER) is a topic that has aroused increasing interest by researchers as a powerful contribution to improve the educational system quality and openness, both in face to face and distance education. The goal of this research is to map publications related to OER, dating from 2002 to 2013, and available through the Web of Science and Scopus scientific databases as well as in the OER Knowledge Cloud open repository. Data were used to explore relevant aspects related to the scientific production in OER, such as: (i) number of publications per year; (ii) most cited publications; (iii) authors with higher number of publications; (iv) institutions and countries with more publications and (v) most referenced bibliography by the authors. The analysis has included 544 papers, written by 843 authors, from 338 institutions, from 61 different countries. Moreover, the analysis has included the publications referenced and the author’s keywords, considering 6,355 different publications and 929 different keywords. Besides presenting a bibliographic mapping of the research on OER, this paper also intends to contribute to consolidate the idea that OER is a promising field for researchers, in line with the spreading of the Open movement.

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Examination of the electronic educational resources accessibility on the university Moodle platform

Informatics and Education ◽

10.32517/0234-0453-2021-36-9-5-22 ◽

2021 ◽

pp. 5-22

Author(s):

Ye. A. Kosova ◽

A. S. Gapon ◽

K. I. Redkokosh

Keyword(s):

Web Accessibility ◽

Educational Resources ◽

Web Content ◽

Evaluation Tool ◽

Screen Readers ◽

Video Lectures ◽

Expert Analysis ◽

Accessibility Guidelines ◽

The University ◽

The Web

The purpose of the article is to assess the accessibility of electronic educational resources (EER) published in the university Moodle Learning Management System (LMS). The analysis involved 22 EERs in mathematical and information technology disciplines, located in the Moodle LMS of the V. I. Vernadsky Crimean Federal University. The examination algorithm included analysis using the Web Accessibility Evaluation Tool (WAVE) and expert analysis of web accessibility using visual, auditory and manual methods based on 89 checklist attributes. In the result of the analysis, multiple accessibility errors of the Moodle platform and the EERs hosted on it were found. The most serious platform problems include: lack of compatibility with text browsers; errors of reproduction by screen readers; errors of content reproduction on mobile devices. The list of accessibility errors made by the authors of EERs includes: incorrect design of hyperlinks (22.7 % of the EERs); lack of subtitles (13.6 %), transcripts (22.7 %), synopses of video lectures (27.3 %); lack of alternative descriptions for figures (68.2 %); time limit for tests (9.1 %); lack of special markup for mathematical notation (36.4 %) and program code (13.6 %), etc. Results of the survey show need in training of EERs’ authors in technologies for developing accessible educational web content. It is advisable to familiarize web developers deploying an LMS at universities with the basics of web accessibility, LMS accessibility functions and modules in order to select the most suitable platform, determine and install the required set of accessibility tools. Before launching all EERs should be subject to mandatory examination for compliance with the web accessibility guidelines.

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Linking Educational Resources on Data Science

Proceedings of the AAAI Conference on Artificial Intelligence ◽

10.1609/aaai.v33i01.33019404 ◽

2019 ◽

Vol 33 ◽

pp. 9404-9409

Author(s):

José Luis Ambite ◽

Jonathan Gordon ◽

Lily Fierro ◽

Gully Burns ◽

Joel Mathew

Keyword(s):

Big Data ◽

Linked Data ◽

Data Science ◽

Resource Discovery ◽

Educational Resources ◽

Machine Learning Techniques ◽

Biomedical Data ◽

Centers Of Excellence ◽

Training Resources ◽

The Web

The availability of massive datasets in genetics, neuroimaging, mobile health, and other subfields of biology and medicine promises new insights but also poses significant challenges. To realize the potential of big data in biomedicine, the National Institutes of Health launched the Big Data to Knowledge (BD2K) initiative, funding several centers of excellence in biomedical data analysis and a Training Coordinating Center (TCC) tasked with facilitating online and inperson training of biomedical researchers in data science. A major initiative of the BD2K TCC is to automatically identify, describe, and organize data science training resources available on the Web and provide personalized training paths for users. In this paper, we describe the construction of ERuDIte, the Educational Resource Discovery Index for Data Science, and its release as linked data. ERuDIte contains over 11,000 training resources including courses, video tutorials, conference talks, and other materials. The metadata for these resources is described uniformly using Schema.org. We use machine learning techniques to tag each resource with concepts from the Data Science Education Ontology, which we developed to further describe resource content. Finally, we map references to people and organizations in learning resources to entities in DBpedia, DBLP, and ORCID, embedding our collection in the web of linked data. We hope that ERuDIte will provide a framework to foster open linked educational resources on the Web.

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The summary lesson on the theme "number systems" in the web quest format

Informatics in school ◽

10.32517/2221-1993-2021-20-10-40-43 ◽

2021 ◽

pp. 42-45

Author(s):

E. А. Morokh

Keyword(s):

Number System ◽

Educational Resources ◽

Number Systems ◽

8Th Grade ◽

State Examination ◽

The Web

The theme "Number systems" is one of the basic in the school informatics course. The material of this theme is present in the tasks of the Main State Examination and the Unified State Examination, therefore it is very important to timely and efficiently consolidate the basic algorithms to convert numbers from one number system to another. The article provides a variant of such a summary lesson on the theme "Number systems" for the 8th grade in the format of web quest. The quest was developed in the Thinglink environment and contains several locations, each of which is associated with the convertion of numbers between different number systems. The tools for solving the quest tasks are Google Sheets and the LearningApps service, in which the author of the article has developed his own educational resources, as well as the Geogebra environment for performing constructions in one of the tasks. The presented quest can also be carried out in a computer-less form

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Navigating among Educational Resources in the Web of Linked Data

Web Reasoning and Rule Systems - Lecture Notes in Computer Science ◽

10.1007/978-3-319-11113-1_14 ◽

2014 ◽

pp. 185-190

Author(s):

Dimitrios A. Koutsomitropoulos ◽

Georgia D. Solomou ◽

Aikaterini K. Kalou

Keyword(s):

Linked Data ◽

Educational Resources ◽

The Web

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Interlinking educational resources and the web of data

Program electronic library and information systems ◽

10.1108/00330331211296312 ◽

2013 ◽

Vol 47 (1) ◽

pp. 60-91 ◽

Cited By ~ 41

Author(s):

Stefan Dietze ◽

Salvador Sanchez‐Alonso ◽

Hannes Ebner ◽

Hong Qing Yu ◽

Daniela Giordano ◽

...

Keyword(s):

Educational Resources ◽

Web Of Data ◽

The Web

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Managing Assessment Resources in the Open ICOPER Content Space

Collaborative Learning 2.0 - Advances in Higher Education and Professional Development ◽

10.4018/978-1-4666-0300-4.ch010 ◽

2012 ◽

pp. 183-200

Author(s):

Israel Gutiérrez Rojas ◽

Raquel M. Crespo ◽

Michael Totschnig ◽

Derick Leony ◽

Carlos Delgado Kloos

Keyword(s):

Collaborative Learning ◽

Web 2.0 ◽

Open Educational Resources ◽

Educational Resources ◽

The Other ◽

Assessment Process ◽

Other Hand ◽

The Web ◽

The Way

With the introduction of the Web 2.0 philosophy in the learning arena, the way learning actors interact has changed substantially. From a collaborative perspective, all the actors in the learning landscape could make use of a variety of tools for collaboration, making up what it is called: “collaborative learning 2.0.” In this chapter, the discussion is focused on the open educational resources (OER), concretely open assessment resources, i.e., open resources used in the assessment process (formative and/or summative). The authors explore the way to create, share, search, manage, and access to these resources; all these actions are described from the context of collaboration inherited from the Web 2.0 paradigms: collaboration among teachers and course designers, teachers and learners, and any other factors that could arise in the assessment process. On the other hand, the approach to managing the open assessment resources is based on an outcome-based assessment process because of the great importance of the outcome-based learning.

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Work in progress: MicroElectronics Cloud Alliance: The design of new open educational resources for a educational cloud

2017 IEEE International Conference on Microelectronic Systems Education (MSE) ◽

10.1109/mse.2017.7945082 ◽

2017 ◽

Cited By ~ 3

Author(s):

Rosario Gil-Ortego ◽

Manuel Castro-Gil ◽

Slavka Tzanova ◽

Etienne Sicard

Keyword(s):

Open Educational Resources ◽

Educational Resources ◽

Work In Progress

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An Exploration into the Pedagogical Benefits of Using Social Media: Can Educators Incorporate Social Media into Pedagogy Successfully?

ABC Journal of Advanced Research ◽

10.18034/abcjar.v9i2.532 ◽

2020 ◽

Vol 9 (2) ◽

pp. 69-78

Author(s):

Ryan Thomas Williams

Keyword(s):

Social Media ◽

Mixed Methods ◽

Social Networking ◽

Social Networking Sites ◽

Educational Resources ◽

Pedagogical Tool ◽

Work In Progress ◽

The World

Many social networking sites have been thought to break down traditional hierarchies in terms of society and global geography (Lewis 2017). As an example, Twitter empowers learners to engage with individuals from all over the world, often sharing educational resources for free. This ‘work in progress’ paper adopts a mixed-methods model to explore if social media can be incorporated successfully with pedagogy. In total, 431 participants took part in this study. Of those, 411 completed the survey, and 20 were subjects in the interviews. Teachers described professional reasons and social reasons why they do not use social media regularly in their pedagogy. One emerging theme is that CPD appears to be underdeveloped in this area, as teachers report that TEL training focuses on administrative uses of a product rather than pedagogical benefits. This has implications on how social media could be used as a pedagogical tool and addresses gaps in the literature in this area. This direction of social media in the classroom remains unclear, however, this study aims to offer a framework for educators when using social media strategies.

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