Metadata Technology Integration in Libraries

2022 ◽  
pp. 159-177
Author(s):  
Murtala Ismail Adakawa
Keyword(s):  
Technology Integration ◽  
21St Century ◽  
Information Resources ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Learning Object ◽  
Access To Education ◽  
Web Based ◽  
Direct Involvement ◽  
Effective Learning

This chapter explores metadata technology integration as a panacea for effective learning in the 21st century libraries. The high influx of information resources into libraries necessitated a shift from printed to digitally web-based form of preserving and describing information, which affected users' access to information. This implies direct involvement of librarians in the cycle of influencers of open educational resources. In the review, ontology of metadata and repositories of learning object have demonstrated how UNESCO's proclamation about open educational resources has stimulated visible accessibility to information globally. Various ways of including librarians in the push for inclusive access to education have been highlighted.

scholarly journals Examining the Usefulness of Quality Scores for Generating Learning Object Recommendations in Repositories of Open Educational Resources

2020 ◽  
Vol 10 (13) ◽  
pp. 4638 ◽  
Author(s):  
Aldo Gordillo ◽  
Daniel López-Fernández ◽  
Katrien Verbert
Keyword(s):  
Recommender Systems ◽  
User Study ◽  
Hybrid Approach ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Learning Object ◽  
Personalized Recommendation ◽  
Effective Learning ◽  
Pedagogical Quality

Open educational resources (OER) can contribute to democratize education by providing effective learning experiences with lower costs. Nevertheless, the massive amount of resources currently available in OER repositories makes it difficult for teachers and learners to find relevant and high-quality content, which is hindering OER use and adoption. Recommender systems that use data related to the pedagogical quality of the OER can help to overcome this problem. However, studies analyzing the usefulness of these data for generating OER recommendations are very limited and inconclusive. This article examines the usefulness of using pedagogical quality scores for generating OER recommendations in OER repositories by means of a user study that compares the following four different recommendation approaches: a traditional content-based recommendation technique, a quality-based non-personalized recommendation technique, a hybrid approach that combines the two previous techniques, and random recommendations. This user study involved 53 participants and 400 OER whose quality was evaluated by reviewers using the Learning Object Review Instrument (LORI). The main finding of this study is that pedagogical quality scores can enhance traditional content-based OER recommender systems by allowing them to recommend OER with more quality without detriment to relevance.

ACCESS TO EDUCATION WITH ONLINE LEARNING AND OPEN EDUCATIONAL RESOURCES: CAN THEY CLOSE THE GAP?

2008 ◽  
Vol 12 (1) ◽  
Author(s):  
Christine Geith ◽  
Karen Vignare
Keyword(s):  
Online Learning ◽  
Global Education ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Access To Education ◽  
Human Beings ◽  
Right To Education ◽  
Education Gap ◽  
The Right ◽  
Compare And Contrast

One of the key concepts in the right to education is access: access to the means to fully develop as human beings as well as access to the means to gain skills, knowledge and credentials. This is an important perspective through which to examine the solutions to access enabled by Open Educational Resources (OER) and online learning. The authors compare and contrast OER and online learning and their potential for addressing human rights “to” and “in” education. The authors examine OER and online learning growth and financial sustainability and discuss potential scenarios to address the global education gap.

scholarly journals Identifying barriers to the remix of translated open educational resources

2013 ◽  
Vol 14 (1) ◽  
pp. 126 ◽  
Author(s):  
Tel Amiel
Keyword(s):  
Open Educational Resources ◽  
Educational Resources ◽  
Design And Development ◽  
Technical Standards ◽  
Web Based

<p>Remix is touted as one of the most important practices within the field of open educational resources (OER). But remixing is still not mainstream practice in education and the barriers and limitations to remix are not well known. In this article we discuss the design and development of a print and web-based booklet created to introduce the topic of OER to schoolteachers. The guide, the first of its kind available in Portuguese, was created through the remix and translation of existing resources available in English. Choosing design-as-remix raised a series of concerns related to licensing, attribution, context, and technical standards. In this article we review the concerns related to culture and inequity within the OER movement, followed by the design choices and procedures, and finally the implications of these issues for the open educational resources movement.</p>

scholarly journals Open Educational Resources: New Possibilities for Change and Sustainability

2009 ◽  
Vol 10 (5) ◽  
Author(s):  
Norm Friesen
Keyword(s):  
Learning Objects ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Learning Object ◽  
Educational Institutions ◽  
Financial Sustainability ◽  
The Past ◽  
Funding Support ◽  
Online Educational Resources ◽  
Sustainability Challenges

In an attempt to understand the potential of OER for change and sustainability, this paper presents the results of an informal survey of active and inactive collections of online educational resources, emphasizing data related to collection longevity and the project attributes associated with it. Through an analysis of the results of this survey, in combination with other surveys of OER stakeholders and projects, the paper comes to an initial conclusion: Despite differences in priorities and emphasis, OER initiatives are in danger of running aground of the same sustainability challenges that have claimed numerous learning object collection or repository projects in the past. OER projects suffer from the same incompatibilities with existing institutional cultures and priorities that have dogged learning object initiatives, and they face the concomitant challenge of gaining access to the operational funding support that experience shows is necessary for their survival. However, through a review of one of the most successful of OER projects to date, the MIT Open Courseware Initiative, the paper ends by augmenting this significant caveat with a second, more hopeful conclusion: OER projects, unlike learning object initiatives, can accrue tangible benefits to educational institutions, such as student recruitment and marketing. Highlighting these benefits, it is argued, provides an opportunity to link OER initiatives to core institutional priorities. In addition to providing a possible route to financial sustainability, this characteristic of OER may help to foster the significant changes in practice and culture long sought by promoters of both learning objects and OERs.

scholarly journals The Open Learning Object model to promote Open Educational Resources

2008 ◽  
Vol 2008 (1) ◽  
pp. 9 ◽  
Author(s):  
Giovanni Fulantelli ◽  
Manuel Gentile ◽  
Davide Taibi ◽  
Mario Allegra
Keyword(s):  
Open Educational Resources ◽  
Educational Resources ◽  
Learning Object ◽  
Object Model ◽  
Open Learning

scholarly journals a-REAEDUCA: Revista de Educação para o Século XXI: Pensar, Desenvolver e Criar um REA

EAD em FOCO ◽  
2017 ◽  
Vol 7 (1) ◽  
Author(s):  
Hélder Ferreira Pereira ◽  
Ana Maria Nobre ◽  
Rui Rosa
Keyword(s):  
Online Education ◽  
21St Century ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Network Society ◽  
Online Journal ◽  
The Social ◽  
E Learning ◽  
Education Journal ◽  
Educational Paradigm

O presente artigo relata a concepção de uma revista online de Educação para o Século XXI: REAeduca, sustentada na filosofia dos Recursos Educacionais Abertos. A sua origem encontra-se no desenvolvimento de uma atividade da unidade curricular Materiais e Recursos para E-Learning, do mestrado em Pedagogia do E-Learning da Universidade Aberta em Portugal. A metodologia seguiu a seleção do tema, o planejamento da revista e a revisão de literatura sobre a temática em foco para atingir-se uma revista cientificamente fundamentada e a criação efetiva da revista online. Composta por abordagens temáticas variadas e concebida em uma página web, apresenta outras referências para a temática em estudo. O efeito do projeto foi extremamente satisfatório, quer pelos testemunhos recolhidos na página da revista, quer pelas partilhas nas redes sociais nas quais a revista foi compartilhada. Os resultados foram triangulados e evidenciam o movimento de recursos educacionais abertos como pilar de uma mudança do paradigma educativo, que integra tecnologia e metodologia, rumo a melhorias tanto para a prática docente quanto para o estudante. Com o desenvolvimento da revista, adaptações foram necessárias, como a evolução do nome para a-REAeduca, com o prefixo alusivo à abertura da informação e do conhecimento na sociedade em rede em que vivemos, e o seu alargamento em três domínios: acadêmico, organizacional e didático-pedagógico, entre outras conquistas. Palavras-chave: Recursos educacionais abertos, Educação online, Educação aberta, Revista de Educação, Sociedade em rede, Projetos educativos.  a-REAEDUCA - Journal of Education for the 21st Century: think, develop and create an OER AbstractThis article focuses on the design of an online journal of Education for the 21st Century - REAeduca, supported by open educational resources philosophy. Its origin lies in the development of an activity of the course unit Materiais e Recursos para E-Learning, of the Master in E-Learning Pedagogy by the Universidade Aberta, Portugal. The methodology followed the theme selection, the journals planning and a content analysis on the subject in focus, to achieve a scientifically based magazine, and the effective creation of the online journal. Consisting of various thematic approaches and designed in a web page with other references to the topic under study. The effect of the project was extremely satisfactory, either by the evidence gathered in the journal page, or by shares in the social networks in which the journal was shared. The results show that the movement of Open Educational Resources as a pillar of the change of the educational paradigm that integrates technology and methodology towards improvements both for teaching and for the student. With the development of the journal adaptations were necessary, among which the evolution of the journal's name to a-REAeduca, with allusive prefix of an open information and knowledge in the network society we live in, and its extension in three areas: academic, organizational and didactic-pedagogic, and other achievements presented in this article. Keywords: Open Educational Resources, Online Education, Open Education, Education Journal, Network Society, Educational projects.

scholarly journals Open educational resources for cartography: the Thematic Mapping Tutor

2018 ◽  
Author(s):  
Barend Köbben
Keyword(s):  
Educational Philosophy ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Thematic Maps ◽  
Design Rules ◽  
Web Based ◽  
Thematic Mapping ◽  
Technical Details ◽  
The University ◽  
Web Based System

At the ITC faculty of the University of Twente, we have been teaching cartography for more then 60 years. Throughout this period, the technology of mapping has undergone spectacular changes and nowadays most students do not draw their maps any more, but use software instead. However, for maps to be effective in communication, their design still has to follow the same rules as before. Ideally, one wants to teach these design rules independently from the tools, such that the students understand how a good map works, not just which buttons to click to create it. For this purpose, we created the Thematic Mapping Tutor. It is an open, web-based system that provides a structured way of constructing thematic maps out of selected data. The system uses the input of the student to construct a map in the Vega-Lite grammar, which is transformed to web-graphics. In this paper we describe the educational philosophy behind the system, as well as technical details about its functionality. We report on first tests, and reflect on the possibilities and pitfalls of the system.

scholarly journals Open Educational Resources: An Annotated Bibliography for Librarians

2017 ◽  
Vol 40 (1) ◽  
Author(s):  
Chris Bober
Keyword(s):  
Open Access ◽  
Student Learning ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Equal Access ◽  
Access To Education ◽  
Concerted Effort ◽  
Positive Role ◽  
Playing Field ◽  
Disadvantaged Populations

Open educational resources (OER), now in their 15th year of existence, consists of, in principle, fully open educational content, available for free to all and are adaptable to serve the needs of the user. They were created as a response to the high cost of textbooks and as a means of leveling the playing field in terms of ensuring equal access to education for disadvantaged populations. The selected resources below attest to the fact that a concerted effort is well underway to address and overcome these challenges. Institutions are increasingly investing in OER as research has demonstrated that they have a positive role to play in student learning. Libraries, already champions of copyright and open access initiatives, have the expertise to advocate for and collaborate on efforts to further the growth and impact of open educational resources both within their institutions and beyond.           

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