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 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 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.

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 Validation of a Rubric to Evaluate Open Educational Resources for Learning

2019 ◽  
Vol 9 (12) ◽  
pp. 126
Author(s):  
Anabel de la Rosa Gómez ◽  
José Manuel Meza Cano ◽  
Germán Alejandro Miranda Díaz
Keyword(s):  
Content Validity ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Learning Object ◽  
Content Validation ◽  
Specific Topic ◽  
Evaluation Tool ◽  
Validation Process ◽  
Video Images ◽  
Audio Video

Open Educational Resources (OERs) include different web formats, such as audio, video, images and text that can be modified, redistributed and used for learning about a specific topic, however, it became pertinent to create an OER evaluation tool with content validity. The present work gives an account of the content validation process using a 41-criteria rubric, each one with three performance levels, developed from a documentary search on relevant aspects to be included in a learning object. Six expert judges were contacted and decided whether each criterion was essential, useful but not essential or not necessary. Based on this, the Content Validity Reason (CVR) was calculated, obtaining 32 validated criteria. Among some conclusions, it can be mentioned that the validation process of contents allowed the identification of those criteria that require modifications or, if necessary, can be discarded to increase the validity of the heading in its whole.

A learning object ontology repository to support annotation and discovery of educational resources using semantic thesauri

IFLA Journal ◽  
2017 ◽  
Vol 44 (1) ◽  
pp. 4-22 ◽  
Author(s):  
Dimitrios A. Koutsomitropoulos ◽  
Georgia D. Solomou
Keyword(s):  
Linked Data ◽  
Learning Objects ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Learning Object ◽  
Management Tools ◽  
Ontology Repository ◽  
Web Of Data ◽  
Object Ontology ◽  
Knowledge Value

Open educational resources are currently becoming increasingly available from a multitude of sources and are consequently annotated in many diverse ways. Interoperability concerns that naturally arise can often be resolved through the semantification of metadata descriptions, while at the same time strengthening the knowledge value of resources. SKOS can be a solid linking point offering a standard vocabulary for thematic descriptions, by referencing semantic thesauri. We propose the enhancement and maintenance of educational resources’ metadata in the form of learning object ontologies and introduce the notion of a learning object ontology repository that can help towards their publication, discovery and reuse. At the same time, linking to thesauri datasets and contextualized sources interrelates learning objects with linked data and exposes them to the Web of Data. We build a set of extensions and workflows on top of contemporary ontology management tools, such as WebProtégé, that can make it suitable as a learning object ontology repository. The proposed approach and implementation can help libraries and universities in discovering, managing and incorporating open educational resources and enhancing current curricula.

scholarly journals Open Educational Resources and Informational Ecosystems: «Edutags» as a connector for open learning

2014 ◽  
Vol 24 (Educational Media Ecologies) ◽  
pp. 154-173
Author(s):  
Michael Kerres ◽  
Richard Heinen
Keyword(s):  
Digital Media ◽  
Teaching And Learning ◽  
Open Educational Resources ◽  
Educational Resources ◽  
The Other ◽  
Open Learning ◽  
Restricted Environment ◽  
The One ◽  
Distributed Infrastructure

Teaching and learning in school essentially relies on analogous and digital media, artefacts and tools of all kinds. They are supported and provided by various players. The role of these players for providing learning infrastructures and the interaction between them are discussed in the following paper. Increasingly, Open Educational Resources (OER) become available and the question arises how the interaction between these players is impacted. On the one hand, some players implement closed informational ecosystems that might provide a rich and coherent environment for learning, but also lock the users into a defined and often restricted environment. On the other hand, other players are interested in developing an infrastructure that supports open learning without the boundaries of closed informational ecosystems. Such open informational ecosystems must provide interconnections to numerous, in principal, unlimited number of platforms for learning contents. In the context of the project «Edutags» a reference platform is being implemented by way in which the contents of various providers are being connected and enriched through user-generated tags, commentaries and evaluations. The discussion points out that such an independent reference platform, operated separately from content platforms, must be considered as an important element in an open and truly distributed infrastructure for learning resources. Hence, we do not only need open educational resources to support open learning, we also need to establish an open informational ecosystem that supports such approaches.

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.

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