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Hybrid classroom, which combines face-to-face and online learning, is becoming a popular way of delivering courses in higher education and a subject of growing interest in academic literature. At the same time, the ongoing development of digital educational resources and a trend of openness in systems and education gives open educational resources an increasingly important role in democratising learning. The purpose of this study is to present the approach that combines hybrid classroom and open educational resources developed at one higher education institution in Hong Kong and to investigate the students' views towards the approach. A questionnaire inquiring students' affection towards hybrid classroom and open educational resources has been administered to postgraduate students of the knowledge management programme and related critical factors have been identified and discussed. Results show that the adopted approach enriches students' learning experience by providing a variety of benefits, such as allowing diverse methods and modes of delivery and enabling more flexible, self-controlled, and self-paced learning. Particularly promising seems to be the positive experience from joining the co-located and distance learners, with providing potential advantages such as cross-cultural learning. Moreover, students reported that their learning experience was enhanced with open educational resources. However, some challenges, of technical and pedagogical nature, have been identified, which require further considerations of curriculum design to facilitate hybrid classroom (and use of open education resources) optimally. [For the full proceedings, see ED621620.]

We introduce Content Addressable Resources for Education (CARE) as a method for addressing issues of scale, access, management and distribution that currently exist for open educational resources (OER) as they are currently developed in higher education. CARE is based on the concept of the distributed web (dweb) and, using (for example) the Interplanetary File System (IPFS) provides a means to distributed OER in such a way that they cannot be blocked or paywalled, can be associated with each other (for example, as links in a single site, or as newer versions of existing resources) creating what is essentially an open resource graph (ORG), and when accessed through applications such as Beaker Browser, can be cloned and edited by any user to create and share new resources. [For the complete proceedings, see ED608557.]

Designing and sharing Open Educational Resources (OERs) requires teachers to develop new competences, in particular with digital resources. In this paper, the case of a language resource production group is introduced. Due to the centrality of the OERs in their collective activity, I show that the documents they produce are essential to the group's work. The theoretical framework of the Documentational Approach (DA) is used in order to analyse their design of resources, the development of their resource system, and how it is linked with professional development. [For the complete volume, see ED578177.]

The paper explores the potential of Open Educational Resources (OER) in the current learning situation. It investigates the importance of Open Access Resources and Open Educational Movement in the changed society, which is network, oriented. The major benefits and challenges of creating and adopting OER as well as a few renowned OER initiatives are also explored in the study. It further examines the importance of Open Licenses for OER and the role of Library and Information Centres (LICs) in the promulgation of OER.

The paper focuses on the issues of open education, open educational resources, massive open online courses and open educational practices. Technology introduces fundamental structural changes that may be essential to achieve significant improvements in the growth of knowledge accumulation. Used to support both teaching and learning, technology infuses classrooms with digital learning tools. In the context of the global situation affected by the covid pandemic, when school became home, while educational institutions had to quickly adapt to this reality and find new ways to ensure continued access to education for all pupils and students, teaching staff started looking for various tools, apps, platforms and online resources that are accessible to everyone. To overcome these challenges, which must be answered by all those who educate and/or train, new didactic approaches and new strategies are needed. In conclusion online education offers unlimited possibilities to the educational act, but the presence of children and teachers face to face in order to achieve permanent feedback, in real time, in an institutionalized environment, remain essential factors in training the future adult. [ABSTRACT FROM AUTHOR]

This paper investigates how people applied and perceived the utility of rubrics for evaluating the quality of Open Educational Resources, and whether teachers and non-teachers showed differences. Forty-four participants evaluated 20 OER using three quality rubrics (comprised of 17 indicators), and reported their perceptions. Results showed that some indicators were more difficult to apply, some indicators resulted in higher ratings of OER, and teachers generally provided higher ratings. Additionally, theoretically related indicators tended to cluster together, as well as indicators from individual rubrics. Sixteen out of the 17 indicators had good inter-rater reliability, with non-teachers' ratings having generally higher agreement values. Finally, participants gave positive ratings about the utility of these indicators, with no significant difference between teachers and non-teachers.

This article focuses on the work of teachers in the conditions of mobile learning, since teachers perform various activities related to preparation of classes, training and students' assessment in digital learning environment. The analysis emphasizes the fact that the responsibilities of modern teachers are becoming more complicated, following the challenges of information technologies and the expectations of the new generation of learners. The paper examines various digital resources used by teachers, tracks their effectiveness, and presents the results of conducted researches. The main idea of the article is to present the restructuring of the learning environment related to the introduction of various digital tools, requiring more interactivity and improving students' achievements, as well as increasing the digital skills and competences of the teachers themselves. It is concluded that the use of digital resources stimulates students' interest and increases their activity. [For the full proceedings, see ED659933.]

Mobile technologies illustrate a positive effect when used in mathematics learning. However, user experience evaluations are mostly quantitative. The study adopted a qualitative case study approach using semi-structured interviews to examine the experiences of educators at a special needs school in the Western Cape, South Africa. Thematic analysis of the interview data was performed using an inductive approach. The data revealed five themes, and the connections between these themes shed light on the educators' experiences with Siyavula. [For the full proceedings, see ED659933.]

The “Open” movement is radically changing the the ways by which universities do science, educate students, serve the public and conduct business within the last decade. It started with the use of open source software to develop content and applications, and continued with open access to scientific literature and educational resources. It is no coincidence that universities are developing policies to encourage researchers to facilitate public access to the output of their publicly funded scholarly research projects as well as making their course materials publicly available through the Web. These policies should be complemented with initiatives to set up open archives and institutional repositories on top of a sound infrastructure to enable researchers to populate such archives with scholarly and educational materials as well as to facilitate resource discovery and resource sharing. We will address issues and challenges that face Turkish universities in setting up and running interoperable open archives and institutional repositories to provide open access to scholarly and educational resources.

Adaptive learning is an area of educational technology that consists in delivering personalized learning experiences to address the unique needs of each learner. An important subfield of adaptive learning is learning path personalization: it aims at designing systems that recommend sequences of educational activities to maximize students' learning outcomes. Many machine learning approaches have already demonstrated significant results in a variety of contexts related to learning path personalization. However, most of them were designed for very specific settings and are not very reusable. This is accentuated by the fact that they often rely on non-scalable models, which are unable to integrate new elements after being trained on a specific set of educational resources. In this paper, we introduce a flexible and scalable approach towards the problem of learning path personalization, which we formalize as a reinforcement learning problem. Our model is a sequential recommender system based on a graph neural network, which we evaluate on a population of simulated learners. Our results demonstrate that it can learn to make good recommendations in the small-data regime. [For the complete proceedings, see ED630829.]

Teachers increasingly rely on online social media platforms to supplement their educational resources, greatly influencing PK-12 education through the swift and extensive diffusion of teacher-curated resources. Understanding this diffusion process is crucial, but current educational studies primarily report resource diffusion through small-scale analyses, such as teacher interviews or anecdotal accounts. To bridge this gap, we conduct a pioneering, large-scale, quantitative, and data-driven analysis of the diffusion of teacher-curated resources on Pinterest, a platform widely embraced by educators. Our study begins by defining a resource's diffusion tree, which encapsulates the cascade of resource sharing across the social network. Based on this diffusion tree, we identify three measures to characterize a resource's diffusion process: volume, virality, and velocity. Equipped with these three measures, we conduct an in-depth analysis of the diffusion of over one million resources curated by thousands of teachers on Pinterest. Our investigation concludes by examining the correlation between a resource's attributes and its curator's attributes and the diffusion of the resource. [For the complete proceedings, see ED630829.]

The paper focuses on promoting open education and free educational resources. The dynamics of the changes that take place in the world are a challenge for all actors in the education system. Accepting and promoting the postmodern paradigm, based on humanism and constructivism, approaching education from the perspective of the learner and developing the education process from the perspective of the pedagogy focused on competences are just some of the new imperatives. All these realities require a resizing of the educational process and resources, but also of the purposes. Training systems must contribute to meeting the increasingly pressing need for continuous updating of knowledge and skills in the conditions of an increasingly expanded international labor market, while at the same time pursuing greater efficiency and equity. In this context, there is also widespread use, including in the education system, of technologies and information resources, as well as facilitating, through them, access and exchange of information. Electronic resources, online content and virtual educational spaces offer the latest, most diverse information and continuing education opportunities. In recent years, the issues directly related to open data / open educational resources are being widely addressed by the international educational community. At European level, a series of actions were carried out regarding the promotion of open data, in order to improve the quality and access to education, the European Commission elaborating a series of public policy documents that encourage the re-use of information in innovative ways and the design of educational materials under open licenses. Over the last decade, the supply of OER in the world has grown exponentially. However, while there is an increasing variety of subjects, OERs are typically produced in a limited number of languages (mainly in English), and used by certain sectors of education (especially higher education) and specific disciplines. [ABSTRACT FROM AUTHOR]

Industry 4.0 and digitization are nowadays important trends in the textile industry. The need for well-prepared professionals in software for the design and modelling of textile products requires the creation of up-to-date educational resources. Virtual learning supported by e-learning offers the instruments to continue education during pandemic restrictions. As such, six research and education providers on the European level have joined forces to create educational resources in e-learning format for students and professionals in textiles: the content is related to software for design and modelling of weaving, knitting, virtual prototyping of clothing, embroidery of e-textiles and experimental design, as well as technology transfer. The educational resources were implemented on the Moodle e-learning platform of the Erasmus+ project (www.advan2tex.eu/portal/) and will be further used to support classroom/virtual courses with students and professionals in textiles. The paper introduces the course and its foreseen impact within the current context. [For the complete proceedings, see ED639262.]

We discuss the importance of bringing teaching to the forefront of instructional design. We do so by describing the process of developing an instructional sequence for early number, using design research. The instructional sequence was developed with the specific aim of supporting teaching, conceived as a complex and demanding job, not reducible to predictable routines. The sequence has caught the interest of an unexpected number of teachers in Mexico. We have followed up with some of them and have documented that the resource has benefited their practice significantly. In our account of the design process, we highlight what--from a theoretical point of view--we have come to regard as three guiding ideas that are central to designing for supporting teaching: (1) designing for a resource to be viable in teachers' classrooms, (2) designing for a resource to be regarded by teachers as relevant to their practice and (3) designing so that a teacher who has just taken an interest in a resource might fruitfully engage with it in her practice. [For the complete proceedings, see ED657822.]

In the U.S., state guidance to schools in response to the COVID-19 pandemic was politicized. We used state-level political affiliation to explore whether access to curricular resources differed pre-pandemic or during pandemic remote teaching and teachers' reported control over curricular resources during pandemic teaching. We found that pre-pandemic the percentage of teachers in Republican states reported higher levels of resources overall, and use of core and teacher-created curricular resources in particular. They also reported having greater control over their curricular decision-making during the pandemic. There were no state-level differences in teachers' level of preparation for pandemic teaching, but teachers in Democrat states reported a greater proportion of their students had sufficient resources for online learning. We discuss the implications of these findings in terms of teacher control and state policies. [For the complete proceedings, see ED657822.]

A child's early years (0-8 y) are the critical development years, as this is when the foundation for learning is laid. A strong learning foundation yields better school performance and increases the likelihood of attaining higher education, resulting in major social and economic gains for society. The early childhood care and education of nearly 80 million Indian children, below the age of six, is covered by Integrated Child Development Services through 1.37 million Anganwadi centers (AWCs). Sixty percent of these children are from rural areas. Preschool education, immunization, health check-ups, referrals, dietary supplements, growth monitoring, and education on health and nutrition are provided at the AWCs. Forty-two percent of these rural children receive pre-school education at the AWCs, and the majority are from disadvantaged families. In this study for evaluating the status of early childhood education programs at rural AWCs, quantitative and qualitative data were collected from 71 AWCs across 25 villages in Haryana, to assess their physical setup, availability of learning resources, and administration and Anganwadi workers' knowledge, attitudes, and skills regarding early childhood education. The findings suggest that most of the AWCs do not have proper infrastructure, are not adequately safe, and compromise on health and hygiene. Further, learning resources are scarce and the Anganwadi workers are not trained well enough to impart knowledge and skills to children in a sustained manner. Many of them do not understand the importance of partnering with parents for children's holistic development. Although this study is limited to 71 AWCs in Mewat, the literature review indicates that these issues and challenges are common to rural villages, which is a serious concern for equity in preschool education. Thus, there is a need for several prompt reforms in early childhood education programs in rural areas of India to bring equity into preschool education. [For the full proceedings, see ED654100.]

We present a study in which multimedia alphabet books were constructed for ten languages using the Learning And Reading Assistant (LARA) platform. We describe the alphabet books we built, the different design features they instantiate, and an initial evaluation using an anonymous online questionnaire. Links are provided to the books themselves, which are freely available on the web. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]

The paper focuses on the concept of open educational resources (OER) and their influence on Romanian education system. The concept of OER appeared in 2002 at the UNESCO forum, representing any kind of didactic projects, course materials, textbooks, video materials, multimedia applications or files from the Internet, used in the teaching-learning process. They are used free of charge by teachers or students. Another important issue approached is the advantages and risks of using OER. Some of the advantages are: access to quality education for a larger number of persons; growing the community's interest in education; stimulation of innovation; low cost. And the risks are: low relative priority of the subject in the education reform; it is impossible to control the OER quality; there is not a viable business model based on OER. The last part of the paper deals with OER in Romania. The concept of open educational resources is new in Romania, even if in practice we find examples of such materials. The introduction of digital textbooks is one of the new projects proposed by the Ministry of Education. Like all over the world, the private sector - businesses or non-governmental organizations - is more dynamic and connected to the latest ideas. It is no surprise, therefore, that even with regard to OER, we find several exploratory attempts, some of which are relatively successful: DidaTec, Edu.moodle.ro, Didactic.ro, Education.inmures.ro. The conclusion is that the digital dimension of education will become more important in the years to come and that it is a phenomenon that we can not control. Romania has three major options: let things grow naturally; speed up the process by stimulating the creation and use of OER through public policy measures; force a rapid shift from traditional resources to OER through major investments and specific legislation. Of the three options we recommend the second, the one of equilibrium. [ABSTRACT FROM AUTHOR]

Making education available to everyone is about opening new doors to the future world where people are living with their full abilities and potentials. This vision was acknowledged by UNESCO and it was one of the main motives for introducing Open Educational Resources (OER) in 2002. Over the last two decades, OER have made a positive impact on spreading quality educational information. However, the lack of experience in using and practicing OER is one of the common reasons why people have difficulties utilizing OER without violating copyright laws. To overcome this problem, a workshop concept was designed in order to qualify educators for OER. As part of the workshops, a digital educational game has been developed to elevate the participants' motivation and engagement. The game covers all basic aspects of the OER cycle (creating, editing, using, and distributing OER) and is designed to be played within the practical sessions. By implementing this game and utilizing the concept of Game-based Learning (GBL), we wanted to provide an interactive learning environment to practice OER and motivate learners to explore the OER world. In this paper, we present the concept of the game and demonstrate its technical foundation as well as its functionalities.

After PISA 2009, Shanghai education has received unprecedented attention from home and aboard. The government in Shanghai summed up the successful experience and launched the New High-Quality Schools (NHQS) project as a response. Under the policy background of promoting high-quality and equitable compulsory education in China, the NHQS project undertook the unique task of creating high-quality educational resources. The project is not only an honorary certification for the project schools, but also an organized small-scale school improvement plan. Compared with the National Blue-Ribbon Schools (NBRS) program in the United States, both projects encourage schools to create high-quality education from a bottom-up approach and provide a platform for excellent schools to share experiences. The distinctive features in the NHQS project are that it emphasizes the indispensable importance of quality with equity, and is more guided by the government. The "Green Indicators" used in the NHQS project go beyond a single criterion of student achievement in the past. However, as the overall assessment system in China has not changed, such small-scale attempts are still facing many difficulties. [For the complete Volume 20 proceedings, see ED622631.]

This study used Bloom's Revised Taxonomy to examine 30 questions produced for a mobile quiz game with augmented reality contents to be explored in a formal learning context, in an urban green park, in Portugal. The game was co-created by 14 in-service teachers involved in a 50h training that aimed to promote the collaborative development of open digital educational resources that foster Science, Technology, Engineering and Mathematics (STEM) learning based on game approach and supported by mobile devices in outdoor settings. This is a qualitative study, based on the questions planning documents produced by the teacher trainees, which was treated using a hybrid process of inductive and deductive content analysis. The results indicate that teachers developed questions that, in the learner point of view, fall in the lower taxonomy levels, namely Remember, Understand, Apply and Analyze. Moreover, the most frequent type of question required "Direct application" of contents already known to real situations and mobilization of information expected to have been already covered at school, in a "Consolidation" approach. The empirical results suggest that the highest levels of Bloom's Revised Taxonomy (Evaluate and Create) are only achievable, during the process of game creation, and not while playing the game. Suggestions were made regarding future research, such as to analyze the process of game co-creation by teachers familiar with this classification system, to triangulate with the current study. This work is relevant for teacher trainees and teachers to promote higher quality game-based learning in teaching practices, as well as its associated resources. [For the complete proceedings, see ED639262.]

Open Educational Resources (OERs) contributes to ways for knowledge sharing and reusing among given scientific and academic societies. The students and teachers have rapid and unlimited access to content, prepared for different purposes and digital formats. Many projects have been started to extend and improve the existing digital collections. A few analytical tools are developed for automatic identification and monitoring of newly created and added OERs and for tracing the changes in existing OERs. The researchers have applied learning analytics techniques for discovery, analysis and reflection on given characteristics of emerged online content. The aim of the paper is to review, analyze and model the domain of the OERs focusing on the following research questions: What is the current state of research in the area of OERs?, What are typical features of OERs? What kind of tools are used for OERs development, tracing and analysis?, How learning analytics contributes to OERs creation, improvement and reusing?. The applied methodology consists of several procedures related to: discovery of appropriate scientific literature in abstract and citation databases and usage of search engines, indexing and delivering the full text or metadata concerning available scientific production; summarization and analysis of returned results through bibliometric and machine learning methods and techniques; development of analytical models that outline the current achievements and predictive models that show the future trends. The findings point out the educational context of application of OERs, the technological approaches for automatic identification and analysis of OERs, the tools for OERs creation from pedagogical and technical point of view, the attainments of learning analytics for further development and enhancement of OERs. Modelling the domain of OERs leads to better understanding how the OERs are created and utilized, what are the main areas of their usage, what are the future directions of evolvement. The models could be used by teachers and researches for outlining the current findings and for decision making about OERs application and topics for research identification. [ABSTRACT FROM AUTHOR]

Recommender Systems (RS) in e-learning has attracted several researchers aiming basically at scaffolding learners in locating relevant learning resources that meet their learning needs and profiles. Whereas a number of review studies have been carried out in the area of educational recommender systems, there is a limited information in the literature review in the specific domain of recommendation systems for teachers. The objective of this work is to summarize the current research efforts in the field of teacher-oriented recommender systems. By performing this systematic review, 32 papers were selected for further analysis. The obtained results show that educational portals and repositories are widely used as learning environments where recommendations occur. The finding of this review further show that personalized recommendations for teachers and teaching practices improvements are the main issues addressed by RS for teachers. Furthermore, the hybrid approach for recommendation and the evaluation by experiment are the most used, occurring in 43,75% of the selected reviewed papers. We are availing the key findings of this work to propose a teacher recommender system that provides teachers with the most relevant open educational resources (OER) retrieved from collections of resources aligned to the UNESCO ICT Competency Framework for Teachers (CFT). [For the full proceedings, see ED621108.]

The paper focuses on the concept of open educational resources (OER) and their influence on Romanian education system. The concept of OER appeared in 2002 at the UNESCO forum, representing any kind of didactic projects, course materials, textbooks, video materials, multimedia applications or files from the Internet, used in the teaching-learning process. They are used free of charge by teachers or students. Another important issue approached is the advantages and risks of using OER. Some of the advantages are: access to quality education for a larger number of persons; growing the community's interest in education; stimulation of innovation; low cost. And the risks are: low relative priority of the subject in the education reform; it is impossible to control the OER quality; there is not a viable business model based on OER. The last part of the paper deals with OER in Romania. The concept of open educational resources is new in Romania, even if in practice we find examples of such materials. The introduction of digital textbooks is one of the new projects proposed by the Ministry of Education. Like all over the world, the private sector - businesses or non-governmental organizations - is more dynamic and connected to the latest ideas. It is no surprise, therefore, that even with regard to OER, we find several exploratory attempts, some of which are relatively successful: DidaTec, Edu.moodle.ro, Didactic.ro, Education.inmures.ro. The conclusion is that the digital dimension of education will become more important in the years to come and that it is a phenomenon that we can not control. Romania has three major options: let things grow naturally; speed up the process by stimulating the creation and use of OER through public policy measures; force a rapid shift from traditional resources to OER through major investments and specific legislation. Of the three options we recommend the second, the one of equilibrium. [ABSTRACT FROM AUTHOR]

Education policies and innovations that aim to improve instructional quality often fail to produce any meaningful or sustained changes to teaching when implemented at scale because of the significant learning demands they place on the individuals, groups, and organizations that comprise an educational system. In this paper, we describe an implementation resource developed to promote professional learning and cross role discussions about new state mathematics standards and report on the ways educators at different levels of the state system used them. Results demonstrate how implementation resources designed to be a boundary object for educators at multiple levels of an educational system have the potential to support learning and create systemic conditions conducive of change. [For the complete proceedings, see ED630210.]

Digital resources offer a vast assortment of educational opportunities for students in higher education. From 2018 to 2022, a digital study assistant (DSA), named SIDDATA, was developed at three German universities and consequently field-tested. One of the DSA's features is an AI-driven natural language interface for educational resource recommendation. This paper performs an analysis of the effectiveness of recommendations, by analyzing data generated over the course of two years of DSA usage. We find that although initial user interest is high, only a small percentage of users engage with the recommendation feature. Furthermore, we find that quality of recommendations was perceived as mixed to negative.

Drawing on research syntheses from the meta project Digi-EBF as well as the German Education Server, this contribution discusses how web products and services offered by the Information Center for Education at DIPF | Leibniz Institute for Research and Information in Education address and support educational communities. In the area of research syntheses, important factors for success are a methodologically systematic and transparent procedure and an easy open access as well as a monitoring of formats by science communication. The German Education Server meets its transfer task by orientation towards dimensions of information quality, adhering to user's needs and evaluating its effectivity via different assessment and measurement methods.

With the rise of online teaching due to the COVID-19 pandemic situation, experimental laboratories in all STEM fields have to be fundamentally reconsidered as experimental work is an indispensable part of a student's education. Creating the necessary materials for a truly useful alternative to in-person work requires looking outside the traditional methods of teaching. This paper is meant to serve as a general framework for the development of video materials. In order to make these accessible and engaging, and therefore effective, the production quality ought to be taken into account. The focus will be set on the development of a series of videos on the phenomenological study of electrolysis of water, with a particular interest in hydrogen and oxygen production. The first part of the series is designed to be accessible to a general audience, regardless of the degree of familiarity that they have with the subject, doubling as a science popularization material. The second and third parts are dedicated to students in the fields related to renewable energies, however they may be useful to any in STEM fields. The third part will include a remote access laboratory set-up by converting the original experiment. This will involve a redesign of the experimental set-up to fit the technological upgrades. This article provides a cost-efficient workflow for adapting traditional on-site experiments to the online medium. Such materials do not have to remain a tool for e-learning, but rather, they can be used as supporting materials for future in person teaching as well. [ABSTRACT FROM AUTHOR]

Micro-credentialing is unique because it spans epistemological paradigms, theoretical frameworks, and research methodologies in every academic discipline. Micro-credentialing and related technologies promote formal, non-formal, and informal learning among global adult learners through public-domain Open Educational Resources (OER) and other online courses that provide standalone enrichment or ancillary post-secondary knowledge and skills. Interests are rising in micro-credentialing as a verification tool. Yet, challenges to international standards, compatibility, language, validation, and efficacy require exploration to address technological issues, limitations, and implications for global adult learning. This paper introduces the foregoing concepts and relates them to concerns of the international adult education community. Educational researchers, instructional designers, administrators, and practitioners in academia, industry, and governments should understand historical details and current statuses to effectively prepare for sustainable creation, deployment, and storage of micro-credentials in the future. Likewise, consideration must be given to measuring and adapting to global adult learners' perceived value of micro-credentialing as an acceptable representation of knowledge and skills procurement through formal or informal, guided or self-directed, task-specific or generalized learning. [For the full proceedings, see ED625421.]

In the light of an educational emergency aggravated by the health emergency following the COVID-19 pandemic, the DELTA (Digital Education for Learning and Teaching Advances) Research Group developed four open online courses available to lower secondary school students and teachers. The four courses, devoted respectively to Numbers, Space and Shapes, Data and Predictions, Relations and Functions, contain interactive materials to support the teaching and learning of Mathematics. We have made the four open online courses available to teachers, tutors, and students within two projects. Both projects are aimed at lower secondary school students, especially those with difficulties in Mathematics. In this paper we discuss the methodologies and technologies used to develop the online courses and we show an example of the interactive materials that can be found within the courses. The results show the appreciation of the resources by teachers, tutors and students, a sign that open online educational resources can foster a change in Mathematics teaching and learning. [For the full proceedings, see ED621108.]

The explosion of Open Educational Resources (OERs) in the recent years creates the demand for scalable, automatic approaches to process and evaluate OERs, with the end goal of identifying and recommending the most suitable educational materials for learners. We focus on building models to find the characteristics and features involved in contextagnostic engagement (i.e. population-based), a seldom researched topic compared to other contextualised and personalised approaches that focus more on individual learner engagement. Learner engagement, is arguably a more reliable measure than popularity/number of views, is more abundant than user ratings and has also been shown to be a crucial component in achieving learning outcomes. In this work, we explore the idea of building a predictive model for population-based engagement in education. We introduce a novel, large dataset of video lectures for predicting context-agnostic engagement and propose both cross-modal and modality specific feature sets to achieve this task. We further test different strategies for quantifying learner engagement signals. We demonstrate the use of our approach in the case of data scarcity. Additionally, we perform a sensitivity analysis of the best performing model, which shows promising performance and can be easily integrated into an educational recommender system for OERs. [For the full proceedings, see ED607784.]

We present in this paper the results of a second experiment that was recently conducted to evaluate a hybrid recommendation approach in an online learning environment. The approach consists of mixing the two approaches of content-based filtering and collaborative filtering to improve the relevance of the educational resources recommended to learners. A first experiment was carried out in 2019 and gave convincing results, which led us to repeat a second experimentation in order to confirm the results, on the one hand, and on the other hand, to modify the way learners evaluate the resources by transforming the "like" by a vote from one to five, in order to verify whether this will bring an improvement in the recommendations. This second experiment was also an opportunity to integrate an engine that guides learners' searches by adding criteria relating to their preferences and to check their satisfaction with the use of this engine. The results were globally positive. [For the full proceedings, see ED621620.]

This paper proposes a knowledge management system that enables supporting and supplementing higher learning education particularly, in the Department of Industrial Engineering and Operations Research. DennIE's goal is to assist the department in enabling in and out of class knowledge be accessible to its community. Knowledge such as technological, procedural, and conceptual can be submitted, reviewed, approved, stored and shared. This helps the whole department in supplementing student education by further enriching and widening educational resources. A group of users were asked to test and use DennIE. A customer satisfaction survey was then administered and yielded promising results in Denny's effectiveness and usefulness. [ABSTRACT FROM AUTHOR]

This paper describes a preliminary study of how computational methods allow us to know more about citizen science and its connection with education. Citizen science is a practice involving a general public in scientific tasks and generating knowledge and scientific results. Previous studies have shown that the education sector can take benefit of the knowledge and activities organized or resources generated in CS projects. Previous studies have shown that the education sector can take advantage of the knowledge and activities organized in CS projects. In this paper, we analyze three citizen science platforms (Eu.Citizen science platform, Observatorio de la ciencia ciudadana and Oficina de la ciència ciutadana) with computational analytics techniques to provide initial insights of how educators can take benefit of the analysis of large amounts of data from CS. Finally, different visualizations and dashboards have been developed as illustrative examples of tools to support educators and learners. These tools provide information about citizen science projects, an overview of scientific vocabulary, access to validated resources and examples of technology used in scientific inquiry that can be used with educational purposes. [For the full proceedings, see ED621108.]

These proceedings contain the papers of the 18th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2021), held virtually, due to an exceptional situation caused by the COVID-19 pandemic, from October 13-15, 2021, and organized by the International Association for Development of the Information Society (IADIS). The CELDA conference aims to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. The CELDA 2021 Conference received 68 submissions from more than 21 countries. Out of the papers submitted, 34 were accepted as full papers for an acceptance rate of 50%; 16 were accepted as short papers, and 2 were accepted as reflection papers. In addition to the presentation of full, short and reflection papers, the conference also includes one keynote presentation from an internationally distinguished researcher: Dr. David Scaradozzi, Department of Information Engineering, Università Politecnica delle Marche, Italy. [Individual papers are indexed in ERIC.]

In this paper the researcher aimed to investigate the counsellors' perceptions towards the quality of education and the Nigerian dilemma as well as its imperatives for counselling. The qualitative analysis of the answers followed to identify the aspects that represent the content of formal education, quality of teaching, curriculum, and personal characteristics of the teacher, funding, staff remuneration, control and evaluation/examination. This also cuts across the educational implications of the essentialist theory, the progressivism as well as the reconstructionism. Another aspect centered on the counselling as a necessity for quality education to thrive. The paper concluded by suggesting that counselling should be seen as a tool to make the quality of education to thrive by giving it all supports by all educational stakeholders and ensures that adequately trained counselors should be posted to all levels of our educational institutions that will stand in the gap of the rising challenges in our educational system. [For the complete Volume 19 proceedings, see ED613922.]

Due to the COVID-19 pandemic lockdown restrictions, open and distance learning (ODL) has become the preferred delivery model of instruction at most institutions of higher learning. The ODL mode of instruction has become the most common alternative even for art teacher education amidst numerous practical challenges. This conceptual paper argues that the reorientation of art pedagogy in ODL changes learning and teaching habits of art practical content providing independent critical thinking as well as a new appreciation of learners' intellectual, emotional and social involvement in learning. The paper recommends critical art pedagogy as a pedagogy that develops critical skills and generates emancipatory and transformative patterns of teaching and learning art. This could inform both theory and practice as well as relinquish the lecturers' authority in traditional face to face teaching. Critical art pedagogy could address the dilemma faced by many institutions during this COVID-19 era in their desire to engage and empower art student teachers. [For the complete Volume 19 proceedings, see ED613922.]

The Mexican educational reform is based on transformations towards the conception of a new world, as a result of technological advances and new knowledge communities, where the parameters are established mainly by various international organizations, and where countries implement, evaluate, integrate and describe the necessary conditions for education. The multigrade classroom and the elements that are developed in it are conceptualized. The critical pedagogy of Gramsci and Freire should be part of the teaching preparation. [For the complete Volume 19 proceedings, see ED613922.]

In this article, the developers of seven Language Massive Open Online Courses (LMOOCs), Icelandic Online (IOL, https://icelandiconline.com/), describe the technological and pedagogical principles that have contributed to the program's longevity. Development began in 2001 with a courseware system later upgraded to a multiplatform app. Over 80,000 users have completed one or more of the curated and pedagogically driven courses, which are monitored by a tracking system. The tracking system and follow-up surveys generate unique, large-scale empirical data enabling sustained engagement with participants' views and behaviors as they go through the courses, some of which are offered in three different delivery modes. Finally, further development projects based on the versatile IOL non-language specific, multiplatform system are presented, including Virtual Reality (VR) projects, courses in other languages, and L2 literacy courses for children. [For the complete volume, "CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020)," see ED610330.]

This paper summarises the contributions to EuroCALL's CorpusCALL SIG Symposium for the year 2020. In line with this year's EuroCALL conference theme, 'CALL for widening participation', the Symposium centred around the theme of "Data-driven learning for languages other than English." This paper gives a brief overview of developments and challenges when using Data-Driven Learning (DDL) to teach French, German, Italian, and Spanish. As research suggests, a DDL approach has been effectively utilised to teach these languages. However, there are differences in available DDL resources and corpora for the respective languages that are appropriate for language teaching. The main challenges for future developments are also discussed. [For the complete volume, "CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020)," see ED610330.]

We explored how learners' "subjective ratings" of open educational resources (OERs) in terms of how much they find them "helpful" can predict the actual "learning gains" associated with those resources as measured with pre- and post-tests. To this end, we developed a probabilistic model called GRAM (Gaussian Rating Aggregation Model) that combines subjective ratings from multiple learners into an aggregate quality score of each resource. Based on an experiment we conducted on Mechanical Turk (n = 304 participants with m = 17 math tutorial videos as resources), we found that aggregated subjective ratings are highly (and stat. sig.) predictive of the resources' average learning gains, with Pearson correlation of 0.78. Moreover, when predicting average learning gains of "new" learners, subjective scores were still predictive (Pearson correlation of 0.49) and attained higher prediction accuracy than a model that directly uses pre- and post-test data to estimate learning gains for each resource. These results have potential implications for large-scale learning platforms (e.g., MOOCs, Khan Academy) that assign resources (tutorials, explanations, hints, etc.) to learners based on the expected learning gains. [For the full proceedings, see ED599096.]

We live in an age of change regarding mentalities and a consequent time of change in the learning processes. In this sense, it is necessary to create new methodologies and alternative practices to learn, teach and, more importantly, to learn how to learn. In recent years there has been a widespread commitment to use Information and Communication Technologies as a tool to support teaching. It is in this context that this work is inserted. The aim is to validate a digital educational resource of school that will be able to contribute to the aid of students of traditional education and also of those hospitalized and/or prevented from being present in the classroom. The proposed model was validated through a case study developed during the second and third periods of the 2014/2015 school year, involving special education students, in a hospital context, students of Mathematics A of the 12th grade of a Porto school and high school mathematics teachers. [For the full proceedings, see ED621557.]

The English for Academic Purposes (EAP) Toolkit provides a wide range of online learning resources which are used in a mixture of self-study, blended, and classroom settings, primarily by students whose first language is not English. The Toolkit was developed by the eLanguages team at the University of Southampton and first licensed in 2004. This paper describes the most recent major refreshment project to improve both the functionality and appearance of the Toolkit. With the latest updates, we have aimed to increase the appeal of the resources to encourage greater autonomous usage by students, and to improve the ease with which staff can recommend and use Toolkit resources with their students. In this paper we introduce the key updates to the resources, including new functionalities and features, expanding the Toolkit with additional learning resources, a new visual approach, responsive feedback, accessibility upgrades, and strategies for increasing student usage. [For the complete volume, "Education 4.0 Revolution: Transformative Approaches to Language Teaching and Learning, Assessment and Campus Design," see ED607129.]

These proceedings contain the papers of the 14th International Conference on e-Learning (EL 2020), which was organised by the International Association for Development of the Information Society, July 21-23, 2020. This conference is part of the 14th Multi Conference on Computer Science and Information Systems 2020, July 21-25, which had a total of 625 submissions. Due to an exceptional situation caused by the COVID-19 pandemic, this year the conference was hosted virtually. The e-Learning (EL) 2020 conference aims to address the main issues of concern within e-Learning. This conference covers both technical as well as the non-technical aspects of e-Learning. The conference accepted submissions in the following seven main areas: (1) Organisational Strategy and Management Issues; (2) Technological Issues; (3) e-Learning Curriculum Development Issues; (4) Instructional Design Issues; (5) e-Learning Delivery Issues; (6) e-Learning Research Methods and Approaches; and (7) e-Skills and Information Literacy for Learning. [Individual papers are indexed in ERIC.]

When presented with a new curriculum very few teachers teach in accordance with the prescribed pedagogies. This study reports on how teachers in Zimbabwe selected their teaching methods in response to a new curriculum reform policy. Using a qualitative multiple case study design and the theoretical lens of sense-making, the study interrogated teachers' understanding of a new history curriculum and their compliance to its pedagogical prescriptions. Although teachers were aware of the methodological demands of the new history curriculum, they complained that they were not adequately prepared and resourced to implement the new pedagogical policy. Teachers' pedagogical preferences appeared to be in line with their personal philosophy to history instruction, rather than what reform policy prescribed. It appears policy makers placed pedagogical reform policy in front of the teacher; like the proverbial case of putting the cart in front of the horse. To augment compliance with reform policy, it is necessary to in-service teachers on how to use innovative teaching approaches before asking them to change pedagogical practice. Teacher capacity building on innovative instructional strategies and creating learning communities may reduce the gap between policy demands and classroom practice.

The paper presents some of the main findings of a desk research phase conducted within the project Virtual Centre for Education and Training of Citizens in Cases of Natural Disasters through Serious Games (MEDGAME). The purpose of this project is to educate people in an innovative and exciting way, to acquire a proactive attitude, based on knowledge and appropriate skills and proper behaviour in emergencies caused by natural disasters such as floods and earthquakes, building solid scientific foundations and creating a Virtual Centre for education and training of citizens in cases of natural disasters through the Serious Games built on scenarios based on these disasters. The research question of the present study concerns the current situation regarding the social dimension of emergency management in the sense of using a responsible and trained population through online educational resources to act individually or together with other members of the community, along with governmental specialized organizations in various risk situations caused by natural disasters. The main effort is focused on diagnosing the potential use of online educational resources for training of the population of Romania to respond to emergency situations. As main conclusions our study revealed that there is no concerted and systematic development of online educational resources in preparing the population to react in emergency situations. Instead of this we can notice for most of situations there are just some presentation of brochures and action guides for natural disasters. According to studies on the use of online technology and Internet access, in Romania there is a large digital divide compared to other European Union countries; in this respect, one of the future directions of action should be to promote educational resources among potential users. We are convinced that besides the obvious informative and formative valences of using online technologies should not be overlooked that the modern information technology could significantly increase the attractiveness of training the people for emergency situations. [ABSTRACT FROM AUTHOR]

Technology proliferation, has transformed higher education to a student controlled centered-based teaching and learning environment. The change of attitude towards the students by the institutions has shifted students' learning environment into a more active role as collaborators. This degree of openness through creating and developing of Open Educational Resource (OER) material can be more productive than the traditional learning environment, but main barriers related to copyright law should be addressed. Furthermore, research on comparative effectiveness is required to streamline and optimize the process, in addition to incorporating support of OER creation and development recognition into university policies. [ABSTRACT FROM AUTHOR]

E-Learning is described as a mode of acquiring knowledge through the use of modern technologies to access educational resources outside the traditional classroom set up. With these concepts, the proponents decided to develop this project to utilize computer in aiding in learning particularly Chemistry Laboratory. In a survey conducted to Mapua SHS students and Chemistry Professors, most agrees that a chemistry laboratory simulation would help them in the subject. The project aims to help students understand and prepare them for the actual laboratory experiment because students lack preparation for the experiment and the familiarization of equipment, utensils and procedures for that experiment. The simulation of laboratory experiments will focus on trying to recreate the outcome of the real experiment in a simulated environment while also having real-life visual and audio for the students. Tools for developing simulation applications have evolved from simulation subroutines to high level process languages built to visual development. A feature of a computer-based simulation is the possibility to replicate every possible scenario at a very low cost. [ABSTRACT FROM AUTHOR]

LiaScript is an attempt to enable everyone to create free and interactive online courses, without the need of being an experienced programmer. Instead, it aims to bring both parties, software- and course-developers, closer together by introducing Open-Source techniques into the Open-courSe development process. LiaScript was designed to be compatible to Common-Markdown, but it introduces lots of language extensions that deal with quizzes, surveys, ASCII-art, text2speech, animations, online programming, the integration of JavaScript, etc. as well as its own macro-system that simplifies tedious and repetitive tasks. It comes along with its own just-in-time compiler that runs in the browser and therefor does not require additional tooling. [For the full proceedings, see ED621557.]

Mathematics teachers are vital components in determining what mathematics students have the opportunity to learn. There are a vast number of factors and reasons that influence a teacher's instructional decisions. As such, teachers rely heavily on their curricular reasoning (CR) to make decisions about what content to teach, how that content is taught, and the tasks to use to facilitate student learning. In this paper, we outline five strands of CR gleaned from research with middle grades mathematics teachers as they plan and implement instruction with unfamiliar curricular resources. These strands lay the foundation for our Instructional Pyramid model of CR and provide a lens through which teacher decision-making can be further understood and enhanced. [For the complete proceedings, see ED606556.]