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The affordances of Open Educational Resources (OER) have resulted in various initiatives around the world, but most of them cease to exist once the initial project funding stops. Communities might be a means to create sustainable practices, yet, such communities can only function if their members perceive these communities as valuable. We applied the value creation framework of Wenger, Trayner, and De Laat to examine the value teachers ascribe to their engagement with an inter-institutional community on OER. In this community, 15 universities of applied sciences collaborated on sharing knowledge and resources across their institutional barriers. We collected data through user statistics, an online questionnaire, and semi-structured interviews. Major value creation occurred from teachers’ personal needs, with dominant immediate and potential values. Findings on applied and realized values denote that it became easier for teachers to connect with peers, and to initiate collaboration projects across institutes. The framework we used is helpful to inform actions to further promote value creation in communities on OER. Recommendations relating to communities’ aspirations, its relations with the wider organization, and adoption of OER are formulated to inform sustainable practices of inter-institutional communities.

International audience; This chapter proposes a theoretical frame, the documentational approach to didactics (DAD), as a tool for analyzing the changes brought about by digitalization in the design and uses of mathematics teaching resources. One of the major changes appears to be initiated by the profusion of Open Educational Resources (OER), which provide new opportunities for the design and use of teaching resources. In order to analyze the effects of such opportunities, we focus on two cases: the French Sésamath association, providing OERs at a large scale; and a French mathematics teacher using OERs as a means for accomplishing her teaching. Through the lens of DAD, we investigate the implication of this provision of ‘resources-on-offer’ for teachers’ practices

Proocedings of: Fifth European Conference on Technology Enhanced Learning Sustaining TEL: From Innovation to Learning and Practice (EC-TEL 2010). Barcelona, 28 September-1 October, 2010. This article tries to shed some light over the management of assessment resources in a repository of educational resources from an outcome-based perspective. The approximation to this problem is based on the ICOPER Reference Model, as a model to capture e-learning data, services and processes, addressing an interoperability approach. To demonstrate this proposal, a prototype has been implemented. This article also describes the design and development of this prototype that accesses a repository of educational resources (the Open ICOPER Content Space - OICS), the main features of the prototype, the development environment and the evaluation that is being performed. This work was partially funded by the Best Practice Network ICOPER (Grant No. ECP-2007-EDU-417007), the Learn3 project, “Plan Nacional de I+D+I” TIN2008-05163/TSI, and the eMadrid network, S2009/TIC-1650, “Investigación y Desarrollo de tecnologías para el e-learning en la Comunidad de Madrid”. Publicado

Web 2.0 services such as social bookmarking allow users to manage and share the links they find interesting, adding their own tags for describing them. This is especially interesting in the field of open educational resources, as delicious is a simple way to bridge the institutional point of view (i.e. learning object repositories) with the individual one (i.e. personal collections), thus promoting the discovering and sharing of such resources by other users. In this paper we propose a methodology for analyzing such tags in order to discover hidden semantics (i.e. taxonomies and vocabularies) that can be used to improve descriptions of learning objects and make learning object repositories more visible and discoverable. We propose the use of a simple statistical analysis tool such as principal component analysis to discover which tags create clusters that can be semantically interpreted. We will compare the obtained results with a collection of resources related to open educational resources, in order to better understand the real needs of people searching for open educational resources. Los servicios Web 2.0 como los marcadores sociales permiten a los usuarios gestionar y compartir los enlaces que encuentran interesantes, añadiendo sus propias etiquetas para describirlos. En este trabajo se propone una metodología para el análisis de dichas etiquetas para descubrir la semántica oculta (es decir, las taxonomías y vocabularios) que puede ser utilizada para mejorar las descripciones de los objetos de aprendizaje y hacer más visibles los repositorios de objetos de aprendizaje. Els serveis web 2.0 com els marcadors socials permeten als usuaris gestionar i compartir els enllaços que troben interessants, afegint les seves pròpies etiquetes per descriure'ls. En aquest treball es proposa una metodologia per a l'anàlisi de les etiquetes per descobrir la semàntica oculta (és a dir, les taxonomies i vocabularis) que pot ser utilitzada per millorar les descripcions dels objectes d'aprenentatge i fer més visibles els repositoris d'objectes d'aprenentatge.

The HomeWork project is building an exemplar system to provide individualised experiences for individual and groups of children aged 6-7 years, their parents, teachers and classmates at school. It employs an existing set of broadcast video media and associated resources that tackle both numeracy and literacy at Key Stage 1. The system employs a learner model and a pedagogical model to identify what resource is best used with an individual child or group of children collaboratively at a particular learning point and at a particular location. The Coherence Compiler is that component of the system which is designed to impose an overall narrative coherence on the materials that any particular child is exposed to. This paper presents a high level vision of the design of the Coherence Compiler and sets its design within the overall framework of the HomeWork project and its learner and pedagogical models.

Deliveringeducationandeducationalresourceshasevolvedfromclass- centered settings towards distributed, cloud-based models. This is mainly the con- sequence of publicly available educational resources such as documents, videos, and web applications. At the same time, emerging technologies in information and communication are enabling the development and deployment of remote lab- oratories on the Web. Today, these freely and openly available educational inter- active media are known as Open Education Resources (OERs). Learning manage- ment systems, MOOC platforms, and educational social media platforms provide a medium for teachers to create their teaching activities around OERs in a struc- tured way. To enjoy an effective and productive learning experience, it is neces- sary for the educational resources to be fully integrated in the hosting platform. While most platforms have a ready-to-embed infrastructure for certain types of OERs, they are not ready to host remote laboratories in an integrated fashion. In this paper, we define the necessary integration layers for remote labs in on- line learning environments. The work is validated by two implementations with different target platforms.

This paper presents the OpenLang Network platform, an open and collaborative online environment for networking between language learners and teachers across Europe. The OpenLang Network platform brings together educators wanting to discover and share open language learning resources, as well as Erasmus+ mobility participants that wish to improve their language skills and cultural knowledge. This initiative aims at raising language awareness of mobility European languages and fostering the Open Education European multicultural and multilingual vision via Open Educational Resources (OERs) and Massive Open Online Courses (MOOCs).

Teachers and learners who search for learning materials in open educational resources (OER) repositories greatly benefit from feedback and reviews left by peers who have activated these resources in their class. Such feedback can also fuel social-based ranking algorithms and recommendation systems. However, while educational users appreciate the recommendations made by other teachers, they are not highly motivated to provide such feedback by themselves. This situation is common in many consumer applications that rely on users’ opinions for personalisation. A possible solution that was successfully applied in several other domains to incentivise active participation is gamification. This paper describes for the first time the application of a comprehensive cutting-edge gamification taxonomy, in a user-centred participatory-design process of an OER system for Physics, PeTeL, used throughout Israel. Physics teachers were first involved in designing gamification features based on their preferences, helping shape the gamification mechanisms likely to enhance their motivation to provide reviews. The results informed directly the implementation of two gamification elements that were implemented in the learning environment, with a second experiment evaluating their actual effect on teachers’ behaviour. After a long-term, real-life pilot of two months, teachers’ response rate was measured and compared to the prior state. The results showed a statistically significant effect, with a 4X increase in the total amount of recommendations per month, even when taking into account the ‘Covid-pandemic effect’.

Background Delivering consistent levels of training in cardiac imaging to radiologist is of pivotal importance because of the increasing clinical indications to coronary computed tomography angiography (CCTA) and cardiac magnetic resonance (CMR). Our study sought to capture the heterogeneity of cardiac imaging training programs and to explore residents’ vision on cardiac imaging both in the present and in the future. Methods Two web-based surveys were created. The first was administered to all chief residents from the 42 University Hospitals within Italy, aiming to explore the local educational offer in cardiac imaging. The second was administered via social media to all Italian residents, including questions about their overall vision regarding cardiac imaging. Results 42/42 University Hospitals responded to the first survey and 235 residents to the second. There was at least a 64-slice CT scanner and a 1.5 T MR scanner per center. In the majority of sites, the weekly routine consisted of more than 10 CCTA and more than 5 CMR. Approximately, half of the centers used advanced CCTA and CMR techniques. The majority of the interviewed resident (94%) perceived cardiac imaging training to be moderately to very important, while requirement for external educational resources was advocated in 25% of the cases. Conclusion Our survey highlighted a significant awareness of radiology residents regarding the importance of cardiac imaging in their training curriculum. All centers met the technical requirements for cardiac imaging, limiting its use to basic applications in around half of cases. Implementation of an educational network might be the key for supporting the growth of this subspecialty field.

Aimed as an educational resource for graduate students and researchers in HCI, this book brings together a collection of chapters, addressing theoretical and methodological considerations, and presenting case studies of longitudinal HCI research. In this short introduction to the book, we reflect on the need for longitudinal studies in human–computer interaction research, we define what is and what is not longitudinal research and outline the selected contributions.

Open Science is a phenomenon that can be traced back to the Middle Ages. In the end of the twentieth century and the beginning of the twenty-first century, Open Science is strongly growing due to the worldwide internet and related new technologies, tools and communication channels. Two core objectives (reliability and trust) and three main characteristics (transparency, openness and reproducibility) of Open Science can be identified but it is still too early for a broad definition of this growing movement. Its growth is happening in many disciplines and in diverse facets.This article presents an overview of how Open Science is introduced and established in all three science dimensions of research design, processes and publications. For the future, the benefits are analysed that Open Science is offering, as well as the challenges that it is facing. It can be concluded that it is desirable that all researchers collaborate in Open Science. Open Science can improve the different science disciplines, research practices and science in general. In that way, Open Science can contribute to overcome the post-truth age through increasing objective and subjective credibility of science and research. And in the long-term perspective, Open Science can improve the whole research, education, as well as our society.

This paper presents a tractable model to study the effect of immigration on host countries’ school system and student outcomes. In our model, education quality and student outcomes are determined endogenously by the interaction of parents, schools and policy-makers deciding educational resources. Immigration decisions are based on economic factors, immigration policy, as well as on “parental motivation” (parents’ concerns about their children education achievement). The model yields results that are consistent with central empirical regularities of the school effects of immigration: (1) there is a negative effect of immigrant pupils on native students; (2) the increasing shares of immigrant students are associated with the decline of school resources and quality; (3) the school performance of immigrant children is positively associated with immigration costs; and (4) school achievement increases in parental motivation and those immigrant children with highly motivated parents tend to outperform native children. Importantly, our analysis clarifies under which conditions these empirical regularities take place and emphasizes that the effect of immigration on native pupils is mediated by the way the school system reacts to changes in class composition., Hauk acknowledges financial support from the Spanish Ministry of Economy and Competitiveness through the Severo Ochoa Program for Centers of Excellence in R&D (SEV-2011-0075) and through CICYT project number ECO2012-37065 and from the government of Catalonia.

Nutrigenetic research examines the effects of inter-individual differences in genotype on responses to nutrients and other food components, in the context of health and of nutrient requirements. A practical application of nutrigenetics is the use of personal genetic information to guide recommendations for dietary choices that are more efficacious at the individual or genetic subgroup level relative to generic dietary advice. Nutrigenetics is unregulated, with no defined standards, beyond some commercially adopted codes of practice. Only a few official nutrition-related professional bodies have embraced the subject, and, consequently, there is a lack of educational resources or guidance for implementation of the outcomes of nutrigenetic research. To avoid misuse and to protect the public, personalised nutrigenetic advice and information should be based on clear evidence of validity grounded in a careful and defensible interpretation of outcomes from nutrigenetic research studies. Evidence requirements are clearly stated and assessed within the context of state-of-the-art 'evidence-based nutrition'. We have developed and present here a draft framework that can be used to assess the strength of the evidence for scientific validity of nutrigenetic knowledge and whether 'actionable'. In addition, we propose that this framework be used as the basis for developing transparent and scientifically sound advice to the public based on nutrigenetic tests. We feel that although this area is still in its infancy, minimal guidelines are required. Though these guidelines are based on semi-quantitative data, they should stimulate debate on their utility. This framework will be revised biennially, as knowledge on the subject increases. © 2017 The Author(s).

Natural history museums are special places, but often little frequented by the inhabitants of larger Italian cities. We have therefore developed interactive multimedia interfaces called digital dioramas (see our website: www.digitaldiorama.it) with the aim of presenting museum dioramas to the broader community as part of a shared cultural heritage. The digital dioramas mainly rely on visual contents such as photos and videos and offer four different levels of exploration. Their core feature is a set of crossover topics: starting out from individual elements of a digital diorama, users have the opportunity to encounter a series of living things linked to a common ecological theme. Some of these examples are also related to aspects of everyday life. This non-linear type of exploration can help users to develop both a new method of learning and a systemic perspective on the reality that surrounds us. The knowledge promoted by the digital dioramas concerns museums, dioramas as key museum resources and the complexity of the planet’s natural environments.

vThe use of visualization techniques in learning is not new. They have been used in maps and drawings for thousands of years. This chapter analyzes how more novel visualization techniques can be used to enhance various activities during the learning process: finding and understanding educational resources, collaboration with learners and teachers, (self-) reflecting about learners’ progress, and designing learning experiences. We illustrate our analysis with example tools and visualizations. Results of our analysis indicate that visualization techniques are beginning to be more widely used for learning but further research is needed to assess the added value of these visual approaches in terms of effectiveness, efficiency or other criteria that pertain to learning. ispartof: Handbook of Research on Educational Communications and Technology pages:791-807 ispartof: pages:791-807 status: published

In this paper, we report on our experiences with novel learn- ing strategies for HCI and Information Visualisation, in the context of a computer science master curriculum. What sets our experiences some- what apart is the focus on openness. This includes the use of Open Educational Resources (OER), as well as open communication between the students, the professor and the general public, through web2.0 tools like blogs, wikis, Facebook and Twitter. ispartof: pages:8-16 ispartof: Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) vol:8345 LNCS pages:8-16 status: accepted

The DL Curriculum Development project was launched in 2006, responding to an urgent need for consensus on DL curriculum across the fields of computer science and information and library science. Over the course of several years, 13 modules of a digital libraries (DL) curriculum were developed and were ready for field testing. The modules were evaluated in DL courses in real classroom environments in 37 classes by 15 instructors and their students. Interviews with instructors and questionnaires completed by their students were used to collect evaluative feedback. Findings indicate that the modules have been well designed to educate students on important topics and issues in DLs, in general. Suggestions to improve the modules based on the interviews and questionnaires were discussed as well. After the field test, module development has been continued, not only for the DL community but also others associated with DLs, such as information retrieval, big data, and multimedia. Currently, 56 modules are readily available for use through the project website or the Wikiversity site. National Science Foundation IIS-0535057 University of North Carolina at Chapel Hill IIS-0535060 National Institute of Justice 2009-DN-BX-K229 Virginia Tech. Open Access Subvention Fund

The Skill "Sustainability and Socia Commitment" is commonly accepted as essential in today's world. However it proves tricky to introduce into the curriculum, mainly because of lack of knowledgeable teachers. To address this issue we present a knowledge base that brings together scientific articles, books, videos, compilations of data, experiences, etc., related to sustainability and knowledge areas associated with computer science engineering. This is a valuable tool that should provide to the teacher accurate and useful information in the research task of finding links between her course and the "Sustainability and Social Commitment" skill.