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This article is intended as a practical resource to help interested organizations design and implement an open badging system. Open badges are a type of open credential designed to recognize a variety of skills, knowledge, and experiences, both inside and outside of traditional educational settings. While growing in popularity, common questions asked by those interested in using open badges include: How do I get started? What technologies exist to produce open badges? And what do I need to know? This article seeks to address questions such as these. First, we introduce the reader to key terms in the badging world and explore open badge design precedents, responding to who, what, how, where, and why open badges have been used in the past. Drawing on this research as well as our own personal experience, we then present a possible framework for getting started with open badges and a step-by-step guide for implementing that framework within your organization.

Information Visualisation strategies can be applied in a variety of domains. In the context of temporal networks, i.e., networks in which interactions between individuals occur throughout time, efforts have been conducted to develop visual approaches that allow finding interaction patterns, anomalies, and other behaviours not previously perceived in the data. This paper presents two case studies involving real-world education networks from a primary school and a high school. For this purpose, we used the "Massive Sequence View (MSV)" layout with the "Community-based Node Ordering (CNO)" method, two well established approaches for visual analysis of temporal networks. Our results show that the identified patterns involving students/students and students/ teachers represent important information to benefit and support decision making about school management and teaching strategies, especially those related to strategic group formation.

This article reports comparison results from studying the alignment of selected metadata models, used to manage E-Learning Materials (ELM) in the medicine and healthcare education, against the accreditation standards of the European Accreditation Council for Continuing Medical Education (EACCME). The study aims to (1) illustrate the variety of application profiles developed as metadata models in that field, (2) identify the alignment of the metadata models with the criteria set by the EACCME. This study compared several application profiles, developed based on established metadata standards, using an evaluation matrix created using the accreditation criteria set by the EACCME. Further technical criteria were added to compare between the metadata models and their alignment with the new techniques used for publishing data online. Such techniques aid in the searchabililty and discovery of online content via the internet. Therefore, the use of XML and RDF technologies combined with the use of ontologies and controlled vocabulary was emphasized in the implementation of many metadata models. One limitation faced during conducting this research was the poor documentation of the methodology for designing the metadata models. Despite this, it is apparent that the EACCME criteria can work as best practices guidelines for describing the content of digital libraries with medical and healthcare content in order to be accredited later on. The study showed that the medicine and healthcare educational content requires specialized metadata models that consider having specific properties such as clinical history and expiry time of its material shown in some of the application profiles. Further research should be conducted to evaluate the completeness and conformity of applying the application profiles in digital libraries and online repositories to the standards' guidelines.

Nowadays, teaching and learning activity employing the flipped classroom model has an important position in the process of providing education. This research aimed at identifying and analyzing articles examining the flipped classroom model that has been published in several reputable international journals issued in the 2010-2019 timeframe, which was conducted using bibliometric studies. The research was conducted using a 4-stages systematic mapping method: (1) searching for articles using the Publish or Perish application in the Scopus database, (2) classifying the articles for the bibliometric analysis, (3) checking and completing the metadata of those articles, and (4) conducting bibliometric analysis using VOSviewer application. The bibliometric analysis produced seven findings, as follows: (1) the trend of flipped classroom publications continued to increase from 2013-2019; (2) the ten most contributive journals has published 88 articles by 2019; (3) the ten most cited articles has produced 1,155 citations; (4) the three highest order of author keywords most widely used in flipped classroom articles were flipped classroom, active learning, and blended learning; (5) author collaboration with strong links only occurred in 21 authors through one document; (6) institutional collaboration with strong links formed through 28 collaborating institutions; and (7) state statistics were formed into three clusters and spread across various countries through contributions from authors who were in charge of 456 institutions. The flipped classroom model can be concluded as an educational model that is currently popular among researchers.

This research seeks to map several significant aspects in moral education bibliography. The mapping of moral education research that covers the country of contributors, collaborating authors, terms used in article titles and abstracts is needed to direct future research. The aim of this article is at classifying and analyzing moral education studies published in reputable international journals during 2010-2019 through a bibliometric study. This study uses the systematic and structured mind mapping method. There are four stages of the study: (1) searching for articles using the Publish or Perish application from the Scopus database, (2) filtering out articles to be included in bibliometric analysis, (3) checking and completing article metadata, and (4) conducting bibliometric analysis using the VOSviewer application. The results of the analysis were: (1) the countries of authors who publish moral education articles. Many countries have contributed in journal publications and the largest contributor is the United States. Analysis results showed that author collaboration did not occur often in moral education articles. (3) The most widely used terms in moral education article titles. The most used term is 'moral education'. (4) The most widely used abstract terms in moral education articles. The most used term in moral education articles is 'moral education'. This study concluded that the research on modal education has been spread in many countries, although the collaboration between institutions or the state is still lacking. Collaboration becomes an opportunity. [For Part 1 of this study, see ED606762.]

Map librarianship, in the past incorporating duties involving acquisition, cataloging, or curation of physical map and atlas collections, has evolved into a profession often requiring knowledge of geographic information systems (GIS) software and data. This study examines descriptions for map and geospatial academic library positions from 2015 to 2020 with a goal of observing trends in requirements and specific duties for these roles. Institutions are recruiting individuals with strong backgrounds in geospatial technologies for some positions. However, a Master of Library and Information Science degree is still preferred for new hires in this field. Graduate library and information science programs can support future academic librarians by incorporating coursework related to geospatial data and traditional map resources into their curricula.

The global COVID-19 pandemic has put into high relief the need for better remote communication and collaboration tools, but also serves as an opportunity to focus on building community capacity and promoting greater community agency in the language documentation process. This paper describes a method for remotely supporting and monitoring a language documentation project conducted by speakers, community activists, and/or academic researchers, through the use of a free and open-source data collection platform called KoBoToolbox. Rather than relying on access to audiovisual data, which are typically large and can be difficult to share remotely, the system is based on the creation of digital linguistic metadata with mobile devices linked to a secure central server, giving project leaders the ability to immediately access metadata as it is submitted, quickly generate summary reports and visualizations, and export metadata for further processing and archiving. The system is suitable for anyone who would like to integrate mobile metadata into a new or ongoing project and is able to provide the necessary training either remotely or in person.

This paper explores four main areas that will likely have an impact upon the future of information organization education. In particular, information organization education must be prepared for the continued shift from the use of traditional library cataloging standards to more web-compliant, linked-data standards. Also, there will be more emphasis on the ethical impact of information organization work and the achievement of behavioral competencies of students interested in information organization. Finally, the paper addresses the need for educators to improve their teaching ability in order to more effectively impart the importance of information organization to all library and information science students.

Nowadays, information and communication technologies (ICTs) and virtual training have increased the use of educational resources. This growth use has highlighted educational resource reuse and availability problems. Resource descriptions adapted to particular needs and the lack of metadata enrichment taking advantage of the benefits provided by the Semantic Web are some examples of these problems. The purpose of this paper is to expose an enhanced and interoperable set of metadata elements for describing OER (Open Educational Resources), which takes full advantage of the Openness and data enrichment. In this research, requirements such as data quality dimensions, Linked Data, and mapping into RDF (Resource Description Framework) Graph, have been taken into account to provide well-described, available, reusable and enriched OER, in addition, to display them as Linked Data. These features contribute to the educational field strengthen the processes of Opening, Availability, Reuse, and Linking OER. In a nutshell, these features are necessary to facilitate innovative educational settings. Finally, this improved OER description can be extrapolated to other countries, serving as a potential Opening and reuse guidelines to publish OER on both applications and LOD (Linked Open Data) Cloud.

Lack of funding, equipment, and expertise tops the list of reasons standing in the way of many smaller cultural heritage organizations digitizing their archival collections. Expanding on existing relationships with regional public libraries and museums, a pilot project was developed to address these reasons, partnering a university library's experience and expertise with a small institution's need to digitize their unique "hidden" collections. This article presents a case study of a university library's grant-funded pilot project to explore the feasibility of creating sustainable regional digitization services and hosted digital collections for public libraries and cultural heritage institutions. It also considers how community partnership projects are especially susceptible to the effects of external events, such as a pandemic.

Educational activities using microblogging co-located with face-to-face communication might promote productive classroom interactions. However, much depends on how teachers design those activities. This article explores how the educational design of an activity that uses microblogging engages lower secondary school students in classroom interactions that are productive for learning. It presents a study of one teacher's educational design in which students (aged 12-13) in a Norwegian classroom use microblogging to explore distinctions between facts and opinions. Moreover, the authors consider how the students pick up on the educational design. The findings show that an educational design involving microblogging can provide new possibilities to facilitate peer interactions by systematically enabling students to access more of their peers' ideas, produce and discuss collective ideas and participate in exploratory talk. In particular, the use of hashtags proves suitable for facilitating peer interactions with the aim to develop students' critical thinking.

Early in the COVID-19 pandemic, historians -- along with archivists and other stakeholders -- began to initiate digital memory banks, inviting members of the public to upload personal stories, pictures, videos, or other material connected to the pandemic and its impact on everyday life. This article describes how platforms from Western and Central Europe differ with regard to contributions by children and adolescents, taking the German coronarchiv.de and covidmemory.lu from Luxembourg as the main case studies. Submissions come in various forms, but photographs are the most frequent, echoing the visual bias of social media. By means of selected contributions, the article illustrates the range of topics that can be of interest to future historians of education. The platforms show how COVID-19 influenced not only practices of education, with the introduction of homeschooling, but also the content of teaching, as seen in the many pandemic-related assignments uploaded. In this respect, it is crucial to acknowledge that there are significant gaps in the collections. Most notably, the first wave of infections in Europe is overrepresented, and people that were most existentially affected by the pandemic are underrepresented. Performing a thorough source critique on a selection of contributions, we argue that, despite these gaps, digital memory banks on the pandemic are of significant value for a future historiography of education, as long as the available metadata of the individual submissions are as complete and transparent as possible.

To enable optimal decision-making based on the best evidence available, open syntheses are called for. To make data accessible and comprehensible even for decision-makers without proficient knowledge in meta-analysis, a graphical user interface (GUI) provides flexible data visualizations including interpretation aids. Moreover, due to a growing number of research findings, efficient and easy updating of meta-analyses is crucial to prevent waste in research. One label for a concept to meet these needs is community-augmented meta-analysis (CAMA). The research community at the one hand feeds the data repository of a CAMA with new data and on the other hand benefits from easy access to data and meta-analyses on a GUI. PsychOpen CAMA has been released recently to serve the psychological research community as a whole by covering a broad scope of potential research domains. PsychOpen CAMA relies on a web application with an OpenCPU server for the R calculations. To achieve interoperability of different datasets with the analysis functions used in PsychOpen CAMA, a template for meta-analytic data and machine-readable metadata are used. In the future, the automation of workflows, flexibility of analysis options, and the scope of the platform will be further developed by making use of synergies with other resources and tools at ZPID. The article provides an overview on the rationale for the necessity of open syntheses and the CAMA approach, as well as a presentation of the architecture, user interface, functionalities and future challenges of PsychOpen CAMA.

Language archives, like other scholarly digital repositories, are built with two major audiences in mind. These are depositors of language data and various potential end-users of these materials: researchers (linguistics and others), language communities, students, educators, artists, etc. Being a relatively new phenomenon, language archives have made significant strides forward in providing access to digital language data. With the purpose of identifying the needs of language archive end-users (both met and currently unmet), our interdisciplinary team of linguists and information scientists interviewed language archive managers, end-users, and depositors. This study offers a first look into the decision-making processes and end-user experiences of these groups. To support the continued development of language archives, the exploratory study reported in this article provides empirical data on language archive user needs and supports some anecdotal evidence of known issues facing language archive end-users, depositors, and managers in primarily academic contexts.

Studio pedagogy has been used as a comprehensive approach to prepare students to practice within their chosen discipline of design. However, little is known about how students experience these learning environments, including the interplay of social and educational experiences that support the development of expertise and identity. To explore and evaluate this complexity, I used a critical ethnographic approach to immerse myself for one year in a physical studio and set of Facebook groups, which in parallel supported students' learning experience. I describe the "ethnographic toolbox" that I built and utilized to inform interpretations of the physical and virtual learning environments. This toolbox included analog and digital tools, along with many forms of sensemaking, archiving, and engagement with metadata that both structured and enabled my role as an ethnographer. I describe the set of tools, and use vignettes to illustrate how these tools were used in physical and virtual environments.

With the growing availability of technology, teachers are becoming significant co-designers of the curriculum--resequencing, editing or supplementing a primary textbook with publicly available digital learning objects. This places a grave responsibility on teachers, who must have a clear view of the rationale and didactic intentions of the textbook in order to "re-source" it while maintaining its coherence. Yet, teachers are seldom provided with means to understand textbooks' structure and underlying design principles, particularly at the grain size of individual learning objects. We are developing tools to express the "voice" of a textbook--one tool for assigning specific metadata to learning objects (i.e. "tagging", sometimes referred to as "coding") and another for analysing the coherence of the textbook based on the tagged metadata. In the current study, the 3 pre-calculus chapters of a high school textbook were tagged. Based on the tagged metadata, we used the second tool to reveal the relative prominence of different "types" of tasks, analysed by the categories of metadata. We focused on commonalities across taggers to explore the nature of the textbook. Triangulating our findings in an interview with the textbook author, we show that some patterns in the metadata reflect explicit design principles, such as avoiding symbolic representations in tasks that open a topic, while others reflect tacit principles--making sense to the author though not explicitly intended--such as eliciting non-technological student justifications in the topic of derivative. We conclude that this methodology offers novel opportunities for the study of textbook design.

How can the creation, management, and use of metadata developed as part of post-custodial archival projects and partnerships between United States based institutions and Latin American organizations improve current archival description praxis? By recognizing that many historically colonized and oppressed communities in Latin America seek to redefine and address longstanding racism, homophobia, cultural hegemony, and classism both locally and abroad, this article argues that this work cannot rest solely on the shoulders of those most impacted by colonialism and White supremacy. Through a critical archival studies lens, the author situates traditional metadata practices while also juxtaposing them against those used in a post-custodial paradigm. In addition, anti-colonial and anti-racist frameworks interrogate the cultural, power, and racial dynamics within the partnerships. Concrete examples from the author's work in Colombia and Brazil provide the backdrop for a critical reflection on the unique methodologies used throughout various post-custodial projects. In order to truly unsettle institutional archives, archivists and others in positions of power must relinquish authority and complete control through the work of description in an effort to make space for those most oftentimes excluded or ignored.

While curricular change often begins with a new textbook, its eventual enactment in the hands of individual teachers depends on their orientation towards the curriculum and its representation in the textbook. Studying this teacher-textbook relationship is crucial for understanding how curricular reform intended by textbook designers is likely to be implemented in individual classrooms. We have been studying this by means of didactic tagging--a methodology where teachers assign metadata to textbook tasks. Categories of metadata include both descriptive aspects of tasks and aspects of their envisioned enactment. Prior research has focused on characteristics of the textbook that emerge as patterns in metadata that persist across multiple taggers. In the current study we turn our attention to individual differences across taggers. Four teachers tagged tasks that comprise an entire pre-calculus high school textbook. Analysis generated non-trivial findings regarding each tagger's interaction with the textbook, in the form of individual patterns in the tagged metadata. These patterns allowed us to put forth tentative "profiles" of each of the four teachers' interactions with the textbook. We propose this as a method for investigating and assessing teachers' didactic orientations, and for predicting aspects of their enactment of textbook curricula, while avoiding time-consuming and intrusive observation of classroom teaching.

Learning has transcended into a life-long endeavor in the information age. It is no longer restricted to confines of formal classrooms. Consequently, a student is not restricted to traditional learning resources like teachers, textbooks or printed content. Digital resources available on the Internet form a very significant component of self-learning. Copious volumes of learning resources without legal barriers to self-learning reside in digital repositories, educational institution portals and on numerous websites. Learners wishing to utilize the web for personalized learning are faced with a daunting array of content to wade through and select the suitable ones to fulfill his/her learning objectives. Therefore, it is not a question of availability; it is one of relevance and suitability. Typically, in addition to time constraints, learners lack the expertise to screen content for effective eLearning. Adaptive hypermedia systems (AHSs) offer a path to harnessing this large volume of learning resources for personalized learning. This "review paper" provides a concise and coherent discussion about the evolution of AHSs along with the challenges that need to be addressed for effectively harnessing openly available educational resources referred to as open corpus resources (OCRs).

The marketing of the Massachusetts Institute of Technology (MIT) Open Courseware gives the impression that it has the potential to contribute to quality open learning and opening up higher education globally. It is from this perspective that the potential contribution of Open Educational Resources (OER) units in the MIT Open Courseware to opening up higher education in Rwanda was investigated. Ten OER units were sampled as objects of the study. I took the role of an archive analyst, giving full attention to any item that constituted each unit. Results indicate that only one unit had enough openly licensed resources to enable its potential adaptation for use in opening up higher education. In other units, only metadata (course information, the syllabus, course calendar, and the list of required and suggested readings), assignments and/or quizzes/exams were openly licensed. Most (if not all) of the required and suggested readings, which are the core learning materials learners need to engage with for quality learning, had to be purchased, mostly from the Amazon website. On the basis of these findings, I argue that the MIT Open Courseware served the marketing agenda (probably for the purpose of acquiring funding), rather than the open access agenda. The study may benefit funding organisations, educators and institutions that are interested in supporting or engaging in the production, adaptation and use of OER with an agenda to contribute to opening up higher education.

Discovery of digital items by scholars and the public is highly dependent upon effective metadata to ensure inclusion and prioritization in search engines. Subject descriptions based on controlled vocabulary, such as Library of Congress subject headings (LCSH), are particularly useful to enhance discovery, but they may be expensive to provide. In this case study we compared the results of computer-assisted indexing with manual selection of subject terms as part of an effort to enhance findability of journal information at the issue level. Our results suggest that incorporating both computer and human processes provide the highest impact for discovery of distinctive digital collections.

This metadata-based literature study provides a comprehensive mapping of China's music education by analysing 3,257 Chinese research articles published during 2007-2019. The selection of the articles is based on careful inspections of the China National Knowledge Infrastructure (CNKI) database and rigorous coding of literature attributes. The analysis of descriptive and analytical attributes showed (a) dominance of qualitative over quantitative/mixed-method research paradigm, (b) a strong preference for conceptual over empirical studies and (c) a policy-reinforced research orientation. The prime inference from the findings also raised concerns on several 'neglected' research areas and quality issues in the selected literature.

This article provides an overview of the current state of repositories of open educational resources (ROER) in higher education at international level. It analyses a series of educational indicators to determine whether ROER can meet the specific needs of the education context, and to clarify understanding of the reuse of open educational resources (OER) provided by ROER. The aim of the study is to assess ROER by combining these two perspectives, and to form a basis for discussion among the universities that are responsible for these repositories. The method was based on content analysis and consisted of two phases: an exploration of international sources, and an analysis of 110 ROER using the proposed set of indicators. The results focus on data from the analysis of ROER websites and some models of good practices. They are presented according to three core dimensions for evaluating ROER: general factors to establish types of ROER, a focus on drivers for OER reuse, and a focus on educational aspects. It was found that most of the ROER that included one or more of the proposed reuse indicators were created exclusively for educational resources. Educational aspects are not yet firmly embedded into ROER. The few repositories that seem to have successfully included them are those that provide other educational metadata and use educational standards.

The question addressed is whether, in connection with education, Twitter can be considered both a communication centre and an affiliation space, where virtual communities with shared interests are formed. The 6654 tweets containing the "#education" or "#educación" hashtag sent on specific days in 2014, 2015 and 2016 defined the sample. The design was a combination of the quantitative and the qualitative. The results indicated that, when tweeters not directly related with education show interest in the topic of education, they do so exclusively during a limited time period; that is to say, no permanent interpersonal links were observed amongst such tweeters. Therefore, the conclusion was that the "#educación" and "#education" hashtags make it easier to share information and to make primarily non-activist comments related with education; furthermore the hashtags enable the creation of a virtual community of shared interests but do not lead to the establishment of a permanent community. In addition, the characteristics defining the Twitter network (speed and immediacy) were observed to promote monologues more than dialogues and to encourage information sharing more than any real intention to interact or conduct in-depth discussion. These points must be taken especially into account in education.

The present work describes an original associative model of pattern classification and its application to align different ontologies containing Learning Objects (LOs), which are in turn related to Open and Distance Learning (ODL) educative content. The problem of aligning ontologies is known as Ontology Matching Problem (OMP), whose solution is modeled in this paper as a binary pattern classification problem. The latter problem is then solved through the application of our new proposed associative model. The solution proposed here allows the alignment of two different ontologies--both in the Learning Objects Metadata (LOM) format--into a single ontology of LOs for ODL in LOM format, without redundant objects and with all inherent advantages for handling ODL LOs. The proposed model of pattern classification was validated through experiments, which were done on data taken from the Ontology Alignment Evaluation Initiative (OAEI) 2014 campaign, as well as on data taken from two known educative content repositories: ADRIADNE and MERLOT. The obtained results show a high performance when compared against some of the classifier algorithms present in the state of the art.

Social networking potentially offers improved distance learning environments by enabling the exchange of resources between learners. The existence of properly classified content results in an enhanced distance learning experience in which appropriate materials can be retrieved efficiently; however, for this to happen, metadata needs to be present. As manual metadata generation is time-costly and often eschewed by the authors of the social web resources, automatic generation is a fertile area for research as several kinds of metadata, such as author or topic, can be generated or extracted from the contents of a document. In this paper we propose a novel metadata generation system aimed at automatically tagging distance learning resources. This system is based on a recently-created intelligent pattern classifier; specifically, it trains on a corpus of example documents and then predicts the topic of a new document based on its text content. Metadata is generated in order to achieve a better integration of the web resources with the social networks. Experimental results for a two-class problem are promising and encourage research geared towards applying this method to multiple topics.

Vocabularies are linguistic resources that make it possible to access knowledge through words. They can constitute a mechanism to identify, describe, explore, and access all the digital resources with informational content pertaining to a specific knowledge domain. In this regard, they play a key role as systems for the representation and organization of knowledge in environments in which content is created and used in a collaborative and free manner, as is the case of social wikis and blogs on the Internet or educational content in e-learning environments. In e-learning environments, electronic vocabularies (e-vocabularies) constitute a mechanism for conceptual representation of digital educational resources. They enable human and software agents either to locate and interpret resource content in large digital repositories, including the web, or to use them (vocabularies) as an educational resource by itself to learn a discipline terminology. This review article describes what e-vocabularies are, what they are like, how they are used, how they work, and what they contribute to the retrieval of digital educational resources. The goal is to contribute to a clearer view of the concepts which we regard as crucial to understand e-vocabularies and their use in the field of e-learning to describe and retrieve digital educational resources.

Although widely used, the SCORM metadata model for content aggregation is difficult to be used by educators, content developers and instructional designers. Particularly, the identification of contents related with each other, in large repositories, and their aggregation using metadata as defined in SCORM, has been demanding efforts of computer science researchers in pursuit of the automation of this process. Previous approaches have extended or altered the metadata defined by SCORM standard. In this paper, we present experimental results on our proposed methodology which employs ontologies, automatic annotation of metadata, information retrieval and text mining to recommend and aggregate related content, using the relation metadata category as defined by SCORM. We developed a computer system prototype which applies the proposed methodology on a sample of learning objects generating results to evaluate its efficacy. The results demonstrate that the proposed method is feasible and effective to produce the expected results.

With the advent of web based learning and content management tools, e-learning has become a matured learning paradigm, and changed the trend of instructional design from instructor centric learning paradigm to learner centric approach, and evolved from "one instructional design for many learners" to "one design for one learner" or "many designs for one learner". Currently, there are mature technologies that can lead to the construction of a personalized e-learning environment, namely: Ontology, Semantic web, learning objects, and content management systems. In this paper, a personalized e-learning framework is proposed, where learning objects are classified according to their suitability for the different types and styles of learning, and where these learning objects are offered to individual learners according to their personal preferences, skills and needs.

The paper is aimed to present a methodology of learning personalisation based on applying Resource Description Framework (RDF) standard model. Research results are two-fold: first, the results of systematic literature review on Linked Data, RDF "subject-predicate-object" triples, and Web Ontology Language (OWL) application in education are presented, and, second, RDF triples-based learning personalisation methodology is proposed. The review revealed that OWL, Linked Data, and triples-based RDF standard model could be successfully used in education. On the other hand, although OWL, Linked Data approach and RDF standard model are already well-known in scientific literature, only few authors have analysed its application to personalise learning process, but many authors agree that OWL, Linked Data and RDF-based learning personalisation trends should be further analysed. The main scientific contribution of the paper is presentation of original methodology to create personalised RDF triples to further development of corresponding OWL-based ontologies and recommender system. According to this methodology, RDF-based personalisation of learning should be based on applying students' learning styles and intelligent technologies. The main advantages of this approach are analyses of interlinks between students' learning styles according to Felder-Silverman learning styles model and suitable learning components (learning objects and learning activities). There are three RDF triples used while creating the methodology: "student's learning style--requires--suitable learning objects", "student's learning style--requires--suitable learning activities", and "suitable learning activities--require--suitable learning objects". In the last triple, "suitable learning activities" being the object in the 2nd triple, becomes the subject in the 3rd triple. The methodology is based on applying pedagogically sound vocabularies of learning components (i.e. learning objects and learning activities), experts' collective intelligence to identify learning objects and learning methods / activities that are most suitable for particular students, and intelligent technologies (i.e. ontologies and recommender system). This methodology based on applying personalised RDF triples is aimed at improving learning quality and effectiveness.

An Educational CAD Model Library (CAD Library) is being developed by collaborating educational associations affiliated with the National Technology Leadership Summit coalition. The CAD Library's Curators' Council has developed descriptive metadata fields that will be associated with each educational object published in the library. These fields are designed to facilitate search and discovery of objects by teachers who are increasingly well positioned to use these objects in their instruction due to the increasing presence of school-based makerspaces and the 3D printers, digital die cutters, and other fabrication tools. The publication of these metadata standards makes them available to the members of the educational associations participating in the development of the CAD Library and to other relevant stakeholders for feedback to inform ongoing revisions.

Action Research (AR) is becoming popular in the field of education, and according to literature, it could be stated that AR studies have positive influence on practice in education. The present study aims at conducting content analysis of action research (AR) master theses and doctoral dissertations submitted at the level of Turkish higher education. A total of 10 master theses and 18 doctoral dissertations were analyzed to determine their action research type, keywords, theoretical framework, academic discipline, test and analysis, data collection tools, participants, variables and research interest and leader institutions. Furthermore, the action research purposes of these theses and dissertations were analyzed with qualitative methods. In this respect, the present study is thought to be significant in that by reviewing the action research theses/dissertations, it helps clarify the current status of the action research field in Turkey and determine the research trends in this area. As a result, more than half (57%) of theses/dissertations were determined to fall into the "Technical/scientific/collaborative" type. Besides, in relation to theoretical frameworks, "constructivism" was found to be dominant in the theses/dissertations analyzed. Interview and participant observation notes were the most popular data collection tools. Lastly, according to their statements of purpose, the theses/dissertations could be gathered under 3 themes: "development", "actualization", and "application".

This study delves into 169 social studies doctoral dissertations published from January 2012 to October 2015. The results of the included studies were qualitatively synthesized and presented in narrative form in the results section. In preliminary searching for systematic reviews concerning social studies, we concentrated on 169 doctoral dissertations published in the United States and Turkey, based on the following inclusion criteria: a) Only publications in the United States and Turkey between the years of 2012 and 2015 were included; b) Search was conducted by using such central keywords as „social studies?. From the initial search of electronic databases, 169 doctoral dissertations (130 from the U.S.; 39 from Turkey) were found. While conducting international comparisons of school curricula, little attention has been paid to the comparisons on doctoral levels. Based on the comparative findings, this study concludes with some insights into how social studies doctoral dissertations can differ across countries. Similarities regarding key words and topics used were not observed. In a sense, this study aims to achieve a mutual understanding and awareness that might encourage Turkish scholars in regards with the research focus, keywords, and above all, their contribution to the field of study.

There are nearly one million credentials offered in the United States and approximately $1.9 trillion per year spent on education and training. Credential transparency enables stakeholders in learning and job ecosystems to explore and compare credentials in order to make better decisions about the best options for learning, advancement, and meaningful careers. In this article, the authors lay out the real and immediate opportunities for using public information about credentials and competencies to make sense of the credentialing landscape, build tools and systems that empower people to effectively use this information in decision making, and develop postsecondary credentialing practices in ways that strengthen public trust.

We examine the notion of "person" in cultural heritage settings (libraries, museums, and archives) and how this notion has implications for their function and purpose. Variations in the way persons are described, represented, and discussed have taken on new significance in emerging online environments predicated on reusing and sharing data from disparate sources. We start with a representative sample of systems and tools used for organizing knowledge in tangible cultural heritage, including metadata standards, conceptual models, and web data models, and for each, analyze their formal definitions of personhood. We asked what characteristics of a person are important in each of these definitions, and what might be the reasons for any variations among them. An analysis of the definitions themselves revealed five dimensions of personhood: life, actuality, biology, agency, and individuality. Using this framework along with the general literature on personhood we then describe the possible reasons, both historical and practical, for the definitions, their dimensions, and the differences among them. Finally, we speculate on the implications of such differences for emerging information environments.

In the e-learning domain, content recommender systems had evolved to recommend relevant learning contents based on the learner preferences. One of the significant drawbacks of content recommenders in the e-learning domain is the new user cold-start problem. The objective of this study is to propose a recommendation model for addressing the cold-start problem using learner's learning style alone. Learning style refers to the way a learner prefers to learn and it is a prominent learner characteristic to understand the learner profile. In this study, we propose an ontology-based recommendation algorithm that makes use of the learning dimensions of the Felder Silverman Learning Style Model to map with the learning object characteristics. The knowledge about the learner and the learning objects are represented using ontology. Experiments were conducted to evaluate the accuracy of the proposed recommendation model using the evaluation metric and f-measure. The learner satisfaction with the proposed model is measured based on the ratings given to the learning objects by the participants of the experiment.

Chemical substances from theses are not widely accessible as searchable machine-readable formats. In this article, we describe our workflow for extracting, registering, and sharing chemical substances from the University of Alabama theses to enhance discovery. In total, 73 theses were selected for the project, resulting in about 3,000 substances registered using the IUPAC International Chemical Identifier and deposited in PubChem as either structure-data files or Simplified Molecular-Input Line-Entry System notations. In addition to substances being deposited in PubChem, an archive copy was also deposited in the University of Alabama Institutional Repository. The PubChem records for the substance depositions include the full bibliographic reference and link to the thesis full text or thesis metadata when the full text is not yet available. Excluding mixtures, we found that 40% of the shared substances were new to PubChem at the time of deposition. We conclude this article with a detailed discussion about our experiences, challenges, and recommendations for librarians and curators engaged in sharing chemical substance data from theses and similar documents.

This paper addresses the entanglements of the earth's becoming in a multi site cross hemisphere study of the infinite moments of young children's world making, recorded in multimodal videos, still images, and children's productions. The postqualitative project was informed by new materialist and posthuman theorising. The researchers conducted their research at seven different early learning centres in NSW, Queensland, Victoria, and Finland. At the end of the project the researchers came together to make sense of the data across all sites and realised that their postqualitative data was BIG and that their 'little big data' was generated in the context of the increasing impact of 'big Big Data.' We discuss our approaches to posthuman and new materialist big data in order to create a conversation between the two and to highlight the alternative methodological processes we developed to make sense of large bodies of postqualitative data.

Ticuna (ISO: tca) is a language isolate spoken in the northwestern Amazon Basin (Brazil, Colombia, Peru). Ticuna has more speakers than almost all other Indigenous Amazonian languages and -- unlike most languages of the area -- is still learned by children. Yet academic linguists have given it relatively little research attention. Therefore, to raise the profile of this really important language, I offer a guide to three collections of Ticuna language materials held in the California Language Archive. These materials are extensive, including over 1,396 hours of recordings -- primarily of child language and everyday conversations between adults -- and 33 hours of transcriptions. To contextualize the materials, I provide background on the Ticuna language and people; the research projects which produced the materials; the participants who appear in them; and the ethical and permissions issues involved in collecting them. I then discuss the nature and scope of the materials, showing how the content of each collection motivated collection-specific choices about recording, transcription, organization in the archive, and metadata. Last, I outline how other researchers could draw on the collections for comparative analysis.

In the present article, we demonstrate the utility of Open Badge certifications in documenting ESP, EAP and EMI courses. Open Badges are online records of achievement which document field-specific, soft and technical skills. They consist of a visual image and a set of embedded metadata, they are endorsed by the institution which issues them and are recognized at an international level. The information packaged within the badge image file is provided in an open source format and can be shared on social media platforms, as part of an online e-portfolio, as a link on an electronic CV, and on the platform which hosts the Badge. As of 2019, Turin University Language Centre offers Badges in "English for the Social Services" (B1 and B2), "English for Administrative Purposes" (A2, B1 and B2), "Academic Writing and Presentation Skills" (B2 and C1) and "English Medium Instruction" (B2 and C1). We will argue that Open Badge certifications are particularly suited to ESP, since they provide a record of specific hard and soft skills and of innovative teaching and learning practices which go undocumented in conventional certifications and on academic transcripts. We will emphasize the "glocal" quality of these certifications, inasmuch as they are internationally recognized awards tailored by local providers in response to local demands. We will suggest that this perspective is valuable for ESP training. Although ESP learners need to be able to share their credentials on international platforms, using a common language, it is important that we do not lose sight of the specific characteristics of professional activities at a local level. We will further argue that the University Language Centre is, in many ways, ideally suited to issue these kinds of certification.