Innovative Education Environment and Open Data Initiative:Steps towards User-Powered Society-Oriented Systems

Abstract

The economy is not keeping pace with the increasing speed of technological evolution. The inadequacy of the current system of education is a possible reason for this. Evolution forces us to produce experts for tasks and businesses which do not yet exist, to teach them technologies which have not yet been devised. The best way to produce experts is to accentuate the learner's best abilities and skills, assess the learner's potential and develop it further. We badly need revolutionary methods to facilitate intelligent personalization of study processes and approaches to make innovative education content more attractive and motivational for the learner. Advanced information management services and platforms play a valuable role in education process development, enabling new generations of students and education-related content providers to create, share, search, combine and deliver reliable and competent information. Earlier learner involvement in study content co-creation or personalization processes might dramatically increase student motivation and speed up the study process. Like any other products or services, e-Learning services need marketing to attract customers and make them a valuable source. To achieve a vision of ubiquitous knowledge, the next generation of innovative education environments will apply the achievements of the Open Data initiative and move towards learner-driven society-oriented systems. Therefore, this paper touches on different aspects of co-creative innovative education environment and correspondent e-Learning marketing strategies.

(Neg)Entropic Scenarios Affecting the Wicked Design Spaces of Knowledge Management Systems

“…Such artefacts (e.g heuristics, frameworks, or templates) can be easily shared by the PKMS community members or expertly developed by WHOMER professionals. The PKMS Educational Learning Assets Agenda for Personal Learning Environments (PLEs): Irrespective of the remedies put forward in this article, Digital Personal Learning conceptualizations are gaining momentum aiming for designing motivational content and enabling interventions and for the further and faster (self-)development of learners’ potentials [ 45 , 46 ]. As an example of digital platform ecosystems (DPE), collaborating learning management systems (LMS) and knowledge management systems (KMS) are meant, in this respect, to accommodate social actors with highly diverse ambitions and skills as well as expectations to gainfully utilize the DPEs’ resources and generative potential in their personal and local contexts [ 47 ].…”

An Intelligent Learning Support System

“…That is why we badly need revolutionary methods to facilitate intelligent personalization of study processes and approaches to make innovative education content more attractive and motivational for the learner (Khriyenko and Khriyenko, 2013).…”

Big and open linked data analytics: a study on changing roles and skills in the higher educational process

“…Educational activities are nowadays happening in open and networked learning environments, characterized by increasing complexity and fast-paced change (Chatti et al, 2017). The increasing availability of OER, MOOC and other open data sources provides challenges for stakeholders to get more from these data (Atenas, Havemann, & Priego, 2015;Colpaert, 2018;Khriyenko & Khriyenko, 2013;Zuiderwijk, Janssen, & Davis, 2014). Verbert, Manouselis, Drachsler, and Duval (2012) reported that the availability of open data sets is considered as key for research and application purposes.…”

“…The whole education sector is facing increasing amounts of data available, but lack to utilize such opportunities for working with them (Cervone, 2016;Huda et al, 2017;Máchová, Komárková, & Lněnička, 2016;Picciano, 2012;Vieira, Parsons, & Byrd, 2018). New tools and techniques for storing, managing, processing, analysing, visualization, and sharing of these data fast and easily are available for everyone (Aghabozorgi, Mahroeian, Dutt, Wah, & Herawan, 2014;Khriyenko & Khriyenko, 2013;Klašnja-Milićević, Ivanović, & Budimac, 2017). This process is called data analytics and refers to the analysis of information from a particular domain (Zadeh, Schiller, Duffy, & Williams, 2018).…”

“…At the same time, many of learning materials as well as courses and lectures are open and available anywhere as Open Educational Resources (OER), mostly in the form of interactive (tutorial) courseware and Massive Open Online Courses (MOOC), which combine different OER, e-learning methods and social networks culminating in an online learning experience. Such evolution influences today's educational systems and requires to build data-centred skills (Aikat et al, 2017;Colpaert, 2018;Demchenko et al, 2017;Khriyenko & Khriyenko, 2013;Klašnja-Milićević et al, 2017;Li & Ni, 2015;Mikroyannidis, Domingue, Maleshkova, Norton, & Simperl, 2016). It changes learning needs and requires a reorientation toward the development of novel approaches and advancements in higher educational institutions (Gupta, Goul, & Dinter, 2015;Sedkaoui, 2018).…”