The Open Learning Object model to promote Open Educational Resources

Fulantelli, Giovanni; Gentile, Manuel; Taibi, Davide; Allegra, M.

doi:10.5334/2008-9

Cited by 17 publications

(16 citation statements)

References 3 publications

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“…Reuse is perhaps reminiscent of the rhetoric around learning objects as they were presented as blocks of media that could be reused and assembled for different contexts, a metaphor that did not hold in practice (Fulantelli et al, 2008;Gunn et al, 2005).…”

Section: Contextmentioning

confidence: 99%

Identifying barriers to the remix of translated open educational resources

Amiel

2013

IRRODL

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Remix is touted as one of the most important practices within the field of open educational resources (OER). But remixing is still not mainstream practice in education and the barriers and limitations to remix are not well known. In this article we discuss the design and development of a print and web-based booklet created to introduce the topic of OER to schoolteachers. The guide, the first of its kind available in Portuguese, was created through the remix and translation of existing resources available in English.Choosing design-as-remix raised a series of concerns related to licensing, attribution, context, and technical standards. In this article we review the concerns related to culture and inequity within the OER movement, followed by the design choices and procedures, and finally the implications of these issues for the open educational resources movement.

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Section: Contextmentioning

confidence: 99%

Identifying barriers to the remix of translated open educational resources

Amiel

2013

IRRODL

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“…A learning object management system (Fulantelli et al 2008) is a specialized LCMS that integrates existing features into various tools (editing, processing, storage and collaboration) for ease in LOs development (Looms and Christensen 2002) and at the same time promotes exchange and collaboration between users.…”

Section: Recommender Systemsmentioning

confidence: 99%

Fuzzy ontologies-based user profiles applied to enhance e-learning activities

et al. 2011

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Nowadays, the impact of technological developments on improving human activities is becoming more evident. In e-learning, this situation is no different. There are common to use systems that assist the daily activities of students and teachers. Typically, e-learning recommender systems are focused on students; however, teachers can also benefit from these type of tools. A recommender system can propose actions and resources that facilitate teaching activities like structuring learning strategies. In any case, a complete user's representation is required. This paper shows how a fuzzy ontology can be used to represent user profiles into a recommender engine and enhances the user's activities into e-learning environments. A fuzzy ontology is an extension of domain ontologies for solving the problems of uncertainty in sharing and reusing knowledge on the Semantic Web. The user profile is built from learning objects published by the user himself into a learning object repository. The initial experiment confirms that the automatically obtained fuzzy ontology is a good representation of the user's preferences. The experiment results also indicate that the presented approach is useful and warrants further research in recommending and retrieval information.

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“…Customizing of OER appears to be obligatory in such a scenario (Dichev & Dicheva, 2012); at least if the resources are to be reused for teaching purposes. This process of repurposing changes the "traditional" life cycle model of learning resources (Fulantelli, Gentile, Taibi & Allegra, 2008). The formerly single-source production scenario for traditional learning resources Open Praxis, vol.…”

Section: Production Use and Repurposing Oermentioning

confidence: 99%

Fostering the Exploitation of Open Educational Resources

Richter

Veith

2014

Open Praxis

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The central concept behind Open Educational Resources (OER) is opening up the access to educational resources for stakeholders who are not the usual target user group. This concept must be perceived as innovative because it describes a general economic and social paradigm shift: Education, which formerly was limited to a specific group of learners, now, is promoted as a public good. However, despite very good intentions, internationally agreed quality standards, and the availability of the required technological infrastructure, the critical threshold is not yet met. Due to several reasons, the usefulness of OER is often limited to the originally targeted context. Questions arise if the existing quality standards for Technology Enhanced Learning (TEL) actually meet the specific requirements within the OER value chain, if the existing quality standards are applicable to OER in a meaningful way, and under which conditions related standards generally could support the exploitation of OER.We analyze quality standards for TEL and contrast the life cycle model of commercial learning resources against the life cycle model of OER. We investigate special demands on quality from the context of OER and, taking the former results into account, derive emergent quality criteria for OER. The paper concludes with recommendations for the design of OER and a future standard development.

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The Open Learning Object model to promote Open Educational Resources

Cited by 17 publications

References 3 publications

Identifying barriers to the remix of translated open educational resources

Identifying barriers to the remix of translated open educational resources

Fuzzy ontologies-based user profiles applied to enhance e-learning activities

Fostering the Exploitation of Open Educational Resources

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