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Kurilovas E.,Vilnius University | Kurilovas E.,Vilnius Gediminas Technical University | Serikoviene S.,Vilnius University | Serikoviene S.,Kaunas University of Technology | Vuorikari R.,European Schoolnet
Computers in Human Behavior | Year: 2014

The aim of the paper is to present and compare so-called bottom-up and top-down approaches for evaluating quality and reusability of learning objects (LOs). The paper proposes bottom-up methodology that outlines the central role of learners' individual and social behaviour while working with LOs. This includes social tagging and some parameters of interaction for measuring context to describe LOs usage, attention, and other aspects of the context as well as helps to exploit context data towards making LOs repositories more useful, and thus enhance the reuse. The paper also presents top-down methodology for the expert evaluation of LOs quality and reusability. This methodology consists of consecutive application of several scientific approaches, methods, and principles. The authors investigate how these two different, however complimentary approaches for evaluating LOs quality and reusability can be better applied for the aims of eQNet project in order to select reusable ("travel well") LOs for implementing in different educational contexts and countries. These approaches could be considered as suitable applications of information and communication technologies (ICT's) for development of human capital. The examples of practical application of these approaches for evaluating LOs quality and reusability in eQNet project are also presented in the paper. © 2013 Elsevier Ltd. All rights reserved.


Van Assche F.,Catholic University of Leuven | Simon B.,Knowledge Markets | Aram M.,Knowledge Markets | Colin J.-N.,University of Namur | And 8 more authors.
Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) | Year: 2013

While many innovations in Technology Enhanced Learning (TEL) have emerged over the last two decades, the uptake of these innovations has not always been very successful, particularly in schools. The transition from proof of concept to integration into learning activities has been recognized as a bottleneck for quite some time. This major problem, which is affecting many TEL stakeholders, is the focus of the four year iTEC project that is developing a comprehensive approach. © 2013 Springer-Verlag.


Anido L.,University of Vigo | van Assche F.,Catholic University of Leuven | Colin J.-N.,University of Namur | Ellis W.,European Schoolnet | And 2 more authors.
Intelligent Systems Reference Library | Year: 2015

In the current panorama of education across Europe we find that technology is increasingly present in the classroom. On the one hand, we have government programs that provide classrooms with a technological infrastructure. On the other hand, students themselves, usually have mobile devices—such as smartphones and tablets—and carry them everywhere, including the classroom. In this context, it is born the Innovative Technologies for an Engaging Classroom (iTEC) project, which is the flagship FP7 project in the education area, financed by the European Commission with 12 million Euros. The iTEC tries to contribute to the conception of the classroom of the future, in which technology is complemented with the most innovative pedagogical approaches, which entail a major level of dynamism in the educational practice. Thus, the iTEC promotes an educational practice, in which students interact in small projects including a participation in events, speeches with experts, and all that seasoned with the use of technology. In the iTEC, The Eduteka is a toolkit of technologies for advanced learning activity design. The components of the Eduteka provide support for the iTEC pedagogical approach. Those are thoroughly presented in this chapter. © Springer International Publishing Switzerland 2015.


Vuorikari R.,European Schoolnet | Berlanga A.,Open University of the Netherlands | Cachia R.,Institute of Prospective Technological Studies | Cao Y.,RWTH Aachen | And 6 more authors.
Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) | Year: 2011

In this paper we first investigate how eTwinning and national and local teachers' professional development schemes interact. eTwinning is the community for schools in Europe that promotes teacher and school collaboration through the use of Information and Communication Technologies (ICT) under the European Union's Lifelong Learning Programme. The eTwinning Portal hosts more than 137,000 teachers who interact with each other on the European-scale. Second, using this authentic data, we discuss how novel research methods such as Social Network Analysis, information visualisation techniques and future scenario forecasting are used to study eTwinning in the Tellnet-project aiming to sustain and support dynamic teacher networks as a platform for formal and informal teachers' professional development in the future. © 2011 Springer-Verlag.


Vuorikari R.,European Schoolnet | Vuorikari R.,Open Box | Poldoja H.,Tallinn University | Poldoja H.,University of Helsinki | Koper R.,Open Box
International Journal of Technology Enhanced Learning | Year: 2010

Web-based tagging systems for educational resources allow users to associate free keywords with resources. This paper first studies similarities and differences of tagging systems that are an integrated part of learning platforms, and then introduces a case study on teachers' use of social tagging tools. Analysing more than 20,000 teacher-created tags from five platforms, it was found that even if the tagging system designs differ, more than 30% of the posts were shared through tags between two or more platforms. Thus, tags can create interplay not only between the users and their tools, but also between diverse learning platforms. Copyright © 2010 Inderscience Enterprises Ltd.


Clements K.,University of Jyväskylä | Gras-Velazquez A.,European Schoolnet | Pawlowski J.M.,University of Jyväskylä
CEUR Workshop Proceedings | Year: 2010

This paper reports on an exploratory study analyzing the Educational Resources' packaging standards SCORM and IMS Common Cartridge's (CC) regarding interoperability from the point of view of key users: teachers. The two specifications SCORM and CC to package Educational Resources have been developed to help the users to re-use Learning Objects from Learning Object Repositories (LORs) in Learning Management Systems (LMS) of schools. In our study, we found that teachers find packaging solutions highly useful, especially the interoperability between LORs and LMSs. Teachers also appreciated that they can modify packaged content after it has been uploaded to the LMS. The teachers also strongly appreciated the additional functionalities of CC packages while teaching courses online or giving home work/extra assignments to their students.


Law N.,University of Hong Kong | Miyake N.,University of Tokyo | Looi C.-K.,Nanyang Technological University | Vuorikari R.,European Schoolnet | And 2 more authors.
Computer-Supported Collaborative Learning Conference, CSCL | Year: 2013

Many scholars have contributed efforts to improve education in schools. A major motivation for learning scientists to develop design research as a methodology is to contribute to theory and educational practice through rigorous research without avoiding the complexities and messiness in authentic educational settings. There are many examples of successful implementation of collaborative, knowledge-construction oriented pedagogies using socio-cognitive and socio-metacognitive tools in formal and informal educational settings as well as in teacher professional development. However, there are many challenges to scaling up such innovations beyond small-scale implementation, including that of developing into "fatal mutations" (Brown, 1992). This symposium provides an opportunity for discussion and reflection on the impact that CSCL and Learning Sciences researchers have made on large-scale education reform and what, if any, may be done to extend this impact by bringing together a set of papers describing some large-scale education innovation initiatives in Asia and Europe. © ISLS.


Vuorikari R.,European Schoolnet | Gilleran A.,European Schoolnet | Scimeca S.,European Schoolnet
Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) | Year: 2011

We investigate how eTwinning, the community for schools in Europe that promotes teacher and school collaboration through the use of Information and Communication Technologies (ICT), has grown in its first five years. eTwinning currently attracts over 130'000 teachers in Europe who can be identified as "innovators" in using ICTs in cross-border school collaboration projects. Using the indicator called eTwinning reach, we find that on average, 2.64% of European teachers already participate in eTwinning. In this paper, we investigate the synergies between eTwinning and professional development. We argue that in order to grow beyond innovators and to attract early adopters in innovative use of ICTs in education, eTwinning should be given a more prominent and official status among national teachers' professional development activities. This, in turn, would greatly enhance both formal and informal teachers' professional development schemes in the countries that participate in the eTwinning action. © 2011 Springer-Verlag Berlin Heidelberg.


Le T.-D.,European Schoolnet | Shulman E.,European Schoolnet
CEUR Workshop Proceedings | Year: 2010

In a large federation of learning object repositories, learning object locations or learning object URLs in metadata can become out of date when learning objects are moved or deleted. Regular checking of learning object URLs is essential. However, fully checking across a large federation imposes an unsustainable burden on time and resources while negatively impacting networks and repositories. This paper describes a broken URL handling system with a heuristic model that can provide a sustainable solution for federation service managers while enhancing communication and collaboration among federation stakeholders.


Le T.-D.,European Schoolnet
International Journal of Metadata, Semantics and Ontologies | Year: 2013

In a large federation of learning resource repositories metadata can become out of date, especially when resources are moved or deleted, frustrating users and making it critical to assure the availability of resources in any learning environment. Regularly checking all of URLs in a federation with thousands of resources negatively impacts content providers causing poor system performance, heavy network traffic and impoliteness. This paper describes a solution that ensures a balance between the number of resources and the number of checking requests performed. It uses a heuristic algorithm to select a group of resources to verify. Depending on the results, the system either stops checking or continues with a new selection of links constructed from URLs that are similar to the broken links in the previous round. To reach the global optimisation, the selection process also randomly picks other resources with a small probability of error. Copyright © 2013 Inderscience Enterprises Ltd.

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