Digital Systems and Services for Open Access to Education and Learning

University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.)
Department of Digital Systems Information Technologies Institute (I.T.I.)

Advanced Digital Systems and Services for Education and Learning (ASK)

Digital Systems and Services for Open
Access to Education and Learning
Demetrios G. Sampson and Panagiotis Zervas
Department of Digital Systems, University of Piraeus, Greece
Information Technologies Institute, Center for Research and Technology Hellas,
Greece

This work is licensed under the Creative Commons Attribution-NoDerivs-NonCommercial License. To view a copy of
this license, visit http://creativecommons.org/licenses/by-nd-nc/1.0 or send a letter to Creative Commons, 559 Nathan
Abbott Way, Stanford, California 94305, USA.
D. G. Sampson and P. Zervas 1/77 November 2012



Open Educational Resources (OERs)
Definition
Open Educational Resources (OERs) are
defined by UNESCO as the:
“technology-enabled, open provision
of educational resources for
consultation, use and adaptation by a
community of users for non-
commercial purposes”

UNESCO, Forum on the Impact of Open Courseware for Higher Education in Developing Countries-Final
Report, http://unesdoc.unesco.org/images/0012/001285/128515e.pdf. 2002




Open Educational Resources and Learning
Objects (1/2)
• According to (Geser, 2007) OERs have three (3) core features:
• they are available for open and free of charge access by educational
institutions and end-users such as teachers and learners,
• they are licensed for re-use, free from restrictions to modify, combine and
repurpose, as well as they are designed for re-use in open content standards
and formats and
• with regard to software tools, their source code is open and licensed for re-
use.

Geser, G. (Ed.) (2007) Open Educational Practices and Resources, OLCOS Roadmap 2012. Salzburg Austria: Salzburg Research Edumedia Research
Group. Retrieved March 21, 2021 from: http://www.olcos.org/cms/upload/docs/olcos_roadmap.pdf




Open Educational Resources and Learning
Objects (2/2)
• Learning Objects (LOs) are a common format for developing
and sharing educational content and can be defined as: “any
type of digital resource that can be reused to support learning”
(Wiley,2002).
• Thus, once can claim that OERs are related to LOs assuming
open access licensing (Friesen, 2009 Lane & McAndrew, 2010).
Friesen, N. (2009). Open educational resources: new possibilities for change and sustainability. International Review of Research in Open and
Distance Learning, 10( 5)
Lane, A. and McAndrew, P. (2010), Are open educational resources systematic or systemic change agents for teaching practice? British Journal of
Educational Technology, 41(6), pp. 952-962.
Wiley, D. (Ed.) (2002). The instructional use of learning objects. Bloomington. IN: AECT. Retrieved February 20, 2007, from
http://reusability.org/read/


Learning Objects Examples Hellas (CE.R.T.H.)
Centre for Research and Technology – (1/4)
University of Piraeus


Title: Acquired
Immunodeficiency Syndrome
(AIDS)
Description: This Learning
Object explains Human
Immunodeficiency Virus (HIV)
infection and how that turns into
AIDS. It stresses risk factors,
screening, and prevention. This
is a MedlinePlus Interactive
Health Tutorial from the National
Library of Medicine, designed
and developed by the Patient
Education Institute.
Material Type: Audio Lecture
Source: OER Commons (
http://www.oercommons.org/)




Title: DNA from the Beginning
Description: DNA from the
Beginning is an animated tutorial
on DNA, genes and heredity. The
science behind each concept is
explained using animations
related to DNA topics, an image
gallery, video interviews,
problems, biographies, and links
related to DNA.
Material Type: Simulation
Source: MERLOT (
http://www.merlot.org/)




Title: The Ear

Description: An
overview of the ear.
Do you manage to put
the names right?
Material Type: Drill
and Practice
Source: Learning
Resource Exchange
(LRE) (
http://lreforschools.eun.o
)




Title: Hot potatoes
quiz - Flash
Description: Hot
Potatoes quiz: multi-
choice quiz covering
the basics of Flash.
Material Type: Quiz
Source: JORUM (
http://resources.jorum.ac
)




Learning Object Repositories (LORs)
• LOs and their associated metadata are typically organized, classified and stored in web-based
repositories which are referred to as Learning Object Repositories (LORs).
• McGreal (2004) has defined LORs as systems that “enable users to locate, evaluate and
manage learning objects through the use of “metadata,” namely, descriptors or tags that
systematically describe many aspects of a given learning object, from its technical to its
pedagogical characteristics”.
• Most of the existing LORs adopt the IEEE LOM standard (IEEE LTSC, 2005) or an application
profile of the IEEE LOM standard for describing their LOs, aiming to facilitate search and
retrieval of them among different LORs (McGreal, 2008).
• However, in most cases LORs include limited explicit information about their hosted LOs’
learning and educational context of use, that is information about the teaching-learning
process that they can be used in.
• For this purpose, there are international efforts for designing and developing web-based
repositories of learning designs.
IEEE Learning Technology Standards Committee (LTSC) (2005). Final Standard for Learning Object Metadata. Retrieved 26 October 2011, from
http://ltsc.ieee.org/wg12/files/IEEE_1484_12_03_d8_submitted.pdf
McGreal, R. (2008). A typology of learning object repositories. In H.H. Adelsberger, Kinshuk, J. M. Pawlovski & D. Sampson (Eds.), International
Handbook on Information Technologies for Education and Training (pp. 5-18), 2nd Edition, Springer.



Learning Object Repositories (LORs)
Examples

Learning Resource
OER Commons, USA MERLOT, USA Exchange, EU

Le@rning Federation,
Australia Jorum, UK


Educational Subject Region Number of Number of Total
LOR Name License – Hellas (CE.R.T.H.)
Sector Domain for Research and Technology
Centre Coverage Users LOs[1]
Open under
Cross- 819.177
ARIADNE All Sectors International Creative N/A
Disciplinary
Advanced Digital Systems and Services for Education and Learning (ASK) (Large LOR)
Commons
Open under
School Cross- Regional 294.429
LRE Creative N/A
Education Disciplinary (Europe) (Large LOR)
Commons
School and Open under
Science Regional 230.128
COSMOS Higher Creative 2.519
Education (Europe) (Large LOR)
Education Commons
Free under
Custom
Science National License, 134.637
AMSER All Sectors N/A
Education (USA) Openness (Large LOR)
depending on
the LO
Open under
Higher Cross- 34.181
MERLOT International Creative 103.479
Education Disciplinary (Medium LOR)
Commons
Open under
Cross- 32.448
OER Commons All Sectors International Creative N/A
Disciplinary (Medium LOR)
Commons
Open under
Cross- 21.556
Connexions All Sectors International Creative N/A
Disciplinary (Medium LOR)
Commons

From LORs to Openfor Research and Technology – Hellas (CE.R.T.H.)
University of Piraeus Centre Learning Designs (Open

LDs) and Learning Design Repositories (LDRs)


LO #1

…..
Move to…
LO #2
…..

Learning Object
Learning Design
Repository
Repository

LO #N




From Learning Object Repositories (LORs) to
Learning Design Repositories (LDRs)
As a result, there are international efforts for designing and developing
web-based repositories of learning designs, assuming that learning
design can offer an explicit description of the pedagogical context of
use where all key design parameters (namely, educational
objectives, pedagogical model, participating roles, tools and
assessment methods) are formally described (Sampson et al., 2011;
Paquette et al., 2008; Griffiths & Liber, 2008)
Griffiths, D. & Liber, O. (2008). Opportunities, achievements, and prospects for use of IMS LD. In L. Lockyer, S. Bennett, S. Agostinho & B. Harper
(Eds.), Handbook of Research on Learning Design and Learning Objects: Issues, Applications, and Technologies (pp.87-112), Hershey.
Paquette, G., Marino, O., Lundgren-Cayrol, K. and Léonard, M. (2008). Principled construction and reuse of learning designs. In L. Lockyer, S.
Bennett, S. Agostinho & B. Harper (Eds.), Handbook of Research on Learning Design and Learning Objects: Issues, Applications, and Technologies
(pp. 869–890), Hershey
Sampson, D., Zervas, P. & Sotiriou, S. (2011c). COSMOS: A Web-based Repository of Learning Designs for Science Education, Advanced Science
Letters, 4(11/12), pp. 3366-3374




Open Learning Designs (Open LDs)
Definition
An Open Learning Design (Open LD) is defined as: “the description
of the teaching-learning process, which follows a specific
pedagogical model or practice that takes place in a unit of
learning (e.g., a course, a learning activity or any other designed
learning event) towards addressing specific learning objectives,
for a specific target group in a specific context or subject
domain”

R. Koper and B. Olivier, “Representing the Learning Design of Units of Learning”. Educational
Technology & Society, vol. 7 no. 3, 2004, pp. 97-111


OpenofLearning Designs Examples (CE.R.T.H.)
University Piraeus Centre for Research and Technology – Hellas (1/3)


Title: Developing
Research-Based Thinking
Description: In this Open
LD you will be reflecting
upon the value of research
based learning and
teaching, and designing a
research study of your
own.
Pedagogical Model:
Research-based learning
Source: LAMS LD
Repository (
http://lamscommunity.org/la
)




Title: Proteins
Description: In this unit we explore how
proteins are the 'doers' of the cell. They are
huge in number and variety and diverse in
structure and function, serving both the
structural building blocks and the functional
machinery of the cell. Just about every
process in every cell requires specific
proteins. The basic principles of protein
structure and function which are reviewed in
this unit are crucial to understanding how
proteins perform their various roles.
Pedagogical Model: Guided Research
Source: iCOPER LD Repository (
http://www.icoper.org/repository/learning-
)




Title: Cosmic Collisions
Description: An
examination of the
cosmic battles being
waged between
celestial bodies
Pedagogical Model:
Inquiry-based Teaching
Source: COSMOS LD
Repository (
http://www.cosmosportal.
)




Open Learning Designs (Open LDs)
Organization, Classification and Storage
 Open LDs along with their associated metadata can be
organized, classified and stored in web-based repositories which
are referred to as Learning Design Repositories (LDRs).
 LDRs are built so as to support storage, discovery, retrieval, use,
re-use and sharing of Open LDs and Open LD templates (that is,
Open LDs without specific educational content) among
educational communities.


Open LD Templates Examples (1/2)
Centre for Research and Technology – Hellas (CE.R.T.H.)


Title: Explore, Describe, Apply

Description: The strategy used in this
learning design is problem-based and has
been applied to a subject in a graduate
certificate of online learning although the
strategy could be used in many
undergraduate and postgraduate subjects.
Pedagogical Model: Problem-based
Learning
Source: Learning Designs Repository (
http://www.learningdesigns.uow.edu.au/)


Open LD Templates Examples (2/2)


Title: Inquiry-based Teaching

Description: This strategy is
often contrasted with more
traditional expository methods and
reflects the constructivist model of
learning, often referred to as
active learning, so strongly held
among science educators today.
Pedagogical Model: Inquiry-
based Teaching
Source: COSMOS LD Repository
(http://www.cosmosportal.eu/)




Existing LDRs

The Canadian LD
LAMS Repository, Australia
Repository, Canada

iCOPER LD Repository, EU
COSMOS LD Repository, EU
OSR LD Repository, EU


Number of LDs
DepartmentEducational
of Digital Systems Subject Information Technologies Institute (I.T.I.)
Region Number / Number of
LDR Name License
Sector Domain Coverage of Users LD
Templates[1]

The LAMS Cross- Internationa Open under
All Sectors 6.779 875 / 0
Repository Disciplinary l Creative Commons

iCOPER LD Cross- Regional Open under
All Sectors N/A 520 / 0
Repository Disciplinary (Europe) Creative Commons

School and
Science Regional Open under
COSMOS Higher 2.519 450 / 5
Education (Europe) Creative Commons
Education

Open Science School Science Regional Open under
2.312 158 / 2
Resources Education Education (Europe) Creative Commons

The Learning Higher Cross- Regional Free under Custom
N/A 32 / 5
Designs Repository Education Disciplinary (Australia) License

Free under Custom
DialogPlus Cross- National License, Openness
All Sectors N/A N/A
Repository Disciplinary (UK) depending on the
LD




Populating LDRs - Requirements
 The process of populating LDRs requires:
 Authoring Tools that can represent the pedagogical design adopted in
the educational scenarios (that is, a structured flow of learning activities
populated with resources and facilitated by certain tools and devices,
where teachers and students participate assuming certain roles).
 Strategies for using these tools so as to express the learning designs
following consistent and commonly recognized terms among the
educational practitioners of a given community




Tools for Populating LDRs

MOT+ LD Editor Learning Activity
Management System
(LAMS) ReCourse

Open Graphical
Learning Modeler
ASK Learning Designer (OGLM)
Toolkit (ASK-LDT)




Problem Definition (1/3)
 The term Open Educational Resources (OERs) has emerged, aiming to promote open access to
digital educational resources that are available online for everyone at a global level (Caswell et
al., 2008).
 In response to this emerging trend several OER initiatives have been developed worldwide by
large institutions such as MIT‘s OpenCourseWare (OCW), Stanford‘s iTunes and Rice
University‘s Connexions, or by communities (or consortiums) such as MERLOT and OER
Commons (Ehlers, 2011).
 The expected benefits of OERs for learners and teachers can be summarized as follows (Geser,
2007):
 they are free to use and publicly available,
 they can be used and/or reused in teaching and learning (usually with attribution to the creator),
 they can be repurposed, that is, modified/adapted for different educational context of use,
 they can improve teaching by building on other people’s work and
 their development is a global movement and as a result educational communities across borders can be created around
them.

Caswell, T., Henson, S., Jensen, M. & Wiley, D. (2008). Open Educational Resources: Enabling universal education. The International Review of Research in
Open and Distance Learning, 9(1), 1-11.
Ehlers, U.D. (2011). Extending the Territory: From Open Educational Resources to Open Educational Practices, Journal of Open, Flexible, and Distance
Learning, 15(2)
Geser, G. (Ed.) (2007) Open Educational Practices and Resources, OLCOS Roadmap 2012. Salzburg Austria: Salzburg Research Edumedia Research Group.
Retrieved March 21, 2021 from: http://www.olcos.org/cms/upload/docs/olcos_roadmap.pdf




• The term OER is subject to different interpretations such as open
educational content, open courseware and open source software (Friesen,
2009).
• Thus, OERs are not limited to open educational content and they can be of
different granularity and different formats (Lane & McAndrew, 2010).
• Nevertheless, existing OER initiatives do not treat their OERs differently
according to their granularity levels and consequently they adopt a flat
model for supporting the main stages of a typical e-Learning chain, namely,
creation, publication, discovery, acquisition, access, use, re-use and delivery
of OERs.

Friesen, N. (2009). Open educational resources: new possibilities for change and sustainability. International Review of Research in Open and Distance
Learning, 10( 5)
Lane, A. and McAndrew, P. (2010), Are open educational resources systematic or systemic change agents for teaching practice? British Journal of
Educational Technology, 41(6), pp. 952-962.




 The main drawback of this approach is that OERs are treated in a non-
modular manner without considering
 the different levels of granularity (namely, educational content, learning
activities, educational courses, education and/or training programmes), and
 the different tools and services needed to handle the particularities of each
granularity level
 This leads to a limited organic relation of current OER initiatives to the
rest of Learning Technologies developments, which eventually confine
their potential to accessing a Digital Library of Educational Resources.
 To overcome this problem:
 we propose a hierarchical open access framework that considers different
hierarchical elements for supporting the main stages of a typical e-
Learning chain and
 we present a set of tools that support this framework.




A Hierarchical Open Access Framework

Within this context, to deal with the different levels of
granularity (namely, educational content, learning
activities, educational courses, education and/or
training programmes), and the different tools and
services needed to handle the particularities of each
granularity level, we propose a hierarchical open
access framework that considers different hierarchical
elements for supporting the main stages of a typical e-
Learning chain and we present a set of tools that
support this framework


Hierarchical Open Access Framework:
Department of Digital Systems
Information Technologies Institute (I.T.I.)

Elements Advanced Digital Systems and Services for Education and Learning (ASK)

Educational
Content Hierarchical
Educational Learning Objects Elements
Metadata (EM)

Learning
Activities

Education and/or
Training
Educational Programmes
Courses


Hierarchical OpenResearch and Technology – Hellas (CE.R.T.H.)
University of Piraeus Centre for Access Framework:

Main Stakeholders




Hierarchical Elements: Revisited
• Educational Content: This is the lowest level of the hierarchical open access framework and it includes:
• Open Educational Resources (OERs) in the form of Learning Objects (LOs) and
• Educational metadata that are used to describe the different educational characteristics and attributes of a LO
(Currier, 2008)
• Learning Activities: This is the second level of the hierarchical open access framework and for the purpose of our work, a
Learning Activity (LA) is defined as: “the interaction of learner(s) with other(s) (peers and/or tutors) and with a learning
environment (optionally involving educational content, tools and services), which emerges as a result of performing a task
following a specific pedagogical strategy in order to achieve one or more learning objectives” (Beetham, 2007).
• Educational Courses: This is the third level of the hierarchical open access framework and it can be developed as a
sequence of LAs following a specific pedagogical strategy (Alonso, 2005). Moreover, for the purpose of our work we
consider that an educational course is delivered entirely online and can be facilitated by desktop and/or mobile devices
towards addressing one or more learning objectives (Sampson & Zervas, 2011)
• Education and/or Training Programmes: This is the highest level of the hierarchical open access framework and it can be
developed as a synthesis of educational courses. An education and/or training programme typically includes the
educational courses that constitute it, as well as the virtual classrooms that are used for supporting the delivery of the
educational courses and may lead to a competences-based qualification (Sampson & Zervas, 2012)
Alonso, F., Lopez, G., Manriques, D. & Vines, J. M. (2005). An instructional model for web-based e-learning education with a blended learning process approach, British
Journal of Educational Technology, 36(2), 217–235.
Beetham, H. (2007). An approach to learning activity design. In Beetham, H. & Rhona, S. (Eds.) Rethinking pedagogy for a digital age: designing and delivering e-learning (pp.
26–40). Routledge.
Currier, S. (2008). Metadata for Learning Resources: An Update on Standards Activity for 2008, ARIADNE, 55.
Sampson, D. & Zervas, P. (2012). Mobile Learning Management Systems in Higher Education. In A. Azevedo & R. Babo (Eds.), Higher Education Institutions and Learning
Management Systems: Adoption and Standardization (162-177), IGI Global
Sampson, D. & Zervas, P. (2011). Supporting Accessible Technology-Enhanced Training: The eAccess2Learn Framework, IEEE Transactions on Learning Technologies (TLT), 4(4),
353-364




•
Main Stakeholders: Revisited (1/2)
Educational Content Suppliers: this is the entity responsible for designing and developing independent open
educational resources in the form of LOs. The Educational Content Suppliers need to be able to characterize their
newly developed LOs with educational metadata and offer them to existing Learning Object Repositories (LORs)
for future use and re-use by instructional designers and/or teachers. The proposed hierarchical open access
framework provides them with the technological means for tagging their LOs with appropriate educational
metadata.
• Instructional Designers: They define learning objectives and they design appropriate LAs and educational courses
that will lead to the accomplishment of these objectives. They are responsible:
• For designing LAs by selecting appropriate LOs (previously developed by educational content suppliers
and/or teachers) following a specific pedagogical strategy and
• For designing educational courses by sequencing appropriate LAs (previously developed by them or by other
instructional designers and/or teachers) following a specific pedagogical strategy.
The Instructional Designers need to be able to design and develop LAs and educational courses following
specific pedagogical strategies and represent them in a common machine understandable format for
offering them to existing Learning Design Repositories (LDRs) for future use and re-use by other
instructional designers, teachers and/or e-Learning services providers.
Thus, the proposed open access hierarchical framework provides Instructional Designers with the technological
means for (a) searching and selecting LOs and (b) designing and developing Learning Activities and
educational courses.
• E-Learning Services Providers: this is the entity responsible for delivering education and/or training programmes
as a synthesis of appropriate educational courses (previously designed by Instructional Designers and/or
teachers). The proposed open access hierarchical framework provides them with the technological means to
deliver Education and/or Training programmes, as well as individual Educational Courses to Learners.



Main Stakeholders: Revisited (2/2)
• Teachers: Their role is threefold:
• They can design and develop new LOs to support their learning activities, possibly
describe them with educational metadata and offer them to a LOR for future use by
other instructional designers and/or teachers,
• They can design and develop LAs by selecting appropriate LOs following a specific
pedagogical strategy and educational courses by sequencing appropriate LAs
following a specific pedagogical strategy and offer them to a LDR for future use by
other instructional designers and/or teachers,
• They can participate to educational courses and education and/or training
programmes, so as to support learners in the attainment of their learning
objectives.
• Learners: These are the final users of the educational courses and the main
participants in education and/or training programmes. Thus, the proposed
hierarchical open access framework provides them with the technological
means to participate in education and/or training programmes, as well as to
individual educational courses using desktop and/or mobile devices.




ASK Tools for Supporting the
Proposed Hierarchical Open
Access Framework

D. Sampson and P. Zervas, "A Hierarchical Framework for Open
Access to Education and Learning", International Journal of
Web Based Communities (accepted for publication)


Hierarchical OpenResearch and Technology – Hellas (CE.R.T.H.)
University of Piraeus Centre for Access Framework:

Tools for supporting the 1 Hierarchical Element
Department of Digital Systems st Information Technologies Institute (I.T.I.)

Educational
Educational Learning Objects Elements
Metadata (EM)

Learning
Activities

Education and/or
Training
Educational Programmes
Courses


The ASK Learning Centre for ResearchMetadata Authoring
University of Piraeus Objects and Technology – Hellas (CE.R.T.H.)
Toolkit 2.0 (ASK-LOM-AT 2.0) – (1/2)


 Open source web-based tool that facilitates the
educational content suppliers, the instructional
designers and/or the teachers in authoring
educational metadata for their LOs, LAs and
educational courses, as well as, in organizing and
offering them through existing LORs and LDRs.
 The main functionalities include: (a) educational
metadata authoring by using a step-by-step wizard
or by using a single web-form, (b) browse and
preview existing metadata records that have been
authored by other users of the tool, (c) browse and
edit metadata records that a specific user has
previously authored and stored in the tool metadata
repository, (d) import and edit metadata records in
XML format following the IEEE LOM standard, and
(e) export metadata records in XML format
following the IEEE LOM standard and import them to
existing LORs.




ASK Learning Objects Metadata Authoring Toolkit 2.0
(ASK-LOM-AT 2.0) – (2/2)
• ASK-LOM-AT 2.0 is available from:
http://www.ask4research.info/asklomat/
• A customized version of ASK-LOM-AT 2. 0 is currently used
by:
• More than 1.000 Science Education Teachers in
PATHWAY Project (http://www.pathway-project.eu/)
• PATHWAY ASK-LOM-AT 2.0 is available from:
http://www.ask4research.info/pathway-asklomat/




Related Publications
• D. Sampson, P. Zervas and G. Chloros, "ASK-LOM-
AT 2.0: A Web-Based Tool for Educational
Metadata Authoring of Open Educational
Resources", in Proc of the 3rd IEEE International
Conference on Technology for Education (T4E
2011), Chennai, India, 14-16, July 2011


ASK Learning Objects Metadata Authoring Toolkit
(ASK-LOM-AT) Education and Learning (ASK)

Advanced Digital Systems and Services for
– (1/2)

Stand alone application for Microsoft
Windows OS

Authoring and Management of EM

Conformant to IEEE LOM Standard

Step-by-step Wizard for EM Authoring




ASK Learning Objects Metadata Authoring Toolkit
(ASK-LOM-AT) – (2/2)
 Customized versions of ASK-LOM-AT has been used by
 15 Science Education Content Providers and 1.500 Science Education Teachers in
OSR Portal (http://www.osrportal.eu/) and COSMOS Portal (
http://www.cosmosportal.eu/)
 4 Language Learning Content Providers and Training Organizations, and 60
Language Learning Trainers in Mobile2Learn Portal (http://www.mobile2learn.eu/)
 5 Training Organizations for People with Disabilities and 70 Disabled People
Trainers in eAccess2Learn Portal (http://www.eaccess2learn.eu/)
 Customized versions of ASK-LOM-AT are available to download from:
 http://www.osrportal.eu/~osrgr/en/toolbox [Registered Users]
 http://www.cosmosportal.eu/cosmos/en/toolbox [Registered Users]
 http://www.mobile2learn.eu/services/index.php?sec=tools [Registered Users]
 http://www.eaccess2learn.eu/services/index.php?sec=tools [Registered Users]




• D. Sampson, P. Zervas and S. Sotiriou, "Science Education
Resources Supported with Educational Metadata: The Case of the
OpenScienceResources Web Repository", Advanced Science
Letters, Special Issue on Technology-Enhanced Science
Education, vol. 4(11/12), pp. 3353-3361 (9), American Scientific
Publishers, ISSN 1936-6612, November 2011
• D. Sampson, P. Zervas and S. Sotiriou, "Learning Object
Repositories for Science Education: The OpenScienceResources
Repository", in Proc. of the 11th IEEE International Conference on
Advanced Learning Technologies (ICALT 2011), Athens, Georgia,
USA, 6-8 July 2011 [BEST POSTER AWARD]


TheUniversity of Piraeus
ASK Learning Centre for Research and Technology – Application
Objects Metadata Hellas (CE.R.T.H.)
Profiling Toolkit (ASK-LOM-AP) (1/2)


 Open source web-based tool that facilitates
educational content suppliers to develop and
manage Application Profiles (APs) of the IEEE
LOM standard.
 The main functionalities include: (a) the
development and management of new IEEE
LOM APs by using a step-by-step wizard
conformant with guidelines from
International Organizations such as IMS
Global Learning Consortium and European
Committee for Standardization (CEN/ISSS), (b)
the export of the XML Schema of a developed
IEEE LOM AP with all the modifications, in
accordance with the base schema of the IEEE
LOM Standard.




ASK Learning Objects Metadata Application Profiling
(ASK-LOM-AP) – (2/2)
 The source code of ASK-LOM-AP Tool is
available from SourceForge:
http://sourceforge.net/projects/asklomap/
 ASK-LOM-AP was uploaded on 23 April 2010
and until today, it has been downloaded 155
times [April 2012].




• D. Sampson, P. Zervas and G. Chloros, "Supporting the Process of Developing
and Managing LOM Application Profiles: The ASK-LOM-AP Tool", IEEE
Transactions on Learning Technologies (TLT), (ISSN 1939-1382), vol. 5(3), IEEE
Computer Society, September 2012
• D. Sampson, P. Zervas and G. Chloros, "Towards Community-based Open
Educational Resources: Tools for Developing and Managing IEEE LOM
Application Profiles", in Athanassios Jimoyiannis (Ed.), Research on e-learning
and ICT in Education, pp. 283-294, Springer, ISBN 978-1-4614-1083-6, January
2012
• G. Chloros, P. Zervas and D. Sampson, "ASK-LOM-AP: A Web-Based Tool for
Development and Management of IEEE LOM Application Profiles", in Proc. of
the 10th IEEE International Conference on Advanced Learning Technologies
(ICALT 2010), Sousse, Tunisia, IEEE Computer Society, 5-7, July 2010


The ASK Learning for Research and Technology – Hellas (CE.R.T.H.)
University of Piraeus Centre Objects Social Tagging
Toolkit 2.0 (ASK-LOST 2.0) - (1/2)


 Open source web-based tool that facilitates
instructional designers and/or teachers to add tags
to LOs, LAs and educational courses that are stored
in LORs and LDRs exploiting social tagging.
 The main functionalities include: (a) guided tagging,
where the user is presented with his/her tags
previously used for characterizing other digital
educational resources (referred to as Personal Tags),
as well as, with tags that are most frequently used
by other users regarding this specific LO, LA or
educational course (referred to as Popular Tags), (b)
auto-suggested tagging, where the user is presented
with suggested tags that have been used by other
users and are relevant with the tag that the user is
typing, (c) creation of user’s personal collection,
where he/she has the capability to save to his/her
personal list, LOs, LAs or educational courses
uploaded by other users and browse the tags that
these users have used, (d) browsing via tag cloud,
and (e) social networking support




ASK Learning Objects Social Tagging
(ASK-LOST 2.0) – (2/2)
 ASK-LOST 2.0 is being used by more than 1500 Science
Education Teachers as part of the OSR Portal
(http://www.osrportal.eu/)
 The source code of ASK-LOST 2.0 Tool is available from
SourceForge: http://sourceforge.net/projects/asklost
 ASK-LOST 2.0 was uploaded on 15 May 2010 and until
today, it has been downloaded 87 times [April 2012].




• P. Zervas, D. Sampson and M. Aristeidou, "Investigating the Effect of Users
Tagging Motivation on the Enhancement of Digital Educational Resources
Metadata Descriptions", in Proc. of the IADIS International Conference
Cognition and Exploratory Learning in Digital Age (CELDA 2012), Madrid, Spain,
IADIS Press, 19-21, October 2012
• D. Sampson, P. Zervas and A. Kalamatianos, "ASK-LOST 2.0: A Web-based Tool
for Social Tagging Digital Educational Resources in Learning Environments", in
B. White, I. King, and P. Tsang, (Eds.), Social Media Tools and Platforms in
Learning Environments: Present and Future, chapter 23, pp 387-398, Springer,
2011
• A. Kalamatianos, P. Zervas and D. Sampson, "ASK-LOST 2.0: A Tool for Social
Tagging of Digital Educational Resources on the Web", in Proc. of the 9th IEEE
International Conference on Advanced Learning Technologies (ICALT 2009), pp.
157-159, Riga, Latvia, IEEE Computer Society, July 2009 [BEST SHORT PAPER
AWARD]


eAccess2LearnResearch and Repository
Centre for Web Technology – Hellas (CE.R.T.H.)
(http://www.eaccess2learn.eu/) – (1/2)


Web Repository with accessible LOs and
LDs suitable for Disabled People
Training

Enables search and retrieval of
accessible LOs and LDs

Enables storage of accessible LOs
and LDs along with their EM

Conforms to W3C WCAG 1.0




eAccess2Learn Web Repository
(http://www.eaccess2learn.eu/) – (2/2)
 eAccess2Learn Web Repository includes [April 2012]:
 3.051 Learning Objects (in the form of rich html files with images)
 313 eTraining Courses (in the form of Learning Design Packages) for
three disability categories (namely motor disabled, low vision and color
blind people)
 There are 546 Registered Users [April 2012]
 eAccess2Learn Web Repository has received [April 2012]:
 20.949 Search Requests
 10.482 Downloads
 98.292 Visits



• D. Sampson and P. Zervas, "Supporting Accessible Technology-Enhanced Training: The eAccess2Learn
Framework", IEEE Transactions on Learning Technologies (TLT) , (ISSN 1939-1382), vol. 4(4), pp. 353-364,
October 2011
• D. Sampson and P. Zervas, "Technology-enhanced Training for People with Disabilities: The eAccess2Learn
Framework", in Proc. of the 2nd International Conference on Intelligent Networking and Collaborative Systems
(INCoS 2010), Thessaloniki, Greece, 24-26, November 2010 [BEST PAPER AWARD]
• D. Sampson, "Competence-related Metadata for Educational Resources that Support Lifelong Competence
Development Programmes", Educational Technology & Society, 12 (4), 149-159, October 2009
• D. Sampson, P. Karampiperis and D. Fytros, “Developing a Common Metadata Model for Competencies
Description", Interactive Learning Environment, Special Issue on Learning Networks for Lifelong Competence
Development, vol. 15(2), pp. 137-150, Routledge , August 2007
• D. Sampson, D. Fytros and P. Zervas, "Supporting Lifelong Learning Programmes: Defining an Accessibility and
Competence Based Application Profile for Educational Metadata", in Proc. of the 11th IASTED International
Conference on Computers and Advanced Technology in Education (CATE 2008), Heraklion, Crete, Greece,
October 2008
• P. Karampiperis and D. Sampson, "Facilitating Learning Objects Reusability in Different Accessibility Settings", in
Ulf-Daniel Ehlers and Jan M. Pawlowski (Eds.), Handbook on Quality and Standardisation in E-Learning Chapter
20, pp. 248-262, Springer, ISBN 3540327878, May 2006
• P. Karampiperis and D. Sampson, “Supporting Accessible Hypermedia in Web-based Educational SystemsQ
Defining an Accessible Application Profile for Learning Resources", The New Review of Hypermedia and
Multimedia, Special Issue on Accessible Hypermedia and Multimedia, vol. 10(2), pp. 181-197, Taylor &
Francis, December 2004


Mobile2Learn Research andRepository
Centre for Web Technology – Hellas (CE.R.T.H.)
(http://www.mobile2learn.eu/) – (1/2)


Web Repository with LOs and LDs
suitable for Language Learning
supported by Mobile Devices

Enables search and retrieval of
mobile assisted Language Learning
LOs and LDs

Enables storage of mobile assisted
Language Learning LOs and LDs along
with their EM




Mobile2Learn Web Repository
(http://www.mobile2learn.eu/) – (2/2)
 Mobile2Learn Web Repository includes [April 2012]:
 719 Learning Objects suitable for English Language Learning (in the form of
flash files) and supported by mobile devices
 132 mobile Training Courses (in the form of Learning Design Packages)
addressing A1, A2, B1 and B2 learners/students of English Language
according to the Europass Language Passport Levels
 There are 1.027 Registered Users [April 2012]
 Mobile2Learn Web Repository has received [April 2012]:
 24.135 Search Requests
 14.679 Downloads
 43.180 Visits

The COSMOS Repository


• The COSMOS Repository
(http://www.cosmosportal.eu/)
has more than 1.650 registered
users
• It provides access to science
education learning objects (LOs)
and Learning Designs (LDs) for
schools and higher education
institutions.
• It includes more than 100.000
LOs and over 350 LDs.
• It was developed in the
framework of an EU-funded
project


The OpenScienceResources Repository


• The OpenScienceResources
Repository
(http://www.osrportal.eu/) has
more than 1.100 registered users
• It provides access to science
education learning objects (LOs)
and learning designs (LDs) offered
by European Science Centers and
Museums.
• It includes more than 1.300 LOs
and over 110 LDs.
• It was developed in the
framework of an EU-funded
project
(http://www.openscienceresourc
es.eu/)


The OpenDiscoverySpace Repository


• The Open Discovery Space
(http://www.opendiscoveryspace.eu/) aims to
include more than 1.500.000 LOs and LDs by
aggregating open licensed LOs and LDs from a
federated network of seventy five (75) existing
LORs and LDRs in Europe.
• The main outcome of Open Discover Space
project will be a community-oriented social
platform where teachers, students and parents
from all around Europe will be able to search
and retrieve LOs and LDs on their topics of
interest.
• It is expected that at the end of the Open
Discover Space project the Open Discover Space
portal will be the biggest federated network of
existing LORs and LDRs in the world



• D. Sampson and P. Zervas, "Supporting Open Access to Mobile Assisted Language
Learning Resources and Practices: The Mobile2Learn Framework", IEEE Transactions on
Learning Technology, November 2012 (submitted for publication),
• D. Sampson and P. Zervas, "Open Access to Mobile Assisted Language Learning
supported by the Mobile2Learn Framework", in Proc. of the 12th IEEE International
Conference on Advanced Learning Technologies (ICALT 2012), Rome, Italy, IEEE
Computer Society, 4-6 July 2012
• P. Zervas and D. Sampson, "Enhancing Educational Metadata with Mobile Assisted
Language Learning Information", in Proc. of the 10th IEEE International Conference on
Advanced Learning Technologies (ICALT 2010), Sousse, Tunisia, IEEE Computer Society,
5-7, July 2010
• D. Sampson, "Exploiting Mobile and Wireless Technologies in Vocational Training", in
Proc. of the 4th International Workshop on Wireless, Mobile and Ubiquitous
Technologies in Education (WMUTE 2006), pp. 63-65, Athens, Greece, IEEE Computer
Society, November 2006
• D. Sampson, "Supporting Vocational Education and Training through Mobile Learning
Environments", in Proc. of the 6th IEEE International Conference on Advanced Learning
Technologies (ICALT 2006), pp. 1176-1177, Kerkrade, The Netherlands, IEEE Computer
Society, July 2006

Hierarchical OpenResearch and Framework:(CE.R.T.H.)
University of Piraeus Centre for Access Technology – Hellas
Tools Department of Digital Systems 2nd and the 3rd Hierarchical Elements
for supporting the Information Technologies Institute (I.T.I.)


Educational
Elements

Learning
Activities (LAs)

Education and/or
Educational LAs Design and Educational
Content Delivery
Training
Courses Programmes

Learning Course Design
Activities and Delivery


The University of Piraeus
ASK Learning Design Toolkit –(ASK-LDT) –
Centre for Research and Technology Hellas (CE.R.T.H.)
(1/2)


 Stand-alone tool that enables instructional
designers and/or teachers (a) to express their
pedagogical strategies, in the form of LD templates,
using a common machine understandable way, and
(b) to design and develop educational courses using
a reference set of pre-defined learning design
templates
 The main functionalities include: development of
new educational courses based on pre-defined LD
templates using a graphical interface, (b)
characterization of the learning activities of an
Educational Course by using a common vocabulary
of terms based on “Dialog Plus Learning Activities
Taxonomy”, (c) assignment of LOs (html pages,
images, videos etc.) to the LAs of an educational
course or change the existing ones, and (d) save
educational courses as Packages (zip format)
conformant with IMS Learning Design Specification,
and share them through existing LDRs.




ASK Learning Design Toolkit
(ASK-LDT) – (2/2)
 ASK-LDT has been used by:
 5 Science Education Pedagogical Designers in COSMOS Portal (http://www.cosmosportal.eu/)
for designing Generic Science Education Pedagogical Templates
 650 Science Education Teachers in COSMOS Portal (http://www.cosmosportal.eu/) for
developing Science Education Scenarios based on Reference Generic Science Education
Pedagogical Templates
 60 Language Learning Trainers in Mobile2Learn Portal (http://www.mobile2learn.eu/) for
developing Mobile Training Courses based on reference Generic Mobile Training Course
Templates (suitable for Language Learning)
 70 Disabled People Trainers in eAccess2Learn Portal (http://www.eaccess2learn.eu/) for
developing eTraining Courses based on reference Generic eTraining Course Templates
(suitable for Disabled People Training)
 ASK-LDT is available for download from:
 http://www.cosmosportal.eu/cosmos/en/toolbox [Registered Users]
 http://www.mobile2learn.eu/services/index.php?sec=tools [Registered Users]
 http://www.eaccess2learn.eu/services/index.php?sec=tools [Registered Users]




• D. Sampson, P. Zervas and S. Sotiriou, "Sharing of Open Science Education Resources and Learning
Designs in Europe: The European Initiatives OpenScienceResources, COSMOS and PATHWAY", in
Rory McGreal, Wanjira Kinuthia and Stewart Marshall (Eds.), Open Educational Resources
Knowledge Cloud, AU Press
• D. Sampson, P. Zervas and S. Sotiriou, "COSMOS: A Web-Based Repository of Learning Designs for
Science Education", Advanced Science Letters, Special Issue on Technology-Enhanced Science
Education, vol. 4(11/12), pp. 3366-3374 (9), American Scientific Publishers, ISSN: 1936-6612
November 2011
• D. Sampson and P. Zervas, “Designing and Sharing Inquiry based Learning Designs: the PATHWAY
ASK Learning Designer Toolkit” in Proc. of the EDEN2011 Open Classroom Conference, Athens,
Greece, 27-29, October 2011
• D. Sampson, P. Zervas and S. Sotiriou, “From Learning Objects Repositories to Learning Design
Repositories: The COSMOS Learning Design Repository” in Proc. of the 11th IEEE International
Conference on Advanced Learning Technologies (ICALT 2011), Athens, Georgia, USA, IEEE
Computer Society (ISBN:9781612842097), 6-8, July 2011
• D. Sampson and P. Karampiperis, “Towards Next-Generation Activity-Based Learning Systems",
International Journal on E-Learning vol. 5(1), pp 129-150, Chesapeake, AACE Press, January 2006
• D. Sampson, P. Karampiperis and P. Zervas, "ASK-LDT: A Web-Based Learning Scenarios Authoring
Environment based on IMS Learning Design", International Journal on Advanced Technology for
Learning (ATL) (ISSN 1710-2251), vol. 2(4), pp. 207-215, ACTA Press, October 2005

ASK-Course Description Metadata-European
Credit Transfer SystemServices for Education and Learning (ASK) – (1/2)

Advanced Digital Systems and
(ASK-CDM-ECTS)
Web-based application accessible via
web-browser
Facilitate description with European
Credit Transfer System (ECTS)
compatible information European HEIs,
as well as, their study programmes
and academic courses
Facilitate search and retrieval of
academic courses offered by
European HEIs
Conformant to Course Description
Metadata (CDM-ECTS) Application
Profile
Step-by-step Wizard for EM Authoring of
academic courses’ LOs (conformant to IEEE
LOM)




ASK-Course Description Metadata-European
Credit Transfer System (ASK-CDM-ECTS) – (2/2)
 ASK-CDM-ECTS is available (in Greek) from:
http://www.ask4research.info/ask-cdm-ects/
 ASK-CDM-ECTS will be used (during 2012-2014) in the
framework of a nationally-funded project entitled:
“Academic Open Courses at University of Piraeus” that
aims to make available for open access to the wider
public more than 460 academic courses offered by
University of Piraeus, Greece



• D. Sampson and P. Zervas, "Supporting Open Access to European
Academic Courses: The ASK-CDM-ECTS Tool", Campus Wide
Information Systems, vol. 30(1), Emerald, January 2013
• D. Sampson and P. Zervas, "Open Access to European Higher Education
Courses based on the CDM-ECTS Specification", in Proc. of the 4th IEEE
International Conference on Technology for Education (T4E 2011), IIT
Hyderbad, India, IEEE Computer Society, 18-20, July 2012
• D. Sampson, P. Zervas and R. Limnatitis, "ASK-CDM-ECTS: A Tool for
facilitating Common European University Course Description towards
Higher Education Integration", in Proc. of the 9th IEEE International
Conference on Advanced Learning Technologies (ICALT 2009), pp. 154-
156, Riga, Latvia, IEEE Computer Society, 15-17 July 2009


The University Mobile Learning Design Player (ASK-
ASK of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.)
Mobile-LD-Player) – (1/2)


 Stand-alone tool suitable for smart phone
devices with windows mobile or android
operating system that facilitates e-Learning
Services Providers to deliver educational
courses that have been retrieved from an
existing LDR and they are conformant with
the IMS LD Specification
 The main functionalities include: (a)
enrolment of multiple roles/actors (individual
learners, groups of learners and teachers), (b)
navigation to the LAs of an educational
courses using a graphical interface, and (c)
rendering of HTML-based educational content
and flash files.




ASK Mobile Learning
Design Player (2/2)
 ASK Mobile Learning Design Player has been used by 4 Language
Learning Training Organizations and 60 Language Learning Trainers in
Mobile2Learn Portal (http://www.mobile2learn.eu/), so as to provide
Mobile Training Courses to their learners.
 ASK Mobile Learning Design Player is available for download from:
 http://www.mobile2learn.eu/services/index.php?sec=tools
[Registered Users – Stand Alone Version]
 http://www.mobile2learn.eu/repository/index.php?
sec=search_tr [Registered Users – Web Version]




• P. Zervas and D. Sampson, "Mobile Learning Design Players", in M. Ally
and A. Tsinakos (Eds.), Mobile learning development for flexible
learning, AU Press, January 2013
• D. Sampson and P. Zervas, "Enabling Interoperable Mobile Learning:
Evaluation results from the use of the SMILE PDA Learning Design
Player", in Proc. of the 5th International Workshop on Wireless, Mobile
and Ubiquitous Technologies in Education (WMUTE 2008), Beijing,
China, IEEE Computer Society, March 2008
• D. Sampson, K. Götze and P. Zervas, "Delivering IMS Learning Design
Activities via Mobile Devices", in Proc. of the 7th IEEE International
Conference on Advanced Learning Technologies (ICALT 2007), pp. 367-
368, Niigata, Japan, IEEE Computer Society, July 2007 [BEST POSTER
AWARD]


The ASKPiraeus
University of Context-Aware MobileHellas (CE.R.T.H.)
Centre for Research and Technology – Learning
Design Player


• A client side application
for smartphones and
tablets with Android
operating system.
• The tool is able to capture
during run-time learner’s
contextual elements
instances and evaluates
them by parsing
properties, global
elements and conditions
of the IMS-LD Level B
specification




• D. Sampson and P. Zervas, "Context-Aware Adaptive and Personalized Mobile Learning Systems", in
Demetrios G. Sampson, Dirk Ifenthaler, Pedro Isaias, and Michael J. Spector, (Eds.), Ubiquitous and Mobile
Informal and Formal Learning in Digital Age, Springer, January 2013
• P. Zervas, D. Sampson, S. Gomez and R. Fabregat, "Tools for Context-Aware Mobile Educational Content
Adaptation", in Demetrios G. Sampson, Dirk Ifenthaler, Pedro Isaias, and Michael J. Spector, (Eds.),
Ubiquitous and Mobile Informal and Formal Learning in Digital Age, Springer, January 2013
• S. Gomez, P. Zervas, D. Sampson and R. Fabregat, "Delivering Adaptive and Context-Aware Educational
Scenarios via Mobile Devices", in Proc. of the 12th IEEE International Conference on Advanced Learning
Technologies (ICALT 2012), Rome, Italy, IEEE Computer Society, 4-6, July 2012
• P. Zervas, S. Gomez, R. Fabregat and D. Sampson, "Tools for Context-Aware Learning Design and Mobile
Delivery", in Proc. of the 11th IEEE International Conference on Advanced Learning Technologies (ICALT
2011), Athens, Georgia, USA, 6-8, July 2011
• P. Zervas, S. Gomez, R. Fabregat and D. Sampson, "Designing Tools for Context-Aware Adaptive Mobile
Learning", in Proc of the European, Mediterranean & Middle Eastern Conference on Information Systems
2011 (EMCIS2011), Athens, Greece, (ISBN: 978-1-902316-85-7), 30-31, May 2011


The ASK MobileforSCORMTechnology – Hellas (CE.R.T.H.)
Centre
University of PiraeusResearch and Player (1/2)


 Stand-alone tool suitable for smart phone
devices with android operating system
that facilitates e-Learning Services
Providers to deliver educational courses
which are conformant with SCORM
 The main functionalities include: (a) import
and deliver educational courses
conformant with SCORM 2004 to learners’
mobile devices, (b) sequencing and
navigation to the learning activities of an
Educational Course based on learner’s
choices and achievements during run-time,
(c) rendering of HTML-based educational
content and flash files.




ASK Mobile SCORM Player
(2/2)
 The executable application of ASK Mobile SCORM
Player is available from SourceForge:
http://sourceforge.net/projects/ask-mobilescorm/
 ASK Mobile SCORM Player was uploaded on 2 July
2010 and until today, it has been downloaded 148
times [April 2012].


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