Sampson@eli4 05032015

University of Piraeus
Department of Digital Systems
Centre for Research and Technology – Hellas (CE.R.T.H.)
Information Technologies Institute (I.T.I.)
D. G. Sampson @ eli4 , Riyadh, KSA 5 March 2015
Advanced Digital Systems and Services for Education and Learning (ASK)
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Digital Technologies for Opening
Education and Learning
Demetrios G. Sampson
Senior and Golden Core Member, IEEE
Professor, Department of Digital Systems, University of Piraeus, Greece, EUROPEAN UNION
Founder and Director, Advanced Digital Systems and Services for Education and Learning, EUROPEAN UNION
Research Fellow, Information Technologies Institute, Centre for Research and Technology, Greece, EUROPEAN UNION
Adjunct Professor, Faculty of Science and Technology, Athabasca University, CANADA
Co-editor-in-Chief, Educational Technology and Society Journal
Past Chair, IEEE Computer Society Technical Committee on Learning Technology
ICT Advisory Board Member, Arab League Educational, Cultural and Scientific Organization (ALECSO)
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.

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ASK - Advanced Digital Systems and Services for Education and Learning
– Founded January 2000 / celebrating 15 Years
– A research establishment that conducts interdisciplinary applied research in Learning
Technologies and Technology-Enhanced Learning
– Research Outcome: 340 Publications (20 publications/year)
– External funding 8+M Euro (2000-2016) through 43 R&D projects (500k Euro/year)
– Hosted & Supervised: 15 PhD Students, 70 MSc Student, 70 UG Students (total 155 Students)
– Currently linked with:
• Department of Digital Systems, University of Piraeus, Greece, EU
• Information Technology Institute, Center for Research and Technology – Hellas, Greece, EU
– Currently focus:
• Educational Decision Support Systems based on analyzing Educational Data
• Technology Supported Assessment based on Learning Analytics
• Digital Tools and Systems to support Open Access to Personalized Learning Experiences for
All

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Overview
 Why Transformative Innovations in School Education need Digital Technologies ?
 Key Technology-supported Educational Innovations
 Opening Up Education to facilitate Personalized Learning
 Connecting Learning inside/outside Physical Classrooms through the Digital Cloud
 Current Technical, Pedagogical and Organizational Challenges
 Smart Integration of Physical Learning Spaces and the Digital Cloud
 Profiling Digital Competences for Teachers, School Leaders and Schools: Towards a
holistic approach on School Digital Competence: suggestions for further research in this
area.
 Examples of European Initiatives towards Large-Scale Implementation of
Technology-supported Educational Innovations
 ODS – Open Discovery Space
 ISE – Inspiring Science Education

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Why Transformative Innovations in
School Education need Digital
Technologies ?

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Digital Technologies:
 technology as an enabler for transformations
 worthy to be used when it enables the provision of
learning experiences that would not have been possible
without the digital technologies

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Digital Technologies as an enabler for
incremental or disruptive transformations
to the way that individuals, groups and organizations
“learn” and the way to “assess” learning in the 21st Century
Objectives: From acquiring new “knowledge” to develop new and
relevant “competences”
Methods: From “classroom” based teaching to “context-aware”
personalized learning
Assessment: From “life-long” degrees and certifications to “on-
demand” and “in-context” accreditation of qualifications

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NMC Horizon Report
Europe - Schools Edition,
2014.
Available online at:
http://cdn.nmc.org/medi
a/2014-nmc-horizon-
report-EU-EN.pdf

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 Solvable Challenges
• Integrating ICT in Teachers’ Education
• Students Low Digital Competences
 Difficult Challenges
• Creating Authentic Learning Opportunities
• Blending Formal and Informal Learning
 Wicked Challenges
• Supporting Complex Thinking and
Communication
• Students of Co-Designers of Learning
NMC Horizon Report Europe - Schools Edition, 2014. Available online at: http://cdn.nmc.org/media/2014-nmc-
horizon-report-EU-EN.pdf

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 Fast Trends 1-2 Years
• Growing Ubiquity of Social Media
• Rethinking the Role of Teachers
 Mid-range Trends 3-5 Years
• Increase focus on Open Educational Resources
• Increase use of Hybrid Learning Design
 Long-term Trends 5 Years and
more
• Evolution of Online Learning
• Rise of Data-Driven Learning and Assessment
NMC Horizon Report Europe - Schools Edition, 2014. Available online at: http://cdn.nmc.org/media/2014-nmc-horizon-
report-EU-EN.pdf

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“Opening Up Education”
A European Commission
Policy Initiative

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Opening Up Education - Aspects of Openness
 Open Curriculum: learners can mix educational resources,
learning activities, and/or educational courses for different
disciplines to meet their needs. This places learners in charge
of their own learning and ensures that they will learn what
they need to meet their personal desires and requirements.
 Open Learning: teachers, experts and/or peers can share new
ideas and new understanding during the learning process.
This provides learners with opportunities for self-determined
and independent learning.
 Open Assessment: instead of formal evaluation of learning
results, previously led by accredited education providers,
assessment of what learners have learned can be carried out
by their teachers, others and peers during the learning
process via peer to peer or crowd-sourced assessment with
on-demand accreditation for learners.
 Open Platform: cloud–based provision and the use of open
standards make it easier for different platforms and services
to exchange information and data
European Commission (2011). Public consultation on opening up education - a proposal for a European initiative. Directorate-General for
Education for Culture. Retrieved December 12, 2013, from http://ec.europa.eu/dgs/education_culture/documents/consult/open_en.pdf

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Open Educational Resources (OERs)

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OER Repositories
Examples
OER Commons, USA
Learning Resource
Exchange, EU
Le@rning Federation,
Australia Jorum, UK
MERLOT, USA

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 web-based systems that
 organize, classify, store and share OERs (or Learning
Objects – LOs) and their associated metadata
 national – thematic
 include limited explicit information about the
learning and educational context of use of their
hosted OER
OER or LOs Repositories

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From OERs to Open Educational Practices
(OEPs) and OEP Repositories
LO #1
LO #2
LO #N
…..
Learning Object
Repository
Learning Design
Repository
Open LD #1
…..
Move to…

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OEP Repositories
LAMS Repository, AustraliaThe Canadian LD
Repository, Canada
iCOPER LD Repository, EU
OSR LD Repository, EU
COSMOS LD Repository, EU

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Educational
Content
Learning
Activities
Educational Courses
Education and/or
Training
Programmes
Hierarchical Open Access Framework:
Elements
Learning ObjectsEducational
Metadata (EM)
Hierarchical
Elements

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Hierarchical Open Access Framework:
Users’ Roles
Educational
Content
Educational
Content
Learning
Activities
Learning
Activities
Educational
Courses
Educational
Courses
Education and/or
Training
Programmes
Education and/or
Training
Programmes
Learning ObjectsLearning ObjectsEducational
Metadata (EM)
Educational
Metadata (EM)
Hierarchical
Elements
Hierarchical
Elements
ParticipateParticipate
Deliver
Deliver
Design and Develop
Design and Develop
Design and Develop
Teacher / Educational
Content Supplier
Teacher / Instructional
Designer
e-Learning
Services Provider
Teacher / Learner
Search / Select

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A Hierarchical Open Access to Education and Learning Framework: Overview
• P. Zervas, C. Alifragkis and D. Sampson, “A Quantitative Analysis of Learning Object Repositories as Knowledge
Management Systems”, Knowledge Management & e-Learning Journal, Vol 6, No 2, pp 156-170, June 2014
• D. Sampson and P. Zervas, “Learning Object Repositories as Knowledge Management Systems”, Knowledge
Management & e-Learning Journal, vol 5, no 2, pp. 117-136, June 2013
• D. Sampson and P. Zervas, “A Hierarchical Framework for Open Access to Learning and Education”, International
Journal of Web-based Communities (IJWBC) (ISSN 17418216), Inderscience Pub., Volume 10, Issue 1, pp. 25-51, January
2014
• 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, "A Workflow-based Proposal for Learning Objects Lifecycle and Reuse: Towards Evaluating
Cost Effective Reuse", Educational Technology & Society Journal (ISSN 1436-4522), Special Issue on Advanced Learning
Technologies, vol. 14(4), pp. 64-76, October 2011
• D. Sampson, "Enhancing Educational Portals through capturing collective knowledge of web-based learning
communities", International Journal of Web-based Communities (IJWBC) (ISSN 17418216), vol. 2(3), pp. 260-272,
Inderscience Pub., September 2006

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The ASK Learning Objects Metadata Authoring Toolkit 2.0 (ASK-LOM-AT 2.0)
• 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
• 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]
The ASK Learning Objects Metadata Application Profiling Toolkit (ASK-LOM-AP)
• P. Zervas and D. Sampson, “A Systematic Analysis of Metadata Application Profiles of Learning Object Repositories in Europe””, in Kinshuk
and R. Huang (Eds.), New Developments in Technology Enhanced Learning: Concept, Research and Best Practices, Springer, 2013
• 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 (ISBN 978-1-4614-1083-6), pp.
283-294, Springer New York, 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
• 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
igit

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The ASK Learning Objects Social Tagging Toolkit (ASK-LOST 2.0)
• P. Zervas and D. Sampson, “The Effect of Users Tagging Motivation on the Enhancement of Digital Educational Resources Descriptions”,
Computers in Human Behavior, volume 32, pp. 292-300, March 2014
• 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]

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The ASK Learning Design Toolkit (ASK-LDT)
• P. Zervas, D. Sampson, and S. Sotiriou, "Sharing of Open Science Education Resources and Educational Practices in Europe", in Rory
McGreal, Wanjira Kinuthia and Stewart Marshall (Eds.), Open Educational Resources: Innovation, Research and Practice, Commonwealth of
Learning and Athabasca University, May 2013
• 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
The ASK Mobile Learning Design Player (ASK-Mobile-LD-Player) & The ASK Mobile SCORM Player
• P. Zervas and D. Sampson, “Supporting Mobile Access to Online Courses: The ASK Mobile SCORM Player and the ASK Mobile LD Player”, in
Mohammed Ally and Augoustos Tsinakos (Eds.), Mobile learning development for flexible learning, AU Press, 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]

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From the
Physical School Classroom
to the
Digital Cloud

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 Schools use their own
technology infrastructure
for hosting their
portals/CMSs
 Schools portals/CMSs
based on open source
solutions or custom-based
solutions (possibly with an
extra cost)
On School Premises
School Portal/CMS

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 Cloud infrastructures, which
offer (a) hosting power, (b)
computing power
 Each school can easily
create its own portal/CMS –
Software as a Service (Saas)
 No need for (a)
programming skills and (b)
cost for technology
infrastructure procurement
and maintenance
On Digital Cloud
School Portal/CMS as SaaS

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 They are not easily organized
 Best practices can not be
easily communicated among
their members
 Collective knowledge not
easily stored and maintained
 Local coverage
 Limited opportunities for
professional development
On School Premises
Teachers’ Communities

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 Online collaboration tools such
as Forums, Chats, Wikis, Virtual
Worlds for retaining and
advancing communities’
knowledge
 Share and reuse eductional
practices (Open LDs) and
educational resources (OERs)
 Beyond local restrictions, wider
participation
 More opportunities for
professional development
On Digital Cloud
Web-Based Teachers’ Communities

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 Space and time constraints
 Limited type of experiments
 Accessibility issues
 High equipment
procurement and
maintenance costs
 Safety issues
On School Premises
Physical Laboratories

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 Availability beyond time and space
constraints
 Access to state-of-art experiments
(high energy physics, remote
telescopes)
 Provisions for people with physical
disabilities
 No cost for equipment
 Simulate abnormal situations of
experiments (virtual labs)
 Repeat experiments without
constraints
On Digital Cloud
Online Laboratories (Virtual, Remote)

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• Level 1: simple technological shift from local hosting to the
cloud – practical added-value but not transformative
[Infrastructure]
• Level 2: enhance classroom based activities with access to a
wider set of resources/tools – incremental school based
innovation [Resources – Teachers Competences]
• Level 3: orchestrate personalized learning experiences inside
but mainly outside the school classroom – transformative
innovation [Educational Policies and Organizational Changes]
Different Levels of Technology-Supported
Educational Innovations

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Technical – Pedagogical – Organizational
Challenges

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Smart integration of
Physical Learning Spaces and the Digital Cloud
 connect
 sharing
Within
Classroom-based activities
Outside
Classroom-based activities
Within
School
Outside
School
via Cloud Technologies
People
Resources Practices Tools/Services
Interaction Data

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Methods and Tools
• Orchestrate Educational Activities (teaching –
collaboration - scaffolding - feedback – assessment)
• Collect and Analyze Educationally Meaningful Data
from all these activities
• In a Smart Learning Environments which integrate
Smart integration of

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Technology-Supported Transformative Innovations
for the 21st Century School Education:
Teachers – School Leaders – Schools
(not infrastructure)

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 Huge amounts of public funds have been invested all
over the world on purchasing and installing technologies
in schools – tremendous investments in infrastructure
 However, limited investments have been planned and
implemented in systematically developing, assessing and
recognizing the essential digital competences for school
teachers and leaders – limited investments in human
resources development
 This has led to limited educational added-value and the
lack of transformative impact at school education …

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 Although, the systematic development, assessment and
recognition of appropriate educationally meaningful
digital competences for both school teachers and
leaders is recognized as a major element for the up-take
of technology-supported and technology-enabled school
innovations at large scale
 Still, both Initial and Continuing School Teachers and
Leaders Education are predominately traditional both in
terms of scope, methods and assessment in many parts
of the World

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Furthermore, it is assumed
 that all in-service teachers are able to design and implement
technology-supported and technology-enabled school
innovations using a wide range of digital technologies for
teaching and assessing their students within the national
curricula with limited additional professional development
 that all schools share more or less the same level of
educationally relevant digital competences (“e-Maturity”) at
organizational level to adopt technology-supported
educational innovation, just because they have installed the
same technological infrastructure

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Profiling
Digital Competences for
•Teachers
•School Leaders
•Schools

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Teachers’ ICT Competence Profiles
 UNESCO ICT Competency Framework for Teachers (2011) [International]
[http://tinyurl.com/ocaxgqk]
 International Society for Technology in Education (ISTE) Standards for
Teachers (2008) [USA]
[http://tinyurl.com/myft7rn]
 eTQF Teacher ICT Competency Framework (2010) [European Union]
[http://tinyurl.com/kdlshup]
 Technological Pedagogical Content Knowledge (TPACK) (2006) [tpack.org]
[http://www.tpack.org/]

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School Leaders’ ICT Competence
Profiles
 Interstate School Leaders Licensure Consortium (ISLLC) Standards on
Educational Leadership (2008) [USA]
[http://tinyurl.com/q69cogt]
 International Society for Technology in Education (ISTE) Standards for
Administrators (2009) [USA]
[http://tinyurl.com/nmbcurv]

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Schools’ ICT Competence Profiles
(eMaturity)
 NAACE ICT-MARK (2014) [UK]
[http://www.naace.co.uk/ictmark]
 eLearning RoadMap (2012) [Ireland]
[http://tinyurl.com/naroatv]
 Australasian Council on Open Distance and e-Learning Benchmarks (2014)
[http://tinyurl.com/noh3tvr]
 eLearning Maturity Model (2007) [New Zealand]
[http://tinyurl.com/q6majjk]

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Towards a holistic approach on
School Digital Competence:
suggestions for further research
in this area

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 Globally, large-scale national initiatives are being implemented
towards promoting the level and quality of Information and
Communication Technologies (ICT) use in school education.
 However, despite these efforts, the current level of ICT uptake at
school level remains low.
 A wide range of factors have been identified as barriers, including
lack of teachers' ICT Competences and lack of ICT infrastructure.
 Typically, these barriers are tackled separately without taking into
consideration the ecosystemic nature of schools as organizations.
 We propose that a holistic approach on School Digital Competence
based on combining both individual Teachers' and School Leaders’
ICT Competences and School’s e-Maturity is needed.

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Research Challenge
 Educational Decision Support Systems at School Level
 based on the unique profile of each school ecosystem
 Supported by a cloud-based multi-stake platform that collects
and analyses educational data at large scale.
 This approach moves forward the traditional perception of “one-
size-fits-all” from a school level perspective, treating individual
schools as unique educational organisation entities.

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S. Sergis, P. Zervas and D. Sampson, “A Holistic Approach for Managing School ICT Competence Profiles Towards Supporting School ICT
Uptake”, International Journal of Digital Literacy and Digital Competence (IJDLDC) , Volume 5, Issue 4, December 2014

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 P. Zervas, K. Chatzistavrianos and D. Sampson, "Towards Modeling Teachers’ ICT Competence Profile in Europe", in R. Huang, Kinshuk and
J.K. Price (Eds.), ICT in Education in Global Context, Springer, July 2014
 S. Sergis and D. Sampson, "From Teachers’ to Schools’ ICT Competence Profiles", in D. Sampson, D. Ifenthaler, J. M. Spector and P. Isaias,
(Eds.), Digital Systems for Open Access to Formal and Informal Learning, Springer, ISBN 978-3-319-02263-5, Chapter 19, pp 307-
327, September 2014
 S. Sergis, I. Sholla, P. Zervas and D. Sampson, “Supporting School ICT Uptake: The ASK School ICT Competence Management System”, 8th
International Conference on Interactive Mobile and Computer Aided Learning 2014 (IMCL2014), Thessaloniki, Greece, 13-14 November
2014
 S. Sergis, P. Zervas and D. Sampson, “A Holistic Approach for Managing School ICT Competence Profiles Towards Supporting School ICT
Uptake”, International Journal of Digital Literacy and Digital Competence (IJDLDC) Volume 5, Issue 4, December 2014
 P. Zervas, S. Sergis, D. Sampson and S. Fyskilis, “Towards Competence-Based Learning Design Driven Remote and Virtual Labs
Recommendations for Teachers”, Technology, Knowledge and Learning, Springer [Accepted for Publication]
 S. Sergis and D. Sampson, “Learning Objects Recommendations for School Teachers based on elicited ICT Competence Profiles”, IEEE
Transactions on Learning Technologies, [Submitted – Under Review]
 S. Sergis and D. Sampson, " Eliciting Teachers' ICT Competence Profiles Based On Usage Patterns Within Learning Object Repositories", In
Proc. of the IEEE International Conference on Technology in Education 2014 (IEEE T4E2014), Amrita University, Amritapuri, India, 18-
21, December 2014
 S. Sergis, P. Zervas and D. Sampson, "ICT Competence-based Learning Object Recommendations for Teachers", In Proc. of the IADIS 11th
International Conference on Cognition and Exploratory Learning in Digital Age (CELDA2014), Porto, Portugal, 25-27, October 2014
 S. Sergis, P. Zervas and D. Sampson, "Towards Learning Object Recommendations based on Teachers’ ICT Competence Profiles", In Proc.
of the 14th IEEE International Conference on Advanced Learning Technologies (ICALT 2014), Athens, Greece, IEEE Computer Society, 7-
10, July 2014
 S. Sergis and D. Sampson, “Enhancing Learning Object Recommendations for Teachers Using Adaptive Neighbor Selection”, 15th IEEE
International Conference on Advanced Learning Technologies (ICALT 2015), Hualien, Taiwan, 6-9 July 2015 [Submitted for Publication]
 J.M. Spector, D. Ifenthaler, D.G. Sampson and P. Isaias, Competencies, Challenges and Changes in Preparing Teachers and Leaders for 21st
Century (or Digital Age) Education, Springer [in preparation – to be published December2015]

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Examples of two Large-Scale
European projects funded by
European Commission ICT Policy
Support Programme (2012-2016)

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A socially-powered and
multilingual open learning
infrastructure to boost the
adoption of eLearning
Resources;
involving 51 organizations
with total budget of
15.8300.000€;
engaging 2.000 Schools and
10.000 Teachers (2012-
2015)
ODS - Open Discovery Space (1/7)
http://www.opendiscoveryspace.eu/

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 European Schools:
• Can develop their own
School Portal on the Cloud
and share their school
resources (OERs and Lesson
Plans/Educational Scenarios)
 European Teachers:
• Can have access to a wide
number of OERs from a
network of web repositories
• Can have access to a number
of online teachers’
community tools such as
forums, wikis and blogs

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 European Schools
• Can complete their ICT
Competence Profiles (e-
Maturity) based on
eLearning RoadMap –
Ireland and monitor their
progress
 European Teachers
• Can complete their ICT
Competence Profiles based
on UNESCO ICT
Competency Framework
for Teachers and monitor
their progress

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• Can engage their
Teachers in Online
Training Activities
towards enhancing
their Competences
about using ICT in
education

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 Our related research: Recommender Systems for Education
• Dynamic Elicitation of ICT Competence-based Teacher Profiles based on
their usage patterns (e.g., learning resource views, ratings, bookmarks)
within Learning Object Repositories [1]
• Personalised ICT Competence-based Learning Resource Recommendations
to Teachers based on their unique ICT-CP towards focused recommendation
of appropriate Learning Resources [2]
[1] S. Sergis and D. Sampson, "Eliciting Teachers' ICT Competence Profiles Based On Usage Patterns Within Learning Object
Repositories", In Proc. of the IEEE International Conference on Technology in Education 2014 (IEEE T4E2014), Amrita University,
Amritapuri, India, 18-21, December 2014
[2] S. Sergis, P. Zervas and D. Sampson, "ICT Competence-based Learning Object Recommendations for Teachers", In Proc. of the
IADIS 11th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA2014), Porto, Portugal, 25-
27, October 2014

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 Added value / Anticipated Benefits of our research
• Dynamic elicitation of teachers’ ICT Competence Profiles based on their
usage patterns within Learning Object Repositories (e.g., ODS)
o More dense (quantity) automatically generated data (manual input of teachers’
ICT-CP not required)
o More “credible” (quality) data (data are elicited from teachers’ actions, not self
opinion – a common problem in literature)
• Personalized learning resource recommendations for educational scenario
design, based on the unique ICT competences of each teacher
o More accurate recommendations than traditional methods
o Based on identifying neighborhoods of teachers with similar levels of ICT
Competences with inter- or intra- school communities.
S. Sergis and D. Sampson, “Learning Objects Recommendations for School Teachers based on elicited ICT Competence Profiles”, IEEE Transactions
on Learning Technologies, [Submitted – Under Review]
S. Sergis and D. Sampson, “Enhancing Learning Object Recommendations for Teachers Using Adaptive Neighbor Selection”, 15th IEEE International
Conference on Advanced Learning Technologies (ICALT 2015), Hualien, Taiwan, 6-9 July 2015 [Submitted for Publication]

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 Added value / Anticipated Benefits of our research
• Utilization of the elicited teacher ICT-CPs for designing School
Teachers and Leaders Decision Support Systems for:
o Recommendation of ICT Competence-wise appropriate Learning
Resources to Teachers for their educational scenario design
o Recommendation of targeted professional training to Teachers
based on their identified ICT Competence shortcomings
o Recommendation to School Leaders for recruiting suitable
candidate teachers towards enhancing their overall School Digital
Competence.
P. Zervas, S. Sergis, D. Sampson and S. Fyskilis, “Towards Competence-Based Learning Design Driven Remote and Virtual Labs
Recommendations for Teachers”, Technology, Knowledge and Learning, Springer [Accepted for Publication]

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Large Scale Experimentation
Scenarios to Mainstream
eLearning in Science,
Mathematics and Technology
in Primary and Secondary
Schools;
involving 31 organizations with
total budget of 9.800.000€;
engaging 5.000 Schools and
25.000 Teachers (2013-2016)
ISE - Inspiring Science Education (1/5)
http://www.inspiringscience.eu/

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 Builds on top of the Open Discovery Space Technical
Infrastructure
 Emphasizes on Science, Technology, Engineering and
Mathematics (STEM) Education
 Adopts Inquiry-based Teaching (the 5E Model) to cultivate
problem solving competence
 A widely accepted framework for assessing students’ problem
solving competence is PISA 2012 Problem Solving Framework
 However, PISA 2012 problem solving competence assessment is
summative and disconnected from the school science teaching
practice.

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Ideally, we need “systems” for
(a) Students to receive immediate feedback during the process of
developing their individual problem solving competence within
the phases of the inquiry cycle, and
(b) Teachers to adapt their designed lesson plans and/or educational
scenarios, so as to support their students in the process of
developing their individual problem solving competences +
teachers to receive concrete evidence about students’
performance on problem solving competence and clearly link
them to their science teaching practices towards reflection and
remedy.

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• Can engage their Teachers in
designing lesson plans and
educational scenarios that (a)
follow the principles of inquiry
learning enhanced with
Problem Solving Assessment
Questions following the PISA
2012 Problem Solving
Assessment Framework and
(b) deploy existing resources
(from ODS) and tools (such as
online labs or 3D Tools) and
store them back on the ODS
School Portals
ISE Authoring Tool

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• Can engage their
Teachers in delivering
previously designed
lessons and educational
scenarios for collection
of students’ assessment
data that can be
compared with PISA
2012 reference data.
ISE Delivery Tool

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ICALT2015: Τhe 15th IEEE International Conference on Advanced
Learning Technologies - Advanced Technologies for Supporting
Open Access to Formal and Informal Learning
6-9 July 2015 Hualien, Taiwan
http://www.ask4research.info/icalt/2015/

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… if you wish to stay in contact …
e-mail: sampson@iti.gr
skype: dem-sampson
twitter: @dem-sampson
Slideshare:
http://www.slideshare.net/Demetrios_Sampson
www.ask4research.info

Sampson@eli4 05032015

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