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Interuniversity Center for EducationalResearch and Advanced Training
Paolo Tosato, Juliana RaffaghelliPaolo Tosato, Juliana Raffaghelli
European Distance and E-Learning Network
Teachers’ Training in the era of accessContent, Metadata, and Recognition of Self-learning Activities to Shape an
Open Training of Trainers Model
Teachers’ Training in the era of accessContent, Metadata, and Recognition of Self-learning Activities to Shape an
Open Training of Trainers Model
ContentsEDEN Research Workshop Paolo Tosato, Juliana Raffaghelli
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Background• The role of trainers• Open Educational Resources• Metadata
Research questions
OER-UNIVIRTUAL• Teachers’ training approach• Research design-principles• General architecture• Repository of metadata resources• Process of work: a participatory approach
Conclusions
Background• The role of trainers• Open Educational Resources• Metadata
Research questions
OER-UNIVIRTUAL• Teachers’ training approach• Research design-principles• General architecture• Repository of metadata resources• Process of work: a participatory approach
Conclusions
BACKGROUNDThe role of trainers
Teachers must improve ICT and linguistic/intercultural competences to become reflective/research practitioners (Margiotta, 2007; OCDE, 2009)
Teachers must improve ICT and linguistic/intercultural competences to become reflective/research practitioners (Margiotta, 2007; OCDE, 2009)
This requires rethinking teachers’ training models with more emphasis in self-learning strategies and use of Web
resources
This requires rethinking teachers’ training models with more emphasis in self-learning strategies and use of Web
resources
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Information Society challenges put in evidence a lack of competences by the teachers to face this complexity (Hargreaves, 2003; European Commission, 2007)
Information Society challenges put in evidence a lack of competences by the teachers to face this complexity (Hargreaves, 2003; European Commission, 2007)
EDEN Research Workshop Paolo Tosato, Juliana Raffaghelli
BACKGROUNDOpen Educational Resources
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Open educational resources includes (Wikipedia, OER definition)
• Learning contents• Tools• Implementation resources
Open educational resources includes (Wikipedia, OER definition)
• Learning contents• Tools• Implementation resources
First steps• OpenCourseware (MIT, 2001)
• UNESCO-IIEP FORUM (2002) - coined the term “Open Educational Resources”
• MIT’s initiative has inspired an increasing number of institutions to join the movement
First steps• OpenCourseware (MIT, 2001)
• UNESCO-IIEP FORUM (2002) - coined the term “Open Educational Resources”
• MIT’s initiative has inspired an increasing number of institutions to join the movement
EDEN Research Workshop Paolo Tosato, Juliana Raffaghelli
BACKGROUNDMetadata
METADATADefinition of standards (DC, LOM) for sharing the same
metadata in different platformsDefinition of standards (DC, LOM) for sharing the same
metadata in different platforms
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To manage enormous amounts of digital objects creates some problems:
• How to describe different aspect of a resources?• How to classify the resources?• How to facilitate the retrieval process?
To manage enormous amounts of digital objects creates some problems:
• How to describe different aspect of a resources?• How to classify the resources?• How to facilitate the retrieval process?
EDEN Research Workshop Paolo Tosato, Juliana Raffaghelli
Research questions
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Our training approach get an important benefit from metadata methodologies, especially involving users in giving criteria to define the
contents they generate
Our training approach get an important benefit from metadata methodologies, especially involving users in giving criteria to define the
contents they generate
Main questions• Do the teachers use open digital contents?
• Why do the teachers download open contents?
• How to maintain the interest and motivation about some resources in order to foster the production and sharing?
• How to facilitate the users to reach communities that will allow to participate in further constructive processes?
• In which extent is possible to analyze and recognize informal learning occured through interaction with content and with peer?
Main questions• Do the teachers use open digital contents?
• Why do the teachers download open contents?
• How to maintain the interest and motivation about some resources in order to foster the production and sharing?
• How to facilitate the users to reach communities that will allow to participate in further constructive processes?
• In which extent is possible to analyze and recognize informal learning occured through interaction with content and with peer?
EDEN Research Workshop Paolo Tosato, Juliana Raffaghelli
OER-UNIVIRTUALTeachers’ training approach
OpenEducationalResources
OpenEducationalResources
FlexibleLearningEnvironments
FlexibleLearningEnvironments
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EDEN Research Workshop Paolo Tosato, Juliana Raffaghelli
OER-UNIVIRTUALResearch design-principles
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The research design is based upon two convergent strategies:• Metadata and classification of open contents for educators• Learning Design in virtual/blended learning environments
The research design is based upon two convergent strategies:• Metadata and classification of open contents for educators• Learning Design in virtual/blended learning environments
The leading hypothesis is that this approach promotes an active engagement in processes of knowledge building with impact on
• teachers’ understandings about open education;• teachers’ specific competences in recognizing useful content, and in use,
re-shape and share them
The leading hypothesis is that this approach promotes an active engagement in processes of knowledge building with impact on
• teachers’ understandings about open education;• teachers’ specific competences in recognizing useful content, and in use,
re-shape and share them
Development of their professional identity as innovative professionals rather than outdated workers
Development of their professional identity as innovative professionals rather than outdated workers
EDEN Research Workshop Paolo Tosato, Juliana Raffaghelli
OER-UNIVIRTUALGeneral architecture
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Main components• Repository of metadata resources
(DSpace)• Content Management System
(CMS)• Learning Management System
(LMS)• Database containing the data
concerning the users of the system• Repository Interface• OER Portal
Main components• Repository of metadata resources
(DSpace)• Content Management System
(CMS)• Learning Management System
(LMS)• Database containing the data
concerning the users of the system• Repository Interface• OER Portal
Training paths and connections with other users will be suggested based on objects downloaded and user profiles
Training paths and connections with other users will be suggested based on objects downloaded and user profiles
EDEN Research Workshop Paolo Tosato, Juliana Raffaghelli
OER-UNIVIRTUALRepository of metadata resources
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Three main actors• Educators• Metadata editors• Research & Learning
Design Team
Metadata application profile• CMM (Common Metadata
Model) from Share.TEC project
• LOM + elements that are suitable for the domain of Teacher Education
Expose metadata through OAI-PMH protocol
• Integration of DSpace with CMS and LMS
• Harvesting of metadata by Share.TEC (european vision of our resources)
Three main actors• Educators• Metadata editors• Research & Learning
Design Team
Metadata application profile• CMM (Common Metadata
Model) from Share.TEC project
• LOM + elements that are suitable for the domain of Teacher Education
Expose metadata through OAI-PMH protocol
• Integration of DSpace with CMS and LMS
• Harvesting of metadata by Share.TEC (european vision of our resources)
EDEN Research Workshop Paolo Tosato, Juliana Raffaghelli
OER-UNIVIRTUALProcess of work: a participatory approach
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Deploy and personalization of a metadata repository (DSpace)
Selection and organization of a set of digital contents
Training of metadata editors• Discussion about TEO (Teacher Education Ontology), Share.TEC project• Creation of a common understanding about the meaning of each field value to
be used to describe a resource (in particular, pedagogical fields)
Collect feedback• usability problems related to the tool adopted to insert the metadata • logic underlying collection
Enrichment of the repository (more than 500 metadata records)
Deploy and personalization of a metadata repository (DSpace)
Selection and organization of a set of digital contents
Training of metadata editors• Discussion about TEO (Teacher Education Ontology), Share.TEC project• Creation of a common understanding about the meaning of each field value to
be used to describe a resource (in particular, pedagogical fields)
Collect feedback• usability problems related to the tool adopted to insert the metadata • logic underlying collection
Enrichment of the repository (more than 500 metadata records)
EDEN Research Workshop Paolo Tosato, Juliana Raffaghelli
Conclusions (1)
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From our experience• Not all teachers are prepared to reuse and collaborate with other
users in enriching a repositoty of open contents (many of them think that author-producer/reader-user are profiles clearly separated)
• Teachers, in their practice, are not people that simply download a resource an use it in their classes, but they customize the object and combine it with others resources
From our experience• Not all teachers are prepared to reuse and collaborate with other
users in enriching a repositoty of open contents (many of them think that author-producer/reader-user are profiles clearly separated)
• Teachers, in their practice, are not people that simply download a resource an use it in their classes, but they customize the object and combine it with others resources
Our proposal• Introduction of Web tools that guide users both to:
- Download -> understanding metadata- Upload -> describing their own contentsAs principles to being aware of the circle use-remix-create-share
• It is not only important to collect users’ comments about possible applications of a resource, but also in sharing new resources (making visible the circle use-remix-create-share)
Our proposal• Introduction of Web tools that guide users both to:
- Download -> understanding metadata- Upload -> describing their own contentsAs principles to being aware of the circle use-remix-create-share
• It is not only important to collect users’ comments about possible applications of a resource, but also in sharing new resources (making visible the circle use-remix-create-share)
EDEN Research Workshop Paolo Tosato, Juliana Raffaghelli
Conclusions (2)
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The main challengeGenerating continuity and motivation in sharing digital resources, extending the perspective of Open Education within the teachers’ practice, as part of a professional change
The main challengeGenerating continuity and motivation in sharing digital resources, extending the perspective of Open Education within the teachers’ practice, as part of a professional change
Training teachers to work with metadata on its own materials as the kernel of good sharing, could be a
good strategy to reach the paradigm of Open Education, and quality of OER
Training teachers to work with metadata on its own materials as the kernel of good sharing, could be a
good strategy to reach the paradigm of Open Education, and quality of OER
EDEN Research Workshop Paolo Tosato, Juliana Raffaghelli
Thank you!
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EDEN Research Workshop Paolo Tosato, Juliana Raffaghelli