digital systems and services for open access education and learning

University of Piraeus

Department of Digital Systems

Centre for Research and Technology – Hellas (CE.R.T.H.)

Information Technologies Institute (I.T.I.)

D. Sampson 23 April 2014

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

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Digital Systems and Services for Open Access Education and Learning

Demetrios G. Sampson Senior and Golden Core Member IEEE

Full Professor, Department of Digital Systems, University of Piraeus, GREECE Research Fellow, Information Technologies Institute, Centre for Research and Technology, GREECE

Adjunct Professor, Faculty of Science and Technology, Athabasca University, CANADA Founder and Director, Advanced Digital Systems and Services for Education and Learning, EU

Co-editor-in-Chief, Educational Technology and Society Journal Steering Committee Member, IEEE Transactions on Learning Technologies

Past Chair, IEEE Computer Society Technical Committee on Learning Technology

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.

http://creativecommons.org/licenses/by-nd/2.0/







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… the speaker … Professor, Department of Digital Systems, University of Piraeus, GREECE

Founder and Director, Advanced Digital Systems and Services for Education and Learning, EU

Research Fellow, Information Technologies Institute, Centre for Research and Technology, GREECE

Adjunct Professor, Faculty of Science and Technology, Athabasca University, CANADA

Co-Editor-in-Chief, Educational Technology and Society Journal

Steering Committee Member, IEEE Transactions on Learning Technologies

Past Chair, IEEE Computer Society Technical Committee on Learning Technology (2008-2012)

Senior and Golden Core Member, IEEE Computer Society

IEEE Computer Society Distinguished Service Award, July 2012

Co-author of 325 publications with at list 1430 citations (h-index:21)

Received 7 times Best Paper Awards in International Conferences on Learning Technologies

Guest Editor of 26 Special Issues in International Journals

Member of Editorial Board, 22 International Journals in Learning Technologies

Keynote/Invited Speaker on 55 International and/or National Conferences in Learning Technologies

General and/or Program Committee Chair in 35 International Conferences in Learning Technologies

Program Committee Member in 356 International and/or National Conferences in Learning Technologies

Project Director, Principle Investigator and/or Consultant in 65 research projects with external funding 14M Euro (1991-2016)








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The Advanced Digital Systems and Services for Education and Learning (ASK) is a research establishment, associated with

– the Department of Digital Systems at the University of Piraeus and

– the Information Technologies Institute at the Center for Research and Technology Hellas,

that aims to conducts evidence-based research in response to real-life problems for the Design, Implementation and Evaluation of Digital Systems and Services for Technology Supported Learning and Education.

ASK








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Technology-enhanced Learning Use Digital Systems to transform the way that individuals, groups

and organizations “learn” and the way to “assess learning” in 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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Digital Systems and Services for TeL • Digital Systems and Services for Technology Supported Learning and Education

refer to (innovative) Methods, Tools/Systems and Technology-supported Services that contribute to solving a well known or an ill-defined or a new problem in Learning and/or Education and/or Training, aiming to improve existing methods, tools/systems and services in Learning, Education and Training.

• It is an interdisciplinary field at the intersection of Technology (which is “the practical and disciple application of Knowledge in a field of application”) and Education (which “aims to improve learning, teaching and performance”)1.

• It requires a systems perspective, that is, “a long-term view of the problem and the solution (from imagination through implementation to retirement or replacement of the solution), a broad and holistic view of relevant factors (from the immediate context to incidental and unanticipated activities) and a dynamic view of the problem space (things are likely to change)” 1.

1 J Michael Spector (2012). Foundations of Educational Technology. Routledge.








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Seminar Objectives

• Overview of current State-of-the-Art in Digital Systems and Services

to Open Access to Education and Learning [Hour #1]

• Overview of ASK Systems and Tools that support Open Access to

Education and Learning [Hour #2]

• Discuss Research Challenges in Digital Systems and Services to Open

Access to Education and Learning [Hour #3]








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Overview of current State-of-the-

Art in Digital Systems and

Services to Open Access to

Education and Learning








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• 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.

Problem Definition (1/3)

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


http://www.olcos.org/cms/upload/docs/olcos_roadmap.pdf







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• According to the various existing definitions, 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).

• However, 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.








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• 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 an 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.









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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


http://unesdoc.unesco.org/images/0012/001285/128515e.pdf





















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• 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, one can claim that OERs are related to LOs assuming open access licensing (Friesen, 2009 Lane & McAndrew, 2010).

OERs and Learning Objects

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/


http://reusability.org/read/







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• 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.

Learning Object Repositories (LORs)

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.


http://ltsc.ieee.org/wg12/files/IEEE_1484_12_03_d8_submitted.pdf







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Learning Object Repositories (LORs) Examples

OER Commons, USA Learning Resource

Exchange, EU

Le@rning Federation, Australia Jorum, UK

MERLOT, USA








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From LORs to Open Learning Designs (Open LDs) and Learning Design Repositories (LDRs)

LO #1

LO #2

LO #N

….. Learning Object

Repository Learning Design

Repository

Open LD #1

….. Move to…








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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/learning objectives, teaching/assessment methods,

participating roles, tools/services) are formally described (Sampson et al., 2011; Paquette et al., 2008; Griffiths & Liber, 2008)

From Learning Object Repositories (LORs) to Learning Design Repositories (LDRs)

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








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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








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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/

lamscentral/)

Open Learning Designs Examples (1/3)


http://lamscommunity.org/lamscentral/

http://lamscommunity.org/lamscentral/







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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-

design)



http://www.icoper.org/repository/learning-design









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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.cosmosport

al.eu/)



http://www.cosmosportal.eu/








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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.








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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 (1/2)


http://www.learningdesigns.uow.edu.au/







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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: PATHWAY Project (http://www.pathway-

project.eu/)

Open LD Templates Examples (2/2)

PHASE 1:

QUESTION – Investigation of

scientifically oriented questions

PHASE 2:

EVIDENCE – Give priority to evidence

PHASE 3:

ANALYSE - Analyse evidence

PHASE 4:

EXPLAIN - Formulate explanations

PHASE 5:

CONNECT - Connect explanations

PHASE 6:

COMMUNICATE - Communicate and

Justify

PHASE 7:

REFLECT – Reflect on the inquiry

process

POSE A SCIENTIFICALLY ORIENTED

QUESTION

COLLECT EVIDENCE AND DATA

DECIDE THE EVIDENCES’ ANALYSIS

DECIDE EXPLANATIONS’

FORMULATION

CONNECT RESOURCES TO SCIENTIFIC

KNOWLEDGE

CHOOSE HOW TO COMMUNICATE

STRUCTURE REFLECTION ON THE

INQUIRY PROCESS


http://www.pathway-project.eu/









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Learning Design Repositories (LDRs) Existing LDRs

LAMS Repository, Australia The Canadian LD

Repository, Canada

iCOPER LD Repository, EU

OSR LD Repository, EU

COSMOS LD Repository, EU








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Learning Design Repositories (LDRs) 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/educational designs following consistent and commonly

recognized terms among the educational practitioners of a given

community








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Learning Design Repositories (LDRs) Tools for Populating LDRs

Learning Activity Management System

(LAMS) ReCourse

MOT+ LD Editor

ASK Learning Designer Toolkit (ASK-LDT)

Open Graphical Learning Modeler

(OGLM)








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A Hierarchical Framework for the

analysis of Open Access to

Education and Learning








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Educational Content

Learning Activities

Educational Courses

Education and/or Training

Programmes

Hierarchical Open Access Framework: Elements

Learning Objects Educational Metadata (EM)

Hierarchical Elements








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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

A Hierarchical Open Access Framework








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Educational Content

Learning Activities

Educational Courses


Programmes

Hierarchical Open Access Framework: Elements










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Hierarchical Open Access Framework: Main Stakeholders

EducationalContent

EducationalContent

Learning ActivitiesLearning Activities

Educational Courses

Educational Courses


Programmes


Programmes

Learning ObjectsLearning ObjectsEducational Metadata (EM)

Educational Metadata (EM)



ParticipateParticipateDeliver

Deliver

Design and Develop

Design and Develop

Design and Develop

Educational Content

Supplier / Teacher

Instructional Designer / Teacher

e-Learning Services Provider

Learner/Teacher

Search / Select








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• 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)

Hierarchical Elements: Revisited

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








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• D. Sampson and P. Zervas, “A Hierarchical Framework for Open Access to Learning and Education”, International Journal of Web-based Communities (IJWBC) vol. 10(1), pp. 25-51, Inderscience Publishers, January 2014

• D. Sampson and P. Zervas, "Learning Object Repositories as Knowledge Management Systems", Knowledge Management & e-Learning Journal, vol. 5(2), June 2013

• 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

• P. Karampiperis, T. Lin, D. Sampson and Kinshuk, "Adaptive Cognitive-based Selection of Learning Objects", International Journal on Innovations in Education and Teaching International (ISSN 1470-3300), Special Issue on Cognition and Exploratory Learning in the Digital Age, vol. 43(2), pp. 121-135, Taylor & Francis, May 2006

• P. Karampiperis and D. Sampson, "Adaptive Learning Resources Sequencing in Educational Hypermedia Systems", Educational Technology & Society Journal (ISSN 1436-4522), vol. 8(4), pp. 128-147, October 2005

• P. Karampiperis and D. Sampson, "Adaptive Learning Object Selection in Intelligent Learning Systems", Journal of Interactive Learning Research, Special Issue on Computational Intelligence in Web-Based Education (ISSN 1093-023X), vol. 15(4), pp. 389-409, AACE Press, November 2004

• D. Sampson and P. Karampiperis, "Reusable Learning Objects: Designing Metadata Management Systems supporting Interoperable Learning Object Repositories", in Rory McGreal (Ed.), Online Education Using Learning Objects (ISBN 0415335124), Chapter 16, pp. 207-221, Taylor & Francis Books Ltd, September 2004

Related Publications


http://www.ifets.info/download_pdf.php?j_id=53&a_id=1174




























http://inderscience.metapress.com/content/a8g5x9fb34w9u2lj/






















http://www.tandfonline.com/doi/abs/10.1080/14703290600650392












http://www.ifets.info/journals/8_4/13.pdf





















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• Go-Lab: Global Online Science Labs for Inquiry Learning at School, (European Commission, FP7) [2012-2016]

• Inspiring Science Education: Large Scale Experimentation Scenarios to Mainstream eLearning in Science, Mathematics and Technology in Primary and Secondary Schools (European Commission, ICT-PSP) [2013-2016]

• Open Discovery Space: A socially-powered and multilingual open learning infrastructure to boost the adoption of e-Learning Resources (European Commission, ICT-PSP) [2012-2015]

• Inclusive Learning: Supporting Trainers for an Inclusive Vocational Education and Training (European Commission, Lifelong Learning Programme 2007-2013, Leonardo Da Vinci Sectoral Programme) [2012-2014]

• PATHWAY: The Pathway to Inquiry Based Science Teaching (European Commission, FP7-Science-in-Society Programme) [2011-2013]

• OpenScienceResources: Towards the development of a Common Digital Repository for Formal and Informal Science Education (European Commission, eContentPlus Programme) [2010-2012]

• COSMOS: An Advanced Scientific Repository for Science Teaching and Learning (European Commission, eContentPlus Programme) [2008-2011]

• MW-TELL: Mobile and Wireless Technologies for Technology-Enhanced Language Learning (European Commission, Lifelong Learning Programme 2007-2013, Leonardo Da Vinci Sectoral Programme) [2008-2010]

• e-Access II: Supporting Vocational Education and Training for Disadvantaged User Communities (European Commission, Lifelong Learning Programme 2007-2013, Leonardo Da Vinci Sectoral Programme) [2007-2009]

Related R&D Projects








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Tools for Supporting the Proposed

Hierarchical Open Access

Framework








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Educational Content

Learning Activities

Educational Courses


Programmes

Hierarchical Open Access Framework: Tools for supporting the 1st Hierarchical Element










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ASK Learning Objects Metadata Authoring Toolkit 2.0 (ASK-LOM-AT 2.0)

Conformant to IEEE LOM Standard

Authoring and Management of EM

Single web-form or step-by-step wizard for EM Authoring

Open source web-based tool

Multilingual User Support during Metadata Authoring

Presentation of Metadata Elements during EM Authoring based on their importance

Automatically Completion of Metadata Elements based on user profile details








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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/


http://www.ask4research.info/asklomat/




http://www.ask4research.info/pathway-asklomat/









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ASK Learning Objects Metadata Authoring Toolkit (ASK-LOM-AT) – (1/2)

Conformant to IEEE LOM Standard

Authoring and Management of EM

Step-by-step Wizard for EM Authoring

Stand alone application for Microsoft Windows OS








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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]


http://www.osrportal.eu/


http://www.mobile2learn.eu/

http://www.eaccess2learn.eu/

http://www.osrportal.eu/~osrgr/en/toolbox

http://www.cosmosportal.eu/cosmos/en/toolbox

http://www.mobile2learn.eu/services/index.php?sec=tools

http://www.eaccess2learn.eu/services/index.php?sec=tools







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• 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]









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ASK Learning Objects Metadata Application Profiling (ASK-LOM-AP) – (1/2)

EM Authoring based on Developed IEEE LOM APs

Development and Management of IEEE LOM APs

Step-by-step Wizard for IEEE LOM APs and EM Authoring

Open source web-based tool

Step-by-step Wizard for developing IEEE LOM APs according to the IMS

GLC and CEN/ISSS Guidelines








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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 271

times [April 2014].


http://sourceforge.net/projects/asklomap/







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• 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, 2014

• 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









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ASK Learning Objects Social Tagging (ASK-LOST 2.0) – (1/2)

Creation of user’s personal LOs collection

LOs submitted and tagged by end users

Access to personal vocabularies created by users’ tags

Browse LOs via tag clouds

Social networking support between users

Open source Web-based tool








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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 101 times [April 2014].


http://www.osrportal.eu/

http://sourceforge.net/projects/asklost







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• P. Zervas and D. Sampson, "The Effect of Users Tagging Motivation on the Enhancement of Digital Educational Resources Descriptions", Computers in Human Behavior, vol. 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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eAccess2Learn Web Repository (http://www.eaccess2learn.eu/) – (1/2)

Enables search and retrieval of accessible LOs and LDs

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

Enables storage of accessible LOs and LDs along with their EM

Conforms to W3C WCAG 1.0









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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 570 Registered Users [June 2013]

eAccess2Learn Web Repository has received [June 2013]:

21.043 Search Requests

10.535 Downloads

9.311 Visits

37.492 Pageviews









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• P. Zervas, V. Kardaras, S. Baldiris Navarro, J. Bacca, C. Avila, Y. Politis, Deveril, J. Treviranus, R. Fabregat, L. Goodman and D. Sampson, "Supporting Open Access to Teaching and Learning of People with Disabilities", in D. Sampson, D. Ifenthaler, J. M. Spector and P. Isaias, (Eds.), Digital Systems for Open Access to Formal and Informal Learning, Springer, May 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, "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









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Mobile2Learn Web Repository (http://www.mobile2learn.eu/) – (1/2)

Enables search and retrieval of mobile assisted Language Learning

LOs and LDs

Web Repository with LOs and LDs suitable for Language Learning supported

by Mobile Devices

Enables storage of mobile assisted Language Learning LOs and LDs along

with their EM









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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 1.052 Registered Users [June 2013]

Mobile2Learn Web Repository has received [June 2013]:

24.375 Search Requests

15.052 Downloads

8.588 Visits

45.944 Pageviews









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• P. Zervas and D. Sampson, "Facilitating Teachers’ Reuse of Mobile Assisted Language Learning Resources using Educational Metadata", IEEE Transactions on Learning Technologies (in press)

• 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









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Educational Content

Learning Activities (LAs)

Educational Courses Education and/or

Training Programmes

Hierarchical Open Access Framework: Tools for supporting the 2nd and the 3rd Hierarchical Elements

LAs Design and Delivery

Educational Content

Course Design and Delivery

Learning Activities









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ASK Learning Design Toolkit (ASK-LDT) – (1/2)

Development of new educational courses based on pre-defined LD

templates

Enables expression of pedagogical strategies in the form of LD

Templates

Enables characterization of the learning activities of an educational course by using a

common vocabulary of terms based on “Dialog Plus Learning Activities Taxonomy”

Stand alone application for Microsoft Windows OS

Save educational courses as LD packages (zip format) conformant

with IMS LD Specification








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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]






http://www.cosmosportal.eu/cosmos/en/toolbox


http://www.eaccess2learn.eu/services/index.php?sec=tools







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• 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









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ASK-Course Description Metadata-European Credit Transfer System (ASK-CDM-ECTS) – (1/2)

Conformant to Course Description Metadata (CDM-ECTS) Application

Profile

Facilitate description with European Credit Transfer System (ECTS)

compatible information European HEIs, as well as, their study programmes and

academic courses

Step-by-step Wizard for EM Authoring of academic courses’ LOs (conformant to IEEE

LOM)

Web-based application accessible via web-browser

Facilitate search and retrieval of academic courses offered by

European HEIs








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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













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• D. Sampson and P. Zervas, “Supporting Open Access to European Higher Education 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









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ASK Mobile Learning Design Player (1/2)

Facilitates the delivery of IMS LD-based mobile educational courses

Stand-alone application for PDAs or Smartphone Devices with Windows Mobile

OS

Enables enrolment of multiple roles/actors (individual learners, groups

of learners and tutors)

Enables rendering of HTML-based content and flash files

Available also as a web application as part of the Mobile2Learn Portal








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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]




http://www.mobile2learn.eu/repository/index.php?sec=search_tr

http://www.mobile2learn.eu/repository/index.php?sec=search_tr







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ASK Mobile SCORM Player (1/2)

Enables delivery of SCORM 2004-based Educational Courses

Stand-alone application for PDAs or Smartphone Devices with Google

Android OS

Enables rendering of HTML-based content and flash files








67/80

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 251

times [April 2014].











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• P. Zervas and D. Sampson, “Supporting Mobile Access to Online Courses: The ASK Mobile SCORM Player and the ASK Mobile LD Player”, in M. Ally and A. Tsinakos (Eds.), Perspectives on Open and Distance Learning: Increasing Access through Mobile Learning, Commonwealth of Learning, Athabasca University, December 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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Educational Content

Learning Activities

Educational Courses


Programmes

Hierarchical Open Access Framework: Tools for supporting the 4th Hierarchical Element

Virtual Classrooms

Educational Courses









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Moodle/Mobile Moodle (http://www.mobile2learn.eu/moodle/)

Customization to support access via mobile devices

Customization to support different

pedagogical strategies

Customization to support virtual

classrooms accessible via the web


http://www.mobile2learn.eu/moodle/







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• D. Sampson and P. Zervas, "Mobile Learning Management Systems in Higher Education", in Ana Azevedo and Rosalina Babo (Eds.), Higher Education Institutions and Learning Management Systems: Adoption and Standardization, pp. 162-177, IGI Global, ISBN 1609608844, 2012

• D. Sampson, P. Papapaulou, P. Zervas and C. Papanikou, "Supporting Higher Education Teaching through Wireless and Mobile Devices: The Case Study of mobile Moodle", in Proc. of the AACE E-Learn 2008-World Conference on E-Learning in Corporate, Government, Healthcare and Higher Education, Las Vegas, USA, AACE, November 2008









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ATutor for Disabled People Training (http://www.eaccess2learn.eu/atutor/)

Customization to support different disabled user groups (namely, motor disabled and visually impaired people)


http://www.eaccess2learn.eu/atutor/







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SLOODLE (http://www.ask4research.info/moodle/course/view.php?id=18)

Customization to support Synchronous Communication

and Collaboration in Second Life (SL)

Customization to create 3D Virtual Classroom

Simulations in SL

Customization to demonstrate the possibilities of using Moodle features

in SL


http://www.ask4research.info/moodle/course/view.php?id=18







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SLOODLE for Teachers’ Training

Customization to support teachers understanding 3D Virtual Worlds affordances, explore their potential in enhancing their educational practices and acquire

competences for teaching in them








75/80

• D. Sampson and P. Kallonis, "3D Virtual Classroom Simulations for supporting School Teachers’ Continuing Professional Development", in J. Jia (Ed.), Educational Stages and Interactive Learning: From Kindergarten to Workplace Training, IGI Publishers , February 2012

• D. Sampson and P. Kallonis, "Teachers' Training in Exploiting 3D Virtual Worlds for teaching and learning", in Pedro Isaias, Dirk Ifenthaler, Kinshuk, Demetrios G. Sampson and Michael J. Spector, (Eds.), Towards Learning and Instruction in Web 3.0. Advances in Cognitive and Educational Psychology, Springer, ISBN 978-1-4614-1538-1, January 2012

• P. Kallonis and D. Sampson, "A 3D Virtual Classroom Simulation for supporting School Teachers' Training based on Synectics - 'making the strange familiar'", in Proc. of the 11th IEEE International Conference on Advanced Learning Technologies (ICALT 2011), Athens, Georgia, USA, IEEE Computer Society, 6-8 July 2011

• P. Kallonis and D. Sampson, "Implementing a 3D Virtual Classroom Simulation for Teachers' Continuing Professional Development", in Proc. of the Workshop on Virtual Worlds for academic, organizational, and life-long learning (ViWo 2010) in the 18th International Conference on Computers in Education (ICCE 2010), Putrajaya, Malaysia, Asia-Pacific Society for Computers in Education, November 2010

• P. Kallonis and D. Sampson, "Exploiting Virtual Worlds For Teachers' Professional Development", in Proc. of the IADIS International Conference Cognition and Exploratory Learning in Digital Age (CELDA 2010), Timisoara, Romania, IADIS Press, 15-17, October 2010









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Research Challenges

in Digital Systems and Services to

Open Access to Education and

Learning








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• At the core of ASK activities are:

– Understand and Model Educational Design of Technology Supported Learning and Education, which is core background knowledge of ASK Researchers, since it is the driver for the design of any Method, Tool/System and Service. It captures the key design considerations of each problem (well known or an ill-defined or a new, thus Research or Service problem definition) in Learning and/or Education and/or Training. In this sense, the purpose of Educational Design is to define the educational context-of-use of a Tool/System and/or Service.

– Understand and Model Digital Tools/Systems (or Technologies, in more general terms) based on their potential pedagogical affordances. This is particularly interesting and useful, since Digital Systems and Services for Technology Supported Learning and Education mainly rely on exploiting existing Technologies (not Tools/Systems) such as Virtual Worlds, Digital Games, Widgets, Mobile Apps, Web 2.0 Technologies, Gesturing Computing, Internet of Things, and how to make them pedagogically useful in a particular educational contexts of use (defined by the Education Design). This knowledge is essential both in [Research], so as to be able to define research problems and design for innovative solution, and in [Services], so as to be able to select and customize tools/systems and services for particular problems in hand.

Research @ASK








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ICALT2014: Τhe 14th IEEE International Conference on Advanced Learning Technologies - Advanced Technologies for Supporting

Open Access to Formal and Informal Learning 7-10 Ιουλίου 2014 στην Αθήνα

250 εργασίες – 350 συμμετέχοντες – 50 χώρες

http://www.ask4research.info/icalt/2014/








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… stay in contact …

e-mail: [email protected] skype: dem-sampson

twitter: @dem-sampson www.ask4research.info

visit me at:

Department of Digital Systems, University of Piraeus, Greece


mailto:[email protected]

http://www.ask4research.info/

digital systems and services for open access education and learning

Education

learning technology

advanced digital systems

evaluation of digital

learning demetrios

technology hellas ce

educational technology

research projects

research establishment