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.

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







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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


http://cdn.nmc.org/media/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


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, Australia The 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 Objects Educational Metadata (EM)

Hierarchical Elements








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Hierarchical Open Access Framework: Users’ Roles

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

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


http://www.ask4research.info/


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




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










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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 Physical Learning Spaces and the Digital Cloud

Smart integration of Physical Learning Spaces and the Digital Cloud








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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/]


http://tinyurl.com/ocaxgqk

http://tinyurl.com/myft7rn

http://tinyurl.com/kdlshup

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]


http://tinyurl.com/q69cogt







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]


http://tinyurl.com/naroatv





http://tinyurl.com/noh3tvr







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/


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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European Schools:

• 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/


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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European Schools: • 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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European Schools: • 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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