Campus formatiu

Desenvolupament d'una plataforma de formació online amb ASP.NET.

Estudi de com OWL amplia la funcionalitat d'RDF i aquest, a la seva vegada, d'XML

Aquest document explica com és aquesta web actual o sintàctica, basada en llenguatge HTML, i perquè no treu més profit de la ingent quantitat d'informació que conté. També explica d'una manera detallada quina és l'alternativa que la comunitat informàtica proposa per tal de superar aquests inconvenients.

sisCave : Sistema de Catalogació de Cavitats

Aquest treball de final de carrera pretén cobrir una necessitat divulgativa del món de l'espeleologia, proporcionant al col·lectiu espeleològic una aplicació basada en web que permeti publicar, de forma cooperativa, ressenyes de cavitats incorporant dades textuals, fotografies, topografies i mapes d'ubicació.El projecte s'ha desenvolupat com a Treball de Final de Carrera de l'àrea J2EE de l'Enginyeria Tècnica en Informàtica de Gestió. La seva implementació, per tant, està basada en Programació Orientada a Objectes amb llenguatge Java i tecnologies J2EE.

Projecte Nàstic Store : Tenda virtual del Club Gimnàstic de Tarragona.

El treball de final de carrera s'ha basat en l'anàlisi, disseny i la seva posterior implementació d'un programari web basat en una web site i una aplicació que configuren la tenda virtual que era l'objectiu final d'aquest projecte.

Open to the users' needs : combining user-centered design, standards and open source software

This case study introduces our continuous work to enhance the virtual classroom in order to provide faculty and students with an environment open to their needs, compliant with learning standards and, therefore compatible with other e-learning environments, and based on open source software. The result is a modulable, sustainable and interoperable learning environment that can be adapted to different teaching and learning situations by incorporating the LMS integrated tools as well as wikis, blogs, forums and Moodle activities among others.

Reaching the Heart of the University : Libraries and the Future of OER

University libraries are well positioned to run or support OER production and publication operations. Many university libraries already have the technical, service, and policy infrastructure in place that would provide economies of scale for nascent and mature OER projects. Given a number of aligning factors, the University of Michigan (U-M) has an excellent opportunity to integrate Open.Michigan, its OER operation, into the University Library. This paper presents the case for greater university library involvement in OER projects generally, with U-M as a case study.

Audio as medium for content distribution (providing access to knowledge)

Reaching and educating the masses to the benefit of all of mankind is the ultimate goal and through the use of this technology facility/tool many can be reached in their own language, in their own community, in their own time and at their own pace. Making this content available to those who will benefit from the information, is vital. These people who want to consume the content are not necessarily that interested in the qualification, they need the information. Making the content available in an auditory format may also help those who may not be as literate as others. The uses of audio/ recorded lessons have a number of uses and should not just be seen as a medium for content distribution to distant communities. Recording lectures makes it possible for a lecturer to present lectures to a vast number of students, while just presenting the lecture once.

A Method and Tool to Support the Analysis and Enhance the Understanding of Peer-to-Peer Learning Experiences

In this paper we look at how a web-based social software can be used to make qualitative data analysis of online peer-to-peer learning experiences. Specifically, we propose to use Cohere, a web-based social sense-making tool, to observe, track, annotate and visualize discussion group activities in online courses. We define a specific methodology for data observation and structuring, and present results of the analysis of peer interactions conducted in discussion forum in a real case study of a P2PU course. Finally we discuss how network visualization and analysis can be used to gather a better understanding of the peer-to-peer learning experience. To do so, we provide preliminary insights on the social, dialogical and conceptual connections that have been generated within one online discussion group.

When the mummy is digital : preservation and dissemination

Most educational institutions include nowadays a digital repository as part of their development and positioning strategy. The main goals of a digital repository are preservation and dissemination, which are some how contradictory, especially if the repository follows an open approach, as it is designed, built and managed from an institutional perspective, although it is intended to be used by teachers and learners. This fact may lead to a low level of usage, as final users are not able to integrate the learning object repository into their learning process. In this paper we will discuss how to promote open educational resources by connecting open repositories with open social networks, bridging the gap between resources and final users (teachers and learners).

Business Models in OER, a Contingency Approach

We will present an analysis of data from a literature review and semi-structured interviews with experts on OER, to identify different aspects of OER business models and to establish how the success of the OER initiatives is measured. The results collected thus far show that two different business models for OER initiatives exist, but no data on their success or failure is published. We propose a framework for measuring success of OER initiatives.

Conversation is the Key : A Short History of Smarthistory.org

Smarthistory.org is a proven, sustainable model for open educational resources in the Humanities. We discuss lessons learned during its agile development. Smarthistory.org is a free, creative-commons licensed, multi-media web-book designed as a dynamic enhancement or substitute for the traditional art history textbook. It uses conversation instead of the impersonal voice of the typical textbook in-order to reveal disagreement, emotion, and the experience of looking. The listener remains engaged with both the content and the interaction of the speakers. These conversations model close looking and a willingness to encounter and engage the unfamiliar. Smarthistory takes the inherent dialogic and multimedia nature of the web and uses it as a pedagogical method. This extendable Humanities framework uses an open-source content management system making Smarthistory inexpensive to create, and easy to manage and update. Its chronological timeline/chapter-based format integrates new contributions into a single historical framework, a structure applicable across the Humanities.

Open access press vs traditional university presses on Amazon

This study is a comparison AU Press with three other traditional (non-open access) Canadian university presses. The analysis is based on actual physical book sales on Amazon.com and Amazon.ca. Statistical methods include the sampling of the sales ranking of randomly selected books from each press. Results suggest that there is no significant difference in the ranking of printed books sold by AU Press in comparison with traditional university presses. However, AU Press, can demonstrate a significantly larger readership for its books as evidenced by thousands of downloads of the open electronic versions.

Approaches to OER Development

OER development is becoming more sophisticated as instructors and course specialists become more familiar with the environment. Most OER development approaches for online courses have been developed from those that were appropriate in the face-to-face context. However, the OER online environment opens up new possibilities for learning as well as holding particular limitations. This paper presents some approaches that OER implementers should bear in mind when initiating and supporting OER course development projects.1. Beg, borrow, or steal courseware. Don't reinvent the wheel.2. Take what exists and build the course around it.3. Mix and match. Assemble. Don't create.4. Avoid the "not invented here" syndrome. 5. Know the content -garbage in and garbage out.6. Establish deadlines. Work to deadlines, but don't be unrealistic. 7. Estimate your costs and then double them. Double them again. 8. Be realistic in scheduling and scoping.9. The project plan must be flexible. Be prepared for major shifts.10. Build flexibly for reuse and repurposing -generalizability reduces costs 11. Provide different routes to learning. 12. Build to international standards.There are necessary features in every OER, including introduction, schedule etc. but it is most important to keep the course as simple as possible. Extreme Programming (XP) methodology can be adapted from software engineering to aid in the course development process.

Open Learning Network : the evidence of OER impact

Much of the initial work on Open Educational Resources (OER) has inevitably concentrated on how to produce the resources themselves and to establish the idea in the community. It is now eight years since the term OER was first used and more than ten years since the concept of open content was described and a greater focus is now emerging on the way in which OER can influence policy and change the way in which educational systems help people learn. The Open University UK and Carnegie Mellon University are working in partnership on the OLnet (Open Learning Network), funded by The William and Flora Hewlett Foundation with the aims to search out the evidence for use and reuse of OER and to establish a network for information sharing about research in the field. This means both gathering evidence and developing approaches for how to research and understand ways to learn in a more open world, particularly linked to OER, but also looking at other influences.

Collective Intelligence for OER Sustainability

To thrive, the Open Educational Resource (OER) movement, or a given initiative, must make sense of a complex, changing environment. Since "sustainability" is a desirable systemic capacity that our community should display, we consider a number of principles that sharpen the concept: resilience, sensemaking and complexity. We outline how these motivate the concept of collective intelligence (CI), we give examples of what OER-CI might look like, and we describe the emerging Cohere CI platform we are developing in response to these requirements.