Patrimoni Digital de Catalunya, a year and a half experience

E-repositories are part of the e-science, and they are based on the e-infrastructure. The Centre de Supercomputació de Catalunya (CESCA) together with the Consorci de Biblioteques Universitàries de Catalunya (CBUC) started in 1999 a cooperative repository, named TDR, to file, in digital format, the full-text of the read thesis at the universities of our country in order to spread them worldwide in open access, while at the same time, preserving the intellectual copyright of the authors. Since then, four additional cooperative repositories have been created: RECERCAT for research papers; RACO for scientific, cultural and erudite Catalan magazines; MDC for Catalan digital collections of pictures, maps, posters and old magazines; and PADICAT for archiving Catalan digital web content; The main objective of the latter is to archive Catalan web sites. That is, PADICAT collects, processes and provides permanent access to the entire cultural, scientific and general output of Catalonia in digital format. The repository manager is the Biblioteca de Catalunya, as the institution responsible for compiling, processing and distributing the bibliographic heritage of Catalonia, while CESCA is the technology partner. On September 11th, 2006 the repository went into operation for the general public, with some thirty websites archived. After one year and a half, it has 2.720 captures of more than 1.000 websites. This includes 34 million files (HTML, images...) and two terabytes of data. The objective of this paper is to present PADICAT and our experience developing and managing it.We describe the repository briefly, we explain the technology used to implement it and we comment our experiences during its first year and a half.

How collaboration could contribute to make Catalan journals visible on the Internet?

Cooperation between libraries is a universal language spoken in different dialects. In 1996 the libraries of the state-funded universities and the National Library of Catalonia (Spain) formed the Consortium of Academic Libraries of Catalonia (CBUC) to act as a channel for cooperation. The organization and activities of CBUC are an example of how this universal language has been adapted to the specific characteristics of the Libraries of Catalonia. Catalonia is an autonomous region of Spain with 7 million inhabitants with its own language, history and traditions and with a strong feeling of own identity that facilitates the cooperation. Thanks to this (and also to the hard work of the member libraries), since then, CBUC has created a union catalogue, an interlibrary lending program, the Digital Library of Catalonia, a cooperative store, different cooperatives repositories and other cooperation programs. One of these cooperatives repositories is RACO (Catalan Journals in Open Access, www.raco.cat) where can be consulted, in open access, the full-text articles of scientific, cultural and scholar Catalan journals. The main purpose of RACO is to increase the visibility and searches of the journals included and to spread the scientific and academic production published in Catalonia. This purpose makes specific in three aims: encourage the electronic edition of Catalan journals; be the interface that allows the whole search of all the journals and provide the instruments for its preservation. There are currently 244 journals in RACO, that includes more than 85.000 articles (80% in OA) from 50 publishing institutions. Since it got into operation it has had more than 4 millions of queries. These 244 journals offer the full-text of all the published issues. Nevertheless, some journal can have a delay between the introduction of the table of contents and the full-text for the recent issues. From 2005 we have a plan of retrospective digitization that has allowed to digitize more than 350.000 pages of back issues. The RACO repository works with the open source program OJS (Open Journal Systems, http://pkp.sfu.ca/ojs/) and uses Dublin Core Metadata and the interoperability protocol created by Open Archives Initiative (OAI) which allows to increase the visibility of the articles published in journals offering oneself together with other international repositories.

CAT (Curator Archiving Tool): improving access to web archives

PADICAT is the web archive created in 2005 in Catalonia (Spain ) by the Library of Catalonia (BC ) , the National Library of Catalonia , with the aim of collecting , processing and providing permanent access to the digital heritage of Catalonia . Its harvesting strategy is based on the hybrid model ( of massive harvesting . SPA top level domain ; selective compilation of the web site output of Catalan organizations; focused harvesting of public events) . The system provides open access to the whole collection , on the Internet . We consider necessary to complement the current search for new and visualization software with open source software tool, CAT ( Curator Archiving Tool) , composed by three modules aimed to effectively managing the processes of human cataloguing ; to publish directories where the digital resources and special collections ; and to offer statistical information of added value to end users. Within the framework of the International Internet Preservation Consortium meeting ( Vienna 2010) , the progress in the development of this new tool, and the philosophy that has motivated his design, are presented to the international community.

EduFeedr - following and supporting learners in open blog-based courses

In recent years several educators have organized open courses where participants reflect on their personal blogs. With a large number of participants it becomes a challenge to follow all the course discussions. In this paper we present the EduFeedr system that is specifically designed for following and supporting student activities in blog-based courses.

Proposing a 'Consent Commons' in open education - balancing the desire for openness with the rights of people to refuse or withdraw from participation

A new 'Consent Commons' licensing framework is proposed, complementing Creative Commons, to clarify the permissions given for using and reusing clinical and non-clinical digital recordings of people (patients and non-patients) for educational purposes. Consent Commons is a sophisticated expression of ethically based 'digital professionalism', which recognises the rights of patients, carers, their families, teachers, clinicians, students and members of the public to have some say in how their digital recordings are used (including refusing or withdrawing their consent), and is necessary in order to ensure the long term sustainability of teaching materials, including Open Educational Resources (OER). Consent Commons can ameliorate uncertainty about the status of educational resources depicting people, and protect institutions from legal risk by developing robust and sophisticated policies and promoting best practice in managing their information.

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.

The relationships between technology and open education in the development of a resilient higher education

The place of technology in the development of coherent educational responses to environmental and socio-economic disruption is here placed under scrutiny. One emerging area of interest is the role of technology in addressing more complex learning futures, and more especially in facilitating individual and social resilience, or the ability to manage and overcome disruption. However, the extent to which higher education practitioners can utilise technology to this end is framed by their approaches to the curriculum, and the socio-cultural practices within which they are located. This paper discusses how open education might enable learners to engage with uncertainty through social action within a form of higher education that is more resilient to economic, environmental and energy-related disruption. It asks whether open higher education can be (re)claimed by users and communities within specific contexts and curricula, in order to engage with an uncertain world.

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.

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).

Open Educational Resources : Experiences of use in a Latin-American context

This paper presents practical experiences using Open educational Resources (OER) for basic and elementary education (K12), educational research and research training on two inter-institutional projects with the collaboration of thirteen higher education institutions and with the support of the Corporación de Universidades para el Desarrollo del Internet (CUDI) and by the Consejo Nacional de Ciencia y Tecnología (CONACYT) of Mexico and hosted by the Tecnológico de Monterrey. The first initiative is titled "Knowledge Hub for K-12 Education" with the main goal of enrich a catalog of Open Educational Resources for basic and elementary education (K-12) for Mexico and Spanish speaking countries in Latin-America. The main goal of the second initiative is to build a collection of Open Educational Resources for Mobile Learning to address the issue of educational research and research training.

Open video tools to support the production of online collaborative audiovisual projects : how to promote collective creation in e-learning

This paper analyses the use of open video editing tools to support the creation and production of online collaborative audiovisual projects for higher education. It focuses on the possibilities offered by these tools to promote collective creation in virtual environments.

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.

Towards a Social Learning Space for Open Educational Resources

We identify a number of meanings of "Open", as part of the motivating rationale for a social media space tuned for learning, called SocialLearn. We discuss why online social learning seems to be emerging so strongly at this point, explore features of social learning, and identify some of the dimensions that we believe characterize the social learning design space, before describing the emerging design concept and implementation.

Open online courses in Colombia : report of an educational and technological experiment

Based on a discussion of the background, features and limitations of open online courses, this paper describes a technological solution to support their offering, built on online tools that don't require self-managed hosting. This is a proof of concept that intends to highlight the possibilities and obstacles related to this kind of educational practice in a Latin American context.

Structuring OER Using Learning Trajectories

The Wikiwijs program in the Netherlands is experimenting in structuring a repository with digital learning materials by labelling these materials with the learning goals and subjects handled by it. This makes it possible to create an interdependent arrangement of learning materials as building blocks for a curriculum. Such arrangements are called learning trajectories. A datamodel is presented in which the entities involved and their relationships are depicted. A first implementation of this is realized and published in September 2010.