Accessing and managing open medical resources in Africa over the Internet

Recent commentaries have proposed the advantages of using open exchange of data and informatics resources for improving health-related policies and patient care in Africa. Yet, in many African regions, both private medical and public health information systems are still unaffordable. Open exchange over the social Web 2.0 could encourage more altruistic support of medical initiatives. We have carried out some experiments to demonstrate the feasibility of using this approach to disseminate open data and informatics resources in Africa. After the experiments we developed the AFRICA BUILD Portal, the first Social Network for African biomedical researchers. Through the AFRICA BUILD Portal users can access in a transparent way to several resources. Currently, over 600 researchers are using distributed and open resources through this platform committed to low connections.

Language resources and linked data: a practical perspective

Recently, experts and practitioners in language resources have started recognizing the benefits of the linked data (LD) paradigm for the representation and exploitation of linguistic data on the Web. The adoption of the LD principles is leading to an emerging ecosystem of multilingual open resources that conform to the Linguistic Linked Open Data Cloud, in which datasets of linguistic data are interconnected and represented following common vocabularies, which facilitates linguistic information discovery, integration and access. In order to contribute to this initiative, this paper summarizes several key aspects of the representation of linguistic information as linked data from a practical perspective. The main goal of this document is to provide the basic ideas and tools for migrating language resources (lexicons, corpora, etc.) as LD on the Web and to develop some useful NLP tasks with them (e.g., word sense disambiguation). Such material was the basis of a tutorial imparted at the EKAW’14 conference, which is also reported in the paper.

Behind video lectures in a MOOC

The year 2012 was the “boom year” in MOOC and all its outstanding growth until now, made us move forward in designing the first MOOC in our Institution (and the third in our country, Portugal). Most MOOC are video lectured based and the learning analytic process to these ones is just taking its first steps. Designing a video-lecture seems, at a first glance, very easy: one can just record a live lesson or lecture and turn it, directly, into a video-lecture (even here one may experience some “sound” and “camera” problems); but developing some engaging, appealing video-lecture, that motivates students to embrace knowledge and that really contributes to the teaching/learning process, it is not an easy task. Therefore questions like: “What kind of information can induce knowledge construction, in a video-lecture?”, “How can a professor interact in a video-lecture when he is not really there?”, “What are the video-lectures attributes that contribute the most to viewer’s engagement?”, “What seems to be the maximum “time-resistance” of a viewer?”, and many others, raised in our minds when designing video-lectures to a Mathematics MOOC from the scratch. We believe this technological resource can be a powerful tool to enhance students' learning process. Students that were born in digital/image era, respond and react slightly different to outside stimulus, than their teachers/professors ever did or do. In this article we will describe just how we have tried to overcome some of the difficulties and challenges we tackled when producing our own video-math-lectures and in what way, we feel, videos can contribute to the teaching and learning process at higher education level.

Designing video lectures for MOOC

Educational videos differ from other teaching and learning technologies as they allow the benefit of using visual perception. Video lectures are not new to education, however with the use of innovative video technologies they can improve academic outcomes and extend the reach of education. They may offer extraordinary new experiences for higher education institutions (HEI). Through them lecturers can provide information and contents to students, and if used creatively, video lectures can become a powerful technological tool in education, inside and outside classrooms. Inside a classroom it can motivate students and improve topics’ debate and outside it is a good support for students’ self- learning. In some cases they can be used to work some subjects standing behind, but needed to support actual courses contents, that students do not remember (or were not even taught), opening an “in front to the past door” that backs students self-study. The student-educator dynamic is changing. Students are expecting exceptional instruction and educators are expecting students to be more and more well informed about subjects from online viewing.This article explores some of the potential benefits and challenges associated with the use of video lectures in the teaching and learning process at higher education. We will also discuss some thoughts and examples for the use of teaching materials to enhance student’s learning and try to understand how video can act as powerful and innovative to enlighten teaching and learning (note that unfortunately, sometimes, the opposite is happening).

Towards Openness in Biomedical Informatics

Over the last years, and particularly in the context of the COMBIOMED network, our biomedical informatics (BMI) group at the Universidad Politecnica de Madrid has carried out several approaches to address a fundamental issue: to facilitate open access and retrieval to BMI resources —including software, databases and services. In this regard, we have followed various directions: a) a text mining-based approach to automatically build a “resourceome”, an inventory of open resources, b) methods for heterogeneous database integration —including clinical, -omics and nanoinformatics sources—; c) creating various services to provide access to different resources to African users and professionals, and d) an approach to facilitate access to open resources from research projects

Engaging tutors in using e-repositories for learning and teaching

Universities which set up online repositories for the management of learning and teaching resources commonly find that uptake is poor. Tutors are often reluctant to upload their materials to e-repositories, even though the same tutors are happy to upload resources to the virtual learning environment (e.g. Blackboard, Moodle, Sakai) and happy to upload their research papers to the university’s research publications repository. The paper reviews this phenomenon and suggests constructive ways in which tutors can be encouraged to engage with an e-repository. The authors have recently completed a major project “Developing Repositories at Worcester” which is part of a group of similar projects in the UK. The paper includes the feedback and the lessons learned from these projects, based on the publications and reports they have produced. They cover ways of embedding repository use into institutional working practice, and give examples of different types of repository designed to meet the needs of those using different kinds of learning and teaching resources. As well as this specific experience, the authors summarise some of the main findings from UK publications, in particular the December 2008 report of Joint Information Systems Committee: Good intentions: improving the evidence base in support of sharing learning materials and Online Innovation in Higher Education, Ron Cooke’s report to a UK government initiative on the future of Higher Education. The issues covered include the development of Web 2.0 style repositories rather than conventionally structured ones, the use of tags rather than metadata, the open resources initiative, the best use for conventional repositories, links to virtual learning environments, and the processes for the management and support of repositories within universities. In summary the paper presents an optimistic, constructive view of how to embed the use of e-repositories into the working practices of university tutors. Equally, the authors are aware of the considerable difficulties in making progress and are realistic about what can be achieved. The paper uses evidence and experience drawn from those working in this field to suggest a strategic vision in which the management of e-learning resources is productive, efficient and meets the needs of both tutors and their students.

Enabling access to and re-use of publicly funded research data as Open Educational Resources : a strategy for overcoming the legal barriers to data access and re-use

Open Educational Resources (OER) are teaching, learning and research materials that have been released under an open licence that permits online access and re-use by others. The 2012 Paris OER Declaration encourages the open licensing of educational materials produced with public funds. Digital data and data sets produced as a result of scientific and non-scientific research are an increasingly important category of educational materials. This paper discusses the legal challenges presented when publicly funded research data is made available as OER, arising from intellectual property rights, confidentiality and information privacy laws, and the lack of a legal duty to ensure data quality. If these legal challenges are not understood, addressed and effectively managed, they may impede and restrict access to and re-use of research data. This paper identifies some of the legal challenges that need to be addressed and describes 10 proposed best practices which are recommended for adoption to so that publicly funded research data can be made available for access and re-use as OER.

Open educational resources in China : a governmentality analysis

Using a sociological approach, this study examines China’s reform of open educational resources (OER), which has prompted significant changes to the nation’s higher education sector. Through an analysis of the policy processes that have driven the reform, this study demonstrates that the reform has involved and brought significant changes to its participants as resource administrators, providers, and receivers. By using governmentality as a poststructuralist analytical framework, this study shows the particular ways in which the reform process has been governed and the ways in which the governing practices have changed the conduct of higher education. The study reveals the power relations exercised through the reform and offers a critique of China’s higher education sector.

Open educational resources: Enhancing education provision and practice

Open educational resources (OERs), a disruptive technology, made their appearance in early 2002 as a promising tool for enhancing the quality of and access to education generally and higher education in particular. OERs were also perceived to have the potential to reduce costs by reusing learning materials. This brief draws on a study that reviewed the uptake of OERs and related activities in six institutions in Hong Kong, China; India; Malaysia; Pakistan; and Thailand.

Geographic Resources Decision Support System – an Open Source GIS

Fully structured and matured open source spatial and temporal analysis technology seems to be the official carrier of the future for planning of the natural resources especially in the developing nations. This technology has gained enormous momentum because of technical superiority, affordability and ability to join expertise from all sections of the society. Sustainable development of a region depends on the integrated planning approaches adopted in decision making which requires timely and accurate spatial data. With the increased developmental programmes, the need for appropriate decision support system has increased in order to analyse and visualise the decisions associated with spatial and temporal aspects of natural resources. In this regard Geographic Information System (GIS) along with remote sensing data support the applications that involve spatial and temporal analysis on digital thematic maps and the remotely sensed images. Open source GIS would help in wide scale applications involving decisions at various hierarchical levels (for example from village panchayat to planning commission) on economic viability, social acceptance apart from technical feasibility. GRASS (Geographic Resources Analysis Support System, http://wgbis.ces.iisc.ernet.in/grass) is an open source GIS that works on Linux platform (freeware), but most of the applications are in command line argument, necessitating a user friendly and cost effective graphical user interface (GUI). Keeping these aspects in mind, Geographic Resources Decision Support System (GRDSS) has been developed with functionality such as raster, topological vector, image processing, statistical analysis, geographical analysis, graphics production, etc. This operates through a GUI developed in Tcltk (Tool command language / Tool kit) under Linux as well as with a shell in X-Windows. GRDSS include options such as Import /Export of different data formats, Display, Digital Image processing, Map editing, Raster Analysis, Vector Analysis, Point Analysis, Spatial Query, which are required for regional planning such as watershed Analysis, Landscape Analysis etc. This is customised to Indian context with an option to extract individual band from the IRS (Indian Remote Sensing Satellites) data, which is in BIL (Band Interleaved by Lines) format. The integration of PostgreSQL (a freeware) in GRDSS aids as an efficient database management system.

SUSTAINABILITY OF OPEN ACCESS SERVICES: Phase 3: The Collective Provision of Open Access Resources

The report ‘Sustainability of Open Access Services - Phase 3: The Collective Provision of Open Access Resources’ discusses the economic and institutional issues faced by those sustaining free infrastructure services. It also identifies strategies to coordinate the collective provision of infrastructure services. These considerations are valuable input for the phases 4 and 5 of the project ‘Sustainability of Open Access Services’. This body of work will lead to practical recommendations for funders and project planners to consider when initiating an infrastructure service. The report was written by Raym Crow and funded by SPARC. Several key messages from the report are of interest. Providing infrastructure services as a public good imposes specific requirements on the design of the sustainability model. The challenge is to get enough institutions to reveal their demand for the service and support this. Arguments for an institution to support can be altruism or reciprocity or there being sufficient benefit to the institution for supporting a service. Institutions can also work together on a service through collective action (collecting voluntary contributions) and cross subsidies (funding collected by offering exclusive benefits to contributors).

Metadaten für Open Educational Resources (OER). Eine Handreichung für die öffentliche Hand, erstellt von der Technischen Informationsbibliothek (TIB)

"Im Zuge der weiteren Verbreitung der Social Media und der internetbasierten Lehre, gewinnen eLearning Inhalte immer mehr an Bedeutung. In den Kontext von eLearning und internetbasierter Lehre gehören auch Open Educational Resources (OER). OER sind digitale Lern- und Lehrmaterialien, die frei für Lehrende und Studierende zugänglich sind und auch frei verbreitet werden dürfen. [...] Um OER auszutauschen, zu finden, zu beschaffen und sie auf einer breiten Basis zugänglich zu machen, insbesondere auch über Suchmaschinen und dadurch verwenden zu können, werden für die jeweiligen Materialien Metadaten benötigt. [...] Um die Frage nach dem Handlungs- und Forschungsbedarf zum Thema Metadaten für Open Educational Resources zu untersuchen, wird zunächst ein Überblick über die momentan bestehenden nationalen und internationalen Metadatenstandards für eLearning Objekte gegeben. [...] Hieraus ergeben sich Empfehlungen, welche Metadaten-Standards für die weitere Nutzung und Förderung geeignet sein könnten. Es werden außerdem die Möglichkeiten der Erstellung eines neuen Metadaten-Standards sowie eines gemeinsamen Portals für OER erörtert. Hierbei wird vor allem auf die zu erwartenden Probleme und die damit verbundenen Anforderungen eingegangen." (DIPF/Orig.)

Mobile authoring of open educational resources for authentic learning scenarios

The proliferation of smartphones in the last decade and the number of publications in the field of authoring systems for computer-assisted learning depict a scenario that needs to be explored in order to facilitate the scaffolding of learning activities across contexts. Learning resources are traditionally designed in desktop-based authoring systems where the context is mostly restricted to the learning objective, capturing relevant case characteristics, or virtual situation models. Mobile authoring tools enable learners and teachers to foster universal access to educational resources not only providing channels to share, remix or re-contextualize these, but also capturing the context in-situ and in-time. As a further matter, authoring educational resources in a mobile context is an authentic experience where authors can link learning with their own daily life activities and reflections. The contribution of this manuscript is fourfold: first, the main barriers for ubiquitous and mobile authoring of educational resources are identified; second, recent research on mobile authoring tools is reviewed, and 10 key shortcomings of current approaches are identified; third, the design of a mobile environment to author educational resources (MAT for ARLearn) is presented, and the results of an evaluation of usability and hedonic quality are presented; fourth, conclusions and a research agenda for mobile authoring are discussed.