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Tuesday, April 24


X5gon: Cross Modal, Cross Cultural, Cross Lingual, Cross Domain, and Cross Site Global OER Network
The proposal X5gon stands for easily implemented freely available innovative technology elements converging currently scattered Open Educational Resources (OER) available in various modalities across Europe and the globe. X5gon combines content understanding, user modelling quality assurance methods and tools to boost a homogenous network of (OER) sites and provides users (teachers, learners) with a common learning experience. X5gon deploys open technologies for recommendation, learning analytics and learning personalisation services that works across various OER sites, independent of languages, modalities, scientific domains, and socio-cultural contexts. It develops services OER media convergence including full courses, course materials, modules, textbooks, videos, tests, software, related events, tools, materials, techniques used to support access to knowledge.

Fivefold solutions are offered to OER sites:
• Cross-modal: technologies for multimodal content understanding;
• Cross-site: technologies to transparently accompany and analyse users across sites;
• Cross-domain: technologies for cross domain content analytics;
• Cross-language: technologies for cross lingual content recommendation;
• Cross-cultural: technologies for cross cultural learning personalisation.

X5gon collects and index OER resources, track data of users progress and feed an analytics engine driven by state-of-the-art machine learning, improve recommendations via user understanding and match with knowledge resources of all types.

The project will create three services X5oerfeed, X5analytics and X5recommend and run a series of pilot case studies that enable the measurement of the broader goals of delivering a useful and enjoyable educational experience to learners in different domains, at different levels and from different cultures. Two exploitation scenarios are planned: (i) free use of services for OER, (ii) commercial exploitation of the multimodal, big data, real-time analytics pipeline.

avatar for Davor Orlic

Davor Orlic

COO, Knowledge 4 All Foundation
AI in education, Machine Translation in developing countries, Open Education, UNESCO Chair in OER

Tuesday April 24, 2018 10:45 - 11:10
Commissie 3


Use of IDeRBlog as an Essential Input for Open Education
The language of your youth is very lively, dynamic, sometimes short-lived and unpredictable. Therefore, today many pupils struggle with the acquisition of the German language. Although, correct spelling is considered as very prestigious, most of our students consider spelling instructions often as boring and formal. The modern way of life with Computers, tables and other mobile devices are offering new possibilities to face this problematic area and support our youth. Modern media devices are highly attractive for children and widely used. Digital Media is determining our lives and the aim should be gaining more expertise in using them and the advantages it offers. So, how can we use the possibilities of the digital age for improving the orthographic competences of our children? To find a way the project IDeRBlog – acronym of German: “Individuell Differenziert Rechtschreiben mit Blogs”, which means translated “Individually differentiated spelling with blogs” – has been started. In the framework of the project we created a platform for pupils of German speaking countries between the ages of eight and twelve. There the children can freely write, correct and publish their text in a blog. In addition, numerous online and offline exercises as well as worksheets are offered. The aim of this article is to present die possibilities of combining a platform for orthographic analysis and the offer of additional Open Educational Resources to individually exercise the problematic areas identified by the platform. The working process with the platform is shown as well as the offerings of Open Educational Resources as addition to train orthographic skills. Furthermore, the concept introduces the idea of OER to the broader audience, namely the teachers, students and parents.

SLIDES: https://www.slideshare.net/mebner/orthography-training-with-iderblog-an-open-educational-resources-practice


Hugo Adolph

LPM Saarland

Lena Ankner

Albert-Weisgerber School St. Ingbert

Christian Aspalter

University College of Teacher Education Vienna

Susanne Biermeier

Albert-Weisgerber School St. Ingbert

Mike Cormann

School of Raeren

Martin Ebner

Graz University of Technology

Markus Ebner

Graz University of Technology

Konstanze Edtstadler

University College of Teacher Education Steiermark

Sandra Ernst

School of Raeren

Sonja Gabriel

University College of Teacher Education Vienna/Krems

Gabriele Goor

School of Raeren

Michael Gros

LPM Saarland

Anneliese Hupperts

School of Raeren

Kathrin Irmag

Albert-Weisgerber School St. Ingbert

Susanne Martich

University College of Teacher Education Vienna

Nina Steinhauer

LPM Saarland

Behnam Taraghi

Graz University of Technology

Marianne Ullmann

University College of Teacher Education Vienna

Martina Wintschnig

University College of Teacher Education Vienna/Krems

Tuesday April 24, 2018 11:10 - 11:35
Commissie 3


A Qualitative Study of Open Educational Practice using Jupyter Notebooks
Research efforts in the last decade have focused on the effect on student outcomes from using Open Educational Resources (OER). We are interested in whether (some) OER may also influence students in their attitudes and capacities for collaboration, community involvement, and open practices. The aim of our study is to discover how a new OER medium, Jupyter Notebooks, may (or may not) impact attitudes of undergraduate engineering majors toward sharing and openness.

In this context, we describe ‘openness’ as a culture that supports making your code, data, and other resources available to others, inviting collaboration. All of the resources accessed by students throughout the course are CC-BY, but what makes the functionality of Jupyter notebooks different from a standard open textbook is the ability for students to play with and deploy code in the platform. This is an exploratory study, listening to student voices to see if, when given the opportunity to use the legal permissions associated with the open content (e.g., copying and pasting lines of code, developing their own notebooks), they interact with the content in new ways, and if/how they choose to share their work.

This study takes a look at 52 sophomore-level students in Professor Barba’s Fall 2017 Engineering Computations Course at the George Washington University to answer the question: how might the utilization of technology that enables students to exercise the different open permissions (Jupyter Notebooks), affect learners’ attitudes toward sharing and create a change in culture toward openness?
Throughout the semester, learners are given a variety of opportunities to work together and share their work/resources with peers and forming their own PLN (personal learning network). We will review the learners’ participation in Slack channels (PLN), and their new attitudes toward sharing at the end of the semester through group and individual interview discussions.


Lorena Barba

George Washington University

Tara Lifland

Education Design Lab

Tuesday April 24, 2018 12:00 - 12:25
Commissie 3
Thursday, April 26


DOER: Decentralized Distributable Disk of Offline Open Educational Resources
The presentation is about a specific way OERs are packaged and distributed to improve Internet experience in a resource constrained Indian Public Schools. We collected, curated or harvested the already curated OERs as independently installable Docker Images. We run all the Dockerized containers on a single GNU/Linux host machine along with a container, called Portainer, that could manage other containers. The result is a data center in a single TB disk. Such a disk was replicated to make more disks and distributed to schools. When we run a PC using such a disk, the machine transforms into a data center. One of the container is a feature rich platform with a workspace for collaborative learning, called Gstudio. GStudio has features for blogging, discussion forums, file sharing, creating a gallery of pictures, videos, creating and delivering online/offline courses, analytics to track the performance. As a result this infrastructure is useful not only as a consumer space but also for producers.

We have so far distributed such disks to more than 500 public schools in four different states of India. One single TB disk could contain: Wikipedia (55GB), KALite website (36GB), all Phet simulations, NROER (300GB), Sugar Desktop (1GB), Ownclowd, Turtle, Snap, Edgy, Software Downloads (20GB) and Gstudio with 40 units of online courses (44GB).

A typical public school in India has a computer lab with about 10 computers, usually connected through a LAN. After converting one of the PCs into a server transformed into a data center, upto 20-30 students could use the available 10 terminals. The Gstudio has a special feature to log more than one student at each terminal, called buddy login. Performance analytics are taken for each student separately, though they were sharing the same terminal.


Ajay Kumar Singh

Tata Institute of Social Sciences

Thursday April 26, 2018 13:15 - 13:40
Classroom 1