learning - Academic Conferences Limited
learning - Academic Conferences Limited learning - Academic Conferences Limited
Figure 5: Video metadata from YouTube Antonios Andreatos Figure 6: Yale maintains educational channels in YouTube and iTunes From the above figures it comes out that there is high incompatibility of metadata, making their automatic process difficult. This means that in most cases the selection of LOs from various sources will have to be done by a human: somebody will have to exhaustively examine the LOs and manually assign the missing metadata according to a formal scheme, to make them machine-usable. Of course, other options exist, such as examining part of the LOs exhaustively, while choose some others (for instance, those coming from trusted sources) only by checking their metadata. Another solution is to rate sources or authors by quality and then easily accept LOs from these sources or authors. One form of metadata added by users is social tags or folksonomies. Various schemes for automatic metadata generation using combinations of author indexing, expert indexing, peer review, automatic metadata generation and/or collaborative social tagging have been proposed (Andreatos & Katsoulis, 2011). As far as quality is concerned, many repositories use a peer process to assess their LOs. New Media channels on the other hand use statistics, “likes” and “dislikes” and users' comments, which provide some quality indication. Recently some experimental tools facilitating the search of OER have been proposed (Andreatos & Katsoulis, 2011). However, the author believes that the research in this area is still in its infancy. 30
4. Propositions Antonios Andreatos It has been ascertained that: CoPs promote informal learning and work as a mechanism of professional continuing education. Organisations are interested in promoting employees' personal development (Andreatos, 2011). There is a high diversity in employees' personal educational needs, contrary to that of students. CoPs produce social capital which may be encoded in New Media products. A huge plethora of OER covering all areas of knowledge is available in the Internet. There are a lot of university open courses available. There are a lot of New Media LOs, appropriate for education. Continuing education is needed in order to make organisations antagonistic in today's globalised environment (Fonstad and Lanvin, 2010; Andreatos 2011). It is of highest importance for an organisation to know its knowledge status. Questions like the following have to be answered: Is the organisation producing any knowledge? Of what kind ? What percentage of the produced knowledge is currently stored within the organisational databases? In what format? Does the organisation need to assimilate new knowledge? and of what kind ? What is the existing knowledge gap at various levels (organisational, departmental, CoP, individual)? Which are the missing skills? Is there a learning needs analysis? Learning needs analyses can also identify inter- and intradepartmental needs, common missed skills etc. Can uniform groups be formed? What are the various continuing education programme options and what is their cost? Who will design them and how will they assure their quality? Will there be a certification? How shall we assess the quality of the certification? Is this certification widely accepted? Can our staff be certified by an external, universally accepted authority such as a University? At what cost? Thus, organisations have to adopt sustained learning policies exploiting their staff (e.g., technical experts, CoPs), their social capital, as well as, OER freely available in the Internet. 5. Conclusion In this paper the following points were discussed: Sustained learning is a crucial factor of an organisation’s ability to survive and effectively compete in the globalisation era worldwide. Organisations are learning entities producing their own knowledge encoded in their social capital, part of which is stored in their databases. This social capital is a very important asset because it summarises the organisation's experience. 31
- Page 5 and 6: Paper Title Author(s) Page No. A Qu
- Page 7 and 8: The Project Mobile Game Based Learn
- Page 9 and 10: Extreme Scaffolding in the Teaching
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- Page 13 and 14: Preface These Proceedings represent
- Page 15 and 16: Mini Track Chairs Dr Antonios Andre
- Page 17 and 18: Cornélia Castro is a PhD student i
- Page 19 and 20: Manuel Frutos-Perez is the Leader o
- Page 21 and 22: David Mathew works at the Centre fo
- Page 23 and 24: Research interests include the inve
- Page 25: Novita Yulianti is a PhD student at
- Page 28 and 29: Samuel Adu Gyamfi et al. the develo
- Page 30 and 31: Samuel Adu Gyamfi et al. completion
- Page 32 and 33: Samuel Adu Gyamfi et al. interactio
- Page 34 and 35: Survey of Teachers’ use of Comput
- Page 36 and 37: Babatunde Alabi Alege and Stephen O
- Page 38 and 39: Babatunde Alabi Alege and Stephen O
- Page 40 and 41: Babatunde Alabi Alege and Stephen O
- Page 42 and 43: Issues and Challenges in Implementi
- Page 44 and 45: Hussein Al-Yaseen et al. 2000/2001
- Page 46 and 47: Hussein Al-Yaseen et al. phase invo
- Page 48 and 49: Hussein Al-Yaseen et al. Berthold,
- Page 50 and 51: Antonios Andreatos Figure 1: Estima
- Page 52 and 53: Antonios Andreatos exchange applied
- Page 54 and 55: Antonios Andreatos knowledge space,
- Page 58 and 59: Antonios Andreatos The organisatio
- Page 60 and 61: Constructing a Survey Instrument fo
- Page 62 and 63: Jonathan Barkand The teacher demon
- Page 64 and 65: Jonathan Barkand Indicator 2.3: Has
- Page 66 and 67: References Jonathan Barkand Allen,
- Page 68 and 69: 2. Pedagogical agents Orlando Belo
- Page 70 and 71: Orlando Belo Type (Tp), the refere
- Page 72 and 73: 3.3 The agent’s architecture Orla
- Page 74 and 75: Some Reflections on the Evaluation
- Page 76 and 77: Nabil Ben Abdallah and Françoise P
- Page 78 and 79: Nabil Ben Abdallah and Françoise P
- Page 80 and 81: Nabil Ben Abdallah and Françoise P
- Page 82 and 83: Designing A New Curriculum: Finding
- Page 84 and 85: Andrea Benn For this new course, it
- Page 86 and 87: Andrea Benn Technology is already i
- Page 88 and 89: Andrea Benn To bring about the co-o
- Page 90 and 91: Latefa Bin Fryan and Lampros Stergi
- Page 92 and 93: Latefa Bin Fryan and Lampros Stergi
- Page 94 and 95: Faculty development Online course
- Page 96 and 97: Latefa Bin Fryan and Lampros Stergi
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- Page 100 and 101: Alice Bird being reviewed under the
- Page 102 and 103: Alice Bird Developing the process m
- Page 104 and 105: Alice Bird Reflecting on the feasib
Figure 5: Video metadata from YouTube<br />
Antonios Andreatos<br />
Figure 6: Yale maintains educational channels in YouTube and iTunes<br />
From the above figures it comes out that there is high incompatibility of metadata, making their<br />
automatic process difficult. This means that in most cases the selection of LOs from various sources<br />
will have to be done by a human: somebody will have to exhaustively examine the LOs and manually<br />
assign the missing metadata according to a formal scheme, to make them machine-usable.<br />
Of course, other options exist, such as examining part of the LOs exhaustively, while choose some<br />
others (for instance, those coming from trusted sources) only by checking their metadata. Another<br />
solution is to rate sources or authors by quality and then easily accept LOs from these sources or<br />
authors.<br />
One form of metadata added by users is social tags or folksonomies. Various schemes for automatic<br />
metadata generation using combinations of author indexing, expert indexing, peer review, automatic<br />
metadata generation and/or collaborative social tagging have been proposed (Andreatos & Katsoulis,<br />
2011).<br />
As far as quality is concerned, many repositories use a peer process to assess their LOs. New Media<br />
channels on the other hand use statistics, “likes” and “dislikes” and users' comments, which provide<br />
some quality indication.<br />
Recently some experimental tools facilitating the search of OER have been proposed (Andreatos &<br />
Katsoulis, 2011). However, the author believes that the research in this area is still in its infancy.<br />
30
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