Open Educational Resources are discussed widely on a global, European and even Nordic level. UNES... more Open Educational Resources are discussed widely on a global, European and even Nordic level. UNESCO coined the term Open Educational Resources (OER) some 10 years ago and published in June 2012 a global agenda for OER, the Paris Declaration (adopted by OER World Congress). The Declaration shows the importance of Open Educational Resources and gives recommendations to governments and institutions around the globe. The European Union has started a large-scale initiative on “Opening Up Education
”. Both the Nordic Council and the Nordic University Co-operation (NUS) will discuss OER in 2013. These developments inspired a Nordic initiative on promoting and utilizing Open Education in the Nordic countries with a focus on creating a strong base for OER and Open Educational Practices (OEP) in the region, also with a global outreach in mind. The Nordic countries have the potential to become a forerunner in OEP and the use of OER activities in Europe: The Nordic countries share many values related to education and technology development; the political and governmental institutions are quite similar and there is a http://ec.europa.eu/dgs/education_culture/documents/consult/open_en.pdf tradition for exchange of knowledge and solutions between the countries. Focusing on a relatively homogeneous region allows the newly-formed group to come up with specific recommendations that can reach the ears of policy makers, be implemented in policies and practice, and be used in new project proposals. 2 Open Educational Resources could potentially be a change agent in schools as well as in universities and vocational education. Having OER as scope allows the group to use one strong prism to reflect the crossroads the educational systems have to navigate in the target countries. In this document, we will briefly give an introduction to OER and reflect on the main recommendations as well as propose implementation actions for governments and institutions. This document is a living document - the current status reflects the discourse in the Nordic OER Alliance in January 2013. As discussions and collaborations progress the document will be continuously revised and improved.
Topic Maps is becoming a recognized way of structuring and navigating knowledge. Since the digita... more Topic Maps is becoming a recognized way of structuring and navigating knowledge. Since the digital world is moving towards a more and more service oriented reality, it is appropriate to focus on solutions for using topicmaps remotely as services. Two current cases for how this can be done is displayed here, both carried out by Cerpus AS, a small Norwegian company that works with topicmaps in the e-Learning domain. This is discussed in the light of topicmaps in a service-oriented architecture and along the axis of virtual learning environments (VLEs) and personal learning environments (PLEs). We conclude that using remote topicmaps is a viable road to travel in the learning domain, as well as in other domains.
This paper summarises the current context of metadata standards development relevant to Informati... more This paper summarises the current context of metadata standards development relevant to Information Technology for Learning, Education, and Training (ITLET). A number of issues are identified that need further discussion in order to harness the potential of ICT in LET. In particular, issues related to assessing quality of standards; how to scope ITLET standards; and how to specify metadata for explanatory content are highlighted.
This paper introduces the concept of Key Knowledge Sharing Point (KKSP) to describe potential cro... more This paper introduces the concept of Key Knowledge Sharing Point (KKSP) to describe potential crossroads in global innovation projects. As Knowledge Management becomes more and more important in global settings it is essential to identify when and where key knowledge is or must be shared within specific process cycles in order to run innovation projects successfully. The goal of the paper is to contribute to the methods development of standardisation as a design activity in the domain of learning technologies. This activity is reported suffering from a legitimacy crisis and needs both improved process and products.
Formal standardization communities are searching for ways to improve their approach. Process impr... more Formal standardization communities are searching for ways to improve their approach. Process improvement is often the primary focus for this discussion. This paper explores the possibilities to put more emphasis on the technical affordances of standards. A case study is presented of a proposal to reform European standardization practice. Technical quality issues are now put forward as important metrics. However, the technical quality criteria are still vague and more research is needed to come up with the dimensions for a quality discourse on technical aspects of standardisation.
was the concept of semantic density lifted from the actual world into the abstracted world of sta... more was the concept of semantic density lifted from the actual world into the abstracted world of standards, by whom and with what consequences? The Mind the Gap Project , , to which this essay is a contribution, is about the interaction between
This paper brings together two perspectives on current developments in information and communicat... more This paper brings together two perspectives on current developments in information and communications technology (ICT) utilized for the purposes of learning, education, and training (LET). One perspective is concerned with governance and legitimacy issues regarding the process and relevance of standards development; the other, is concerned with the role of discerning relevant questions in LET and the potential scope for innovation that might develop tools to support such discernment. Discussion of information systems architecture is introduced as a means to set the context and provide a framework for bringing together an overall narrative and coherence to these two perspectives. Questions initiated by ‘why’ are of particular interest because they typically demand an explanation in natural language to satisfy the questioner. By focusing on ‘why’ as a key ‘primitive’ of enquiry the authors present an approach that might inform improved processes of ICT for LET (a.k.a ITLET) standardiz...
llocating the right competency to the right task is often critical in complex IS development proj... more llocating the right competency to the right task is often critical in complex IS development projects, which often take place in a networked world with teams working across cultural barriers, time zones, and knowledge domains. The presented research explores knowledge and competency management issues raised in the early phases of requirement analysis in international IS design projects. An important management challenge of requirement modelling is to balance user-facing and design- facing activities. Both domain knowledge and IS modelling skills are needed to achieve a correct and complete specification of requirements. Requirement modelling – eliciting, specifying, and evaluating stakeholders’ requirements – calls on a variety of competencies. Some of these competencies can be derived from analysis of the information modelling processes, e.g., how communication in natural language with stakeholders informs visual representations of models meant to communicate precise requirements t...
This short paper presents the TEL-Map project and gives a brief outline of the expected results o... more This short paper presents the TEL-Map project and gives a brief outline of the expected results of the project that focusses on foresight activities. The project ends March 2013.
Due to the increasing professional mobility of their parents, pupils often find themselves in new... more Due to the increasing professional mobility of their parents, pupils often find themselves in new and unfamiliar learning scenarios in foreign contexts and countries. Besides having to leave their familiar environments, these pupils additionally may face language barriers, different curricula, and have to cope with foreign cultures. Printed textbooks, which are the most commonly used educational resources in schools, provide little support for these pupils to manage the new challenges. Teachers are the professionals designated to provide the necessary support. However, they often may not fully appreciate the pupils’ individual challenges. Possible solutions could be the provision of alternative learning contents in the pupils’ native languages and an international open exchange of knowledge and experiences amongst schoolteachers. These issues are addressed by the Open Discovery Space platform. In order to empower this platform to provide the best possible support to teachers, we exp...
Seventh IEEE International Conference on Advanced Learning Technologies (ICALT 2007), 2007
Technical Interoperability is critical to facilitate the exchange of data, the sharing of learnin... more Technical Interoperability is critical to facilitate the exchange of data, the sharing of learning resources & designs and to encourage cross cultural collaboration. However, this ideal can only be achieved when the agreed conventions involve all stakeholders in the process. The more global the agreed convention, the greater is the potential benefit.
2008 Eighth IEEE International Conference on Advanced Learning Technologies, 2008
ABSTRACT This paper presents a framework for improving the legitimacy of learning technology stan... more ABSTRACT This paper presents a framework for improving the legitimacy of learning technology standards by focussing on a better process and product. It is suggested that there is a need for a change in the standardisation paradigm, moving from monolithic to more modular standards.
2008 Eighth IEEE International Conference on Advanced Learning Technologies, 2008
Standardisation of learning technologies as a coordinated design activity needs legitimacy to att... more Standardisation of learning technologies as a coordinated design activity needs legitimacy to attract the necessary support from its stakeholders. This paper identifies the need for a theoretical model of such standardisation and offers an analysis of two pivotal concepts in such a theory, process legitimacy and product legitimacy. Comparing the development of two specifications from Norway and Britain the authors proposes a reframing of an existing theory of input and output legitimacy, focusing more on the technical characteristics and the enactment status of the standard at hand.
Open Educational Resources are discussed widely on a global, European and even Nordic level. UNES... more Open Educational Resources are discussed widely on a global, European and even Nordic level. UNESCO coined the term Open Educational Resources (OER) some 10 years ago and published in June 2012 a global agenda for OER, the Paris Declaration (adopted by OER World Congress). The Declaration shows the importance of Open Educational Resources and gives recommendations to governments and institutions around the globe. The European Union has started a large-scale initiative on “Opening Up Education
”. Both the Nordic Council and the Nordic University Co-operation (NUS) will discuss OER in 2013. These developments inspired a Nordic initiative on promoting and utilizing Open Education in the Nordic countries with a focus on creating a strong base for OER and Open Educational Practices (OEP) in the region, also with a global outreach in mind. The Nordic countries have the potential to become a forerunner in OEP and the use of OER activities in Europe: The Nordic countries share many values related to education and technology development; the political and governmental institutions are quite similar and there is a http://ec.europa.eu/dgs/education_culture/documents/consult/open_en.pdf tradition for exchange of knowledge and solutions between the countries. Focusing on a relatively homogeneous region allows the newly-formed group to come up with specific recommendations that can reach the ears of policy makers, be implemented in policies and practice, and be used in new project proposals. 2 Open Educational Resources could potentially be a change agent in schools as well as in universities and vocational education. Having OER as scope allows the group to use one strong prism to reflect the crossroads the educational systems have to navigate in the target countries. In this document, we will briefly give an introduction to OER and reflect on the main recommendations as well as propose implementation actions for governments and institutions. This document is a living document - the current status reflects the discourse in the Nordic OER Alliance in January 2013. As discussions and collaborations progress the document will be continuously revised and improved.
Topic Maps is becoming a recognized way of structuring and navigating knowledge. Since the digita... more Topic Maps is becoming a recognized way of structuring and navigating knowledge. Since the digital world is moving towards a more and more service oriented reality, it is appropriate to focus on solutions for using topicmaps remotely as services. Two current cases for how this can be done is displayed here, both carried out by Cerpus AS, a small Norwegian company that works with topicmaps in the e-Learning domain. This is discussed in the light of topicmaps in a service-oriented architecture and along the axis of virtual learning environments (VLEs) and personal learning environments (PLEs). We conclude that using remote topicmaps is a viable road to travel in the learning domain, as well as in other domains.
This paper summarises the current context of metadata standards development relevant to Informati... more This paper summarises the current context of metadata standards development relevant to Information Technology for Learning, Education, and Training (ITLET). A number of issues are identified that need further discussion in order to harness the potential of ICT in LET. In particular, issues related to assessing quality of standards; how to scope ITLET standards; and how to specify metadata for explanatory content are highlighted.
This paper introduces the concept of Key Knowledge Sharing Point (KKSP) to describe potential cro... more This paper introduces the concept of Key Knowledge Sharing Point (KKSP) to describe potential crossroads in global innovation projects. As Knowledge Management becomes more and more important in global settings it is essential to identify when and where key knowledge is or must be shared within specific process cycles in order to run innovation projects successfully. The goal of the paper is to contribute to the methods development of standardisation as a design activity in the domain of learning technologies. This activity is reported suffering from a legitimacy crisis and needs both improved process and products.
Formal standardization communities are searching for ways to improve their approach. Process impr... more Formal standardization communities are searching for ways to improve their approach. Process improvement is often the primary focus for this discussion. This paper explores the possibilities to put more emphasis on the technical affordances of standards. A case study is presented of a proposal to reform European standardization practice. Technical quality issues are now put forward as important metrics. However, the technical quality criteria are still vague and more research is needed to come up with the dimensions for a quality discourse on technical aspects of standardisation.
was the concept of semantic density lifted from the actual world into the abstracted world of sta... more was the concept of semantic density lifted from the actual world into the abstracted world of standards, by whom and with what consequences? The Mind the Gap Project , , to which this essay is a contribution, is about the interaction between
This paper brings together two perspectives on current developments in information and communicat... more This paper brings together two perspectives on current developments in information and communications technology (ICT) utilized for the purposes of learning, education, and training (LET). One perspective is concerned with governance and legitimacy issues regarding the process and relevance of standards development; the other, is concerned with the role of discerning relevant questions in LET and the potential scope for innovation that might develop tools to support such discernment. Discussion of information systems architecture is introduced as a means to set the context and provide a framework for bringing together an overall narrative and coherence to these two perspectives. Questions initiated by ‘why’ are of particular interest because they typically demand an explanation in natural language to satisfy the questioner. By focusing on ‘why’ as a key ‘primitive’ of enquiry the authors present an approach that might inform improved processes of ICT for LET (a.k.a ITLET) standardiz...
llocating the right competency to the right task is often critical in complex IS development proj... more llocating the right competency to the right task is often critical in complex IS development projects, which often take place in a networked world with teams working across cultural barriers, time zones, and knowledge domains. The presented research explores knowledge and competency management issues raised in the early phases of requirement analysis in international IS design projects. An important management challenge of requirement modelling is to balance user-facing and design- facing activities. Both domain knowledge and IS modelling skills are needed to achieve a correct and complete specification of requirements. Requirement modelling – eliciting, specifying, and evaluating stakeholders’ requirements – calls on a variety of competencies. Some of these competencies can be derived from analysis of the information modelling processes, e.g., how communication in natural language with stakeholders informs visual representations of models meant to communicate precise requirements t...
This short paper presents the TEL-Map project and gives a brief outline of the expected results o... more This short paper presents the TEL-Map project and gives a brief outline of the expected results of the project that focusses on foresight activities. The project ends March 2013.
Due to the increasing professional mobility of their parents, pupils often find themselves in new... more Due to the increasing professional mobility of their parents, pupils often find themselves in new and unfamiliar learning scenarios in foreign contexts and countries. Besides having to leave their familiar environments, these pupils additionally may face language barriers, different curricula, and have to cope with foreign cultures. Printed textbooks, which are the most commonly used educational resources in schools, provide little support for these pupils to manage the new challenges. Teachers are the professionals designated to provide the necessary support. However, they often may not fully appreciate the pupils’ individual challenges. Possible solutions could be the provision of alternative learning contents in the pupils’ native languages and an international open exchange of knowledge and experiences amongst schoolteachers. These issues are addressed by the Open Discovery Space platform. In order to empower this platform to provide the best possible support to teachers, we exp...
Seventh IEEE International Conference on Advanced Learning Technologies (ICALT 2007), 2007
Technical Interoperability is critical to facilitate the exchange of data, the sharing of learnin... more Technical Interoperability is critical to facilitate the exchange of data, the sharing of learning resources & designs and to encourage cross cultural collaboration. However, this ideal can only be achieved when the agreed conventions involve all stakeholders in the process. The more global the agreed convention, the greater is the potential benefit.
2008 Eighth IEEE International Conference on Advanced Learning Technologies, 2008
ABSTRACT This paper presents a framework for improving the legitimacy of learning technology stan... more ABSTRACT This paper presents a framework for improving the legitimacy of learning technology standards by focussing on a better process and product. It is suggested that there is a need for a change in the standardisation paradigm, moving from monolithic to more modular standards.
2008 Eighth IEEE International Conference on Advanced Learning Technologies, 2008
Standardisation of learning technologies as a coordinated design activity needs legitimacy to att... more Standardisation of learning technologies as a coordinated design activity needs legitimacy to attract the necessary support from its stakeholders. This paper identifies the need for a theoretical model of such standardisation and offers an analysis of two pivotal concepts in such a theory, process legitimacy and product legitimacy. Comparing the development of two specifications from Norway and Britain the authors proposes a reframing of an existing theory of input and output legitimacy, focusing more on the technical characteristics and the enactment status of the standard at hand.
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Papers by Tore Hoel
published in June 2012 a global agenda for OER, the Paris Declaration (adopted by OER World Congress). The Declaration shows the importance of Open Educational Resources and gives recommendations to governments and institutions around the globe. The European Union has
started a large-scale initiative on “Opening Up Education
”. Both the Nordic Council and the Nordic University Co-operation (NUS) will discuss OER in 2013. These developments inspired a Nordic initiative on promoting and utilizing Open Education in the Nordic countries with a focus on creating a strong base for OER and Open Educational
Practices (OEP) in the region, also with a global outreach in mind. The Nordic countries have
the potential to become a forerunner in OEP and the use of OER activities in Europe:
The Nordic countries share many values related to education and technology development; the political and governmental institutions are quite similar and there is a
http://ec.europa.eu/dgs/education_culture/documents/consult/open_en.pdf
tradition for exchange of knowledge and solutions between the countries. Focusing on a
relatively homogeneous region allows the newly-formed group to come up with specific
recommendations that can reach the ears of policy makers, be implemented in policies
and practice, and be used in new project proposals.
2 Open Educational Resources could potentially be a change agent in schools as well as
in universities and vocational education. Having OER as scope allows the group to use
one strong prism to reflect the crossroads the educational systems have to navigate in
the target countries.
In this document, we will briefly give an introduction to OER and reflect on the main
recommendations as well as propose implementation actions for governments and institutions.
This document is a living document - the current status reflects the discourse in the Nordic OER
Alliance in January 2013. As discussions and collaborations progress the document will be
continuously revised and improved.
published in June 2012 a global agenda for OER, the Paris Declaration (adopted by OER World Congress). The Declaration shows the importance of Open Educational Resources and gives recommendations to governments and institutions around the globe. The European Union has
started a large-scale initiative on “Opening Up Education
”. Both the Nordic Council and the Nordic University Co-operation (NUS) will discuss OER in 2013. These developments inspired a Nordic initiative on promoting and utilizing Open Education in the Nordic countries with a focus on creating a strong base for OER and Open Educational
Practices (OEP) in the region, also with a global outreach in mind. The Nordic countries have
the potential to become a forerunner in OEP and the use of OER activities in Europe:
The Nordic countries share many values related to education and technology development; the political and governmental institutions are quite similar and there is a
http://ec.europa.eu/dgs/education_culture/documents/consult/open_en.pdf
tradition for exchange of knowledge and solutions between the countries. Focusing on a
relatively homogeneous region allows the newly-formed group to come up with specific
recommendations that can reach the ears of policy makers, be implemented in policies
and practice, and be used in new project proposals.
2 Open Educational Resources could potentially be a change agent in schools as well as
in universities and vocational education. Having OER as scope allows the group to use
one strong prism to reflect the crossroads the educational systems have to navigate in
the target countries.
In this document, we will briefly give an introduction to OER and reflect on the main
recommendations as well as propose implementation actions for governments and institutions.
This document is a living document - the current status reflects the discourse in the Nordic OER
Alliance in January 2013. As discussions and collaborations progress the document will be
continuously revised and improved.