Digital Systems and Services for Open Access Education and Learning

University of Piraeus
Department of Digital Systems
Centre for Research and Technology – Hellas (CE.R.T.H.)
Information Technologies Institute (I.T.I.)
D. Sampson 23 April 2014
Advanced Digital Systems and Services for Education and Learning (ASK)
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Digital Systems and Services for Open
Access Education and Learning
Demetrios G. Sampson
Senior and Golden Core Member IEEE
Full Professor, Department of Digital Systems, University of Piraeus, GREECE
Research Fellow, Information Technologies Institute, Centre for Research and Technology, GREECE
Adjunct Professor, Faculty of Science and Technology, Athabasca University, CANADA
Founder and Director, Advanced Digital Systems and Services for Education and Learning, EU
Co-editor-in-Chief, Educational Technology and Society Journal
Steering Committee Member, IEEE Transactions on Learning Technologies
Past Chair, IEEE Computer Society Technical Committee on Learning Technology
This work is licensed under the Creative Commons Attribution-NoDerivs-NonCommercial License. To view a copy of this
license, visit http://creativecommons.org/licenses/by-nd-nc/1.0 or send a letter to Creative Commons, 559 Nathan Abbott
Way, Stanford, California 94305, USA.

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… the speaker …
 Professor, Department of Digital Systems, University of Piraeus, GREECE
 Founder and Director, Advanced Digital Systems and Services for Education and Learning, EU
 Research Fellow, Information Technologies Institute, Centre for Research and Technology, GREECE
 Adjunct Professor, Faculty of Science and Technology, Athabasca University, CANADA
 Co-Editor-in-Chief, Educational Technology and Society Journal
 Steering Committee Member, IEEE Transactions on Learning Technologies
 Past Chair, IEEE Computer Society Technical Committee on Learning Technology (2008-2012)
 Senior and Golden Core Member, IEEE Computer Society
 IEEE Computer Society Distinguished Service Award, July 2012
 Co-author of 325 publications with at list 1430 citations (h-index:21)
 Received 7 times Best Paper Awards in International Conferences on Learning Technologies
 Guest Editor of 26 Special Issues in International Journals
 Member of Editorial Board, 22 International Journals in Learning Technologies
 Keynote/Invited Speaker on 55 International and/or National Conferences in Learning Technologies
 General and/or Program Committee Chair in 35 International Conferences in Learning Technologies
 Program Committee Member in 356 International and/or National Conferences in Learning Technologies
 Project Director, Principle Investigator and/or Consultant in 65 research projects with external funding 14M Euro (1991-2016)

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The Advanced Digital Systems and Services for Education and
Learning (ASK) is a research establishment, associated with
– the Department of Digital Systems at the University of Piraeus
and
– the Information Technologies Institute at the Center for
Research and Technology Hellas,
that aims to conducts evidence-based research in response to real-
life problems for the Design, Implementation and Evaluation of
Digital Systems and Services for Technology Supported Learning
and Education.
ASK

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Technology-enhanced Learning
Use Digital Systems to transform the way that individuals, groups
and organizations “learn” and the way to “assess learning” in
21st Century
Objectives: From acquiring new “knowledge” to develop new and
relevant “competences”
Methods: From “classroom” based teaching to “context-aware”
personalized learning
Assessment: From “life-long” degrees and certifications to “on-
demand” and “in-context” accreditation of qualifications

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Digital Systems and Services for TeL
• Digital Systems and Services for Technology Supported Learning and Education
refer to (innovative) Methods, Tools/Systems and Technology-supported Services
that contribute to solving a well known or an ill-defined or a new problem in
Learning and/or Education and/or Training, aiming to improve existing methods,
tools/systems and services in Learning, Education and Training.
• It is an interdisciplinary field at the intersection of Technology (which is “the
practical and disciple application of Knowledge in a field of application”) and
Education (which “aims to improve learning, teaching and performance”)1.
• It requires a systems perspective, that is, “a long-term view of the problem and the
solution (from imagination through implementation to retirement or replacement of
the solution), a broad and holistic view of relevant factors (from the immediate
context to incidental and unanticipated activities) and a dynamic view of the
problem space (things are likely to change)” 1.
1 J Michael Spector (2012). Foundations of Educational Technology. Routledge.

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Seminar Objectives
• Overview of current State-of-the-Art in Digital Systems and Services
to Open Access to Education and Learning [Hour #1]
• Overview of ASK Systems and Tools that support Open Access to
Education and Learning [Hour #2]
• Discuss Research Challenges in Digital Systems and Services to Open
Access to Education and Learning [Hour #3]

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Overview of current State-of-the-
Art in Digital Systems and
Services to Open Access to
Education and Learning

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• The term Open Educational Resources (OERs) has emerged, aiming to promote open access to
digital educational resources that are available online for everyone at a global level (Caswell et
al., 2008).
• In response to this emerging trend several OER initiatives have been developed worldwide by
large institutions such as MIT‘s OpenCourseWare (OCW), Stanford‘s iTunes and Rice
University‘s Connexions, or by communities (or consortiums) such as MERLOT and OER
Commons (Ehlers, 2011).
• The expected benefits of OERs for learners and teachers can be summarized as follows (Geser,
2007):
• they are free to use and publicly available,
• they can be used and/or reused in teaching and learning (usually with attribution to the creator),
• they can be repurposed, that is, modified/adapted for different educational context of use,
• they can improve teaching by building on other people’s work and
• their development is a global movement and as a result educational communities across borders can be created
around them.
Problem Definition (1/3)
Caswell, T., Henson, S., Jensen, M. & Wiley, D. (2008). Open Educational Resources: Enabling universal education. The International Review of Research in
Open and Distance Learning, 9(1), 1-11.
Ehlers, U.D. (2011). Extending the Territory: From Open Educational Resources to Open Educational Practices, Journal of Open, Flexible, and Distance Learning,
15(2)
Geser, G. (Ed.) (2007) Open Educational Practices and Resources, OLCOS Roadmap 2012. Salzburg Austria: Salzburg Research Edumedia Research Group.
Retrieved March 21, 2021 from: http://www.olcos.org/cms/upload/docs/olcos_roadmap.pdf

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• According to the various existing definitions, the term OER is subject to
different interpretations such as open educational content, open
courseware and open source software (Friesen, 2009).
• Thus, OERs are not limited to open educational content and they can be of
different granularity and different formats (Lane & McAndrew, 2010).
• However, existing OER initiatives do not treat their OERs differently
according to their granularity levels and consequently they adopt a flat
model for supporting the main stages of a typical e-Learning chain, namely,
creation, publication, discovery, acquisition, access, use, re-use and delivery
of OERs.
Friesen, N. (2009). Open educational resources: new possibilities for change and sustainability. International Review of Research in Open and Distance
Learning, 10( 5)
Lane, A. and McAndrew, P. (2010), Are open educational resources systematic or systemic change agents for teaching practice? British Journal of
Educational Technology, 41(6), pp. 952-962.

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• The main drawback of this approach is that OERs are treated in a non-
modular manner without considering
• the different levels of granularity (namely, educational content, learning
activities, educational courses, education and/or training programmes), and
• the different tools and services needed to handle the particularities of each
granularity level
• This leads to a limited organic relation of current OER initiatives to the rest
of Learning Technologies developments, which eventually confine their
potential to accessing a Digital Library of Educational Resources.
• To overcome this problem, we propose an hierarchical open access
framework that considers different hierarchical elements for supporting
the main stages of a typical e-Learning chain and we present a set of
tools that support this framework.

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Open Educational Resources (OERs)
Definition
Open Educational Resources (OERs) are
defined by UNESCO as the:
“technology-enabled, open provision
of educational resources for
consultation, use and adaptation by a
community of users for non-
commercial purposes”
UNESCO, Forum on the Impact of Open Courseware for Higher Education in Developing Countries-Final
Report, http://unesdoc.unesco.org/images/0012/001285/128515e.pdf. 2002

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• Learning Objects (LOs) are a common format for developing
and sharing educational content and can be defined as: “any
type of digital resource that can be reused to support learning”
(Wiley,2002).
• Thus, one can claim that OERs are related to LOs assuming
open access licensing (Friesen, 2009 Lane & McAndrew, 2010).
OERs and Learning Objects
Friesen, N. (2009). Open educational resources: new possibilities for change and sustainability. International Review of Research in Open and
Distance Learning, 10( 5)
Lane, A. and McAndrew, P. (2010), Are open educational resources systematic or systemic change agents for teaching practice? British Journal of
Educational Technology, 41(6), pp. 952-962.
Wiley, D. (Ed.) (2002). The instructional use of learning objects. Bloomington. IN: AECT. Retrieved February 20, 2007, from
http://reusability.org/read/

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• LOs and their associated metadata are typically organized, classified and stored in
web-based repositories which are referred to as Learning Object Repositories
(LORs).
• McGreal (2004) has defined LORs as systems that “enable users to locate, evaluate
and manage learning objects through the use of “metadata,” namely, descriptors or
tags that systematically describe many aspects of a given learning object, from its
technical to its pedagogical characteristics”.
• Most of the existing LORs adopt the IEEE LOM standard (IEEE LTSC, 2005) or an
application profile of the IEEE LOM standard for describing their LOs, aiming to
facilitate search and retrieval of them among different LORs (McGreal, 2008).
• However, in most cases LORs include limited explicit information about their hosted
LOs’ learning and educational context of use, that is information about the
teaching-learning process that they can be used in.
Learning Object Repositories (LORs)
IEEE Learning Technology Standards Committee (LTSC) (2005). Final Standard for Learning Object Metadata. Retrieved 26 October 2011, from
http://ltsc.ieee.org/wg12/files/IEEE_1484_12_03_d8_submitted.pdf
McGreal, R. (2008). A typology of learning object repositories. In H.H. Adelsberger, Kinshuk, J. M. Pawlovski & D. Sampson (Eds.), International
Handbook on Information Technologies for Education and Training (pp. 5-18), 2nd Edition, Springer.

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Learning Object Repositories (LORs)
Examples
OER Commons, USA
Learning Resource
Exchange, EU
Le@rning Federation,
Australia Jorum, UK
MERLOT, USA

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From LORs to Open Learning Designs (Open
LDs) and Learning Design Repositories (LDRs)
LO #1
LO #2
LO #N
…..
Learning Object
Repository
Learning Design
Repository
Open LD #1
…..
Move to…

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As a result, there are international efforts for designing and developing
web-based repositories of learning designs, assuming that learning
design can offer an explicit description of the pedagogical context
of use where all key design parameters (namely,
educational/learning objectives, teaching/assessment methods,
participating roles, tools/services) are formally described (Sampson
et al., 2011; Paquette et al., 2008; Griffiths & Liber, 2008)
From Learning Object Repositories (LORs) to
Learning Design Repositories (LDRs)
Griffiths, D. & Liber, O. (2008). Opportunities, achievements, and prospects for use of IMS LD. In L. Lockyer, S. Bennett, S. Agostinho & B. Harper
(Eds.), Handbook of Research on Learning Design and Learning Objects: Issues, Applications, and Technologies (pp.87-112), Hershey.
Paquette, G., Marino, O., Lundgren-Cayrol, K. and Léonard, M. (2008). Principled construction and reuse of learning designs. In L. Lockyer, S.
Bennett, S. Agostinho & B. Harper (Eds.), Handbook of Research on Learning Design and Learning Objects: Issues, Applications, and Technologies
(pp. 869–890), Hershey
Sampson, D., Zervas, P. & Sotiriou, S. (2011c). COSMOS: A Web-based Repository of Learning Designs for Science Education, Advanced Science
Letters, 4(11/12), pp. 3366-3374

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Open Learning Designs (Open LDs)
Definition
An Open Learning Design (Open LD) is defined as: “the description
of the teaching-learning process, which follows a specific
pedagogical model or practice that takes place in a unit of
learning (e.g., a course, a learning activity or any other designed
learning event) towards addressing specific learning objectives,
for a specific target group in a specific context or subject
domain”
R. Koper and B. Olivier, “Representing the Learning Design of Units of Learning”. Educational
Technology & Society, vol. 7 no. 3, 2004, pp. 97-111

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Title: Developing
Research-Based Thinking
Description: In this Open
LD you will be reflecting
upon the value of research
based learning and
teaching, and designing a
research study of your
own.
Pedagogical Model:
Research-based learning
Source: LAMS LD
Repository
(http://lamscommunity.org/
lamscentral/)
Open Learning Designs Examples (1/3)

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Title: Proteins
Description: In this unit we explore how
proteins are the 'doers' of the cell. They are
huge in number and variety and diverse in
structure and function, serving both the
structural building blocks and the functional
machinery of the cell. Just about every
process in every cell requires specific
proteins. The basic principles of protein
structure and function which are reviewed in
this unit are crucial to understanding how
proteins perform their various roles.
Pedagogical Model: Guided Research
Source: iCOPER LD Repository
(http://www.icoper.org/repository/learning-
design)

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Title: Cosmic Collisions
Description: An
examination of the
cosmic battles being
waged between
celestial bodies
Pedagogical Model:
Inquiry-based Teaching
Source: COSMOS LD
Repository
(http://www.cosmosport
al.eu/)

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Open Learning Designs (Open LDs)
Organization, Classification and Storage
Open LDs along with their associated metadata can be
organized, classified and stored in web-based repositories which
are referred to as Learning Design Repositories (LDRs).
LDRs are built so as to support storage, discovery, retrieval, use,
re-use and sharing of Open LDs and Open LD templates (that is,
Open LDs without specific educational content) among
educational communities.

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Title: Explore, Describe, Apply
Description: The strategy used in this
learning design is problem-based and has
been applied to a subject in a graduate
certificate of online learning although the
strategy could be used in many
undergraduate and postgraduate subjects.
Pedagogical Model: Problem-based
Learning
Source: Learning Designs Repository
(http://www.learningdesigns.uow.edu.au/)
Open LD Templates Examples (1/2)

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Title: Inquiry-based Teaching
Description: This strategy is
often contrasted with more
traditional expository methods
and reflects the constructivist
model of learning, often referred
to as active learning, so strongly
held among science educators
today.
Pedagogical Model: Inquiry-
based Teaching
Source: PATHWAY Project
(http://www.pathway-
project.eu/)
Open LD Templates Examples (2/2)
PHASE 1:
QUESTION – Investigation of
scientifically oriented questions
PHASE 2:
EVIDENCE – Give priority to evidence
PHASE 3:
ANALYSE - Analyse evidence
PHASE 4:
EXPLAIN - Formulate explanations
PHASE 5:
CONNECT - Connect explanations
PHASE 6:
COMMUNICATE - Communicate and
Justify
PHASE 7:
REFLECT – Reflect on the inquiry
process
POSE A SCIENTIFICALLY ORIENTED
QUESTION
COLLECT EVIDENCE AND DATA
DECIDE THE EVIDENCES’ ANALYSIS
DECIDE EXPLANATIONS’
FORMULATION
CONNECT RESOURCES TO SCIENTIFIC
KNOWLEDGE
CHOOSE HOW TO COMMUNICATE
STRUCTURE REFLECTION ON THE
INQUIRY PROCESS

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Existing LDRs
LAMS Repository, Australia
The Canadian LD
Repository, Canada
iCOPER LD Repository, EU
OSR LD Repository, EU
COSMOS LD Repository, EU

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Populating LDRs - Requirements
 The process of populating LDRs requires:
 Authoring Tools that can represent the pedagogical design adopted in
the educational scenarios (that is, a structured flow of learning activities
populated with resources and facilitated by certain tools and devices,
where teachers and students participate assuming certain roles).
 Strategies for using these tools so as to express the
learning/educational designs following consistent and commonly
recognized terms among the educational practitioners of a given
community

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Tools for Populating LDRs
Learning Activity
Management System
(LAMS) ReCourse
MOT+ LD Editor
ASK Learning Designer
Toolkit (ASK-LDT)
Open Graphical
Learning Modeler
(OGLM)

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A Hierarchical Framework for the
analysis of Open Access to
Education and Learning

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Educational
Content
Learning
Activities
Educational Courses
Education and/or
Training
Programmes
Hierarchical Open Access Framework:
Elements
Learning ObjectsEducational
Metadata (EM)
Hierarchical
Elements

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Within this context, to deal with the different levels of
granularity (namely, educational content, learning
activities, educational courses, education and/or
training programmes), and the different tools and
services needed to handle the particularities of each
granularity level, we propose a hierarchical open
access framework that considers different hierarchical
elements for supporting the main stages of a typical e-
Learning chain and we present a set of tools that
support this framework
A Hierarchical Open Access Framework

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Educational
Content
Learning
Activities
Educational Courses
Education and/or
Training
Programmes
Elements
Metadata (EM)
Hierarchical
Elements

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Main Stakeholders
Educational
Content
Educational
Content
Learning
Activities
Learning
Activities
Educational
Courses
Educational
Courses
Education and/or
Training
Programmes
Education and/or
Training
Programmes
Learning ObjectsLearning ObjectsEducational
Metadata (EM)
Educational
Metadata (EM)
Hierarchical
Elements
Hierarchical
Elements
ParticipateParticipate
Deliver
Deliver
Design and Develop
Design and Develop
Design and Develop
Educational
Content
Supplier / Teacher
Instructional
Designer / Teacher
e-Learning
Services Provider
Learner/Teacher
Search / Select

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• Educational Content: This is the lowest level of the hierarchical open access framework and it includes:
• Open Educational Resources (OERs) in the form of Learning Objects (LOs) and
• Educational metadata that are used to describe the different educational characteristics and attributes of a LO
(Currier, 2008)
• Learning Activities: This is the second level of the hierarchical open access framework and for the purpose of our work, a
Learning Activity (LA) is defined as: “the interaction of learner(s) with other(s) (peers and/or tutors) and with a learning
environment (optionally involving educational content, tools and services), which emerges as a result of performing a task
following a specific pedagogical strategy in order to achieve one or more learning objectives” (Beetham, 2007).
• Educational Courses: This is the third level of the hierarchical open access framework and it can be developed as a
sequence of LAs following a specific pedagogical strategy (Alonso, 2005). Moreover, for the purpose of our work we
consider that an educational course is delivered entirely online and can be facilitated by desktop and/or mobile devices
towards addressing one or more learning objectives (Sampson & Zervas, 2011)
• Education and/or Training Programmes: This is the highest level of the hierarchical open access framework and it can be
developed as a synthesis of educational courses. An education and/or training programme typically includes the
educational courses that constitute it, as well as the virtual classrooms that are used for supporting the delivery of the
educational courses and may lead to a competences-based qualification (Sampson & Zervas, 2012)
Hierarchical Elements: Revisited
Alonso, F., Lopez, G., Manriques, D. & Vines, J. M. (2005). An instructional model for web-based e-learning education with a blended learning process approach, British Journal
of Educational Technology, 36(2), 217–235.
Beetham, H. (2007). An approach to learning activity design. In Beetham, H. & Rhona, S. (Eds.) Rethinking pedagogy for a digital age: designing and delivering e-learning (pp.
26–40). Routledge.
Currier, S. (2008). Metadata for Learning Resources: An Update on Standards Activity for 2008, ARIADNE, 55.
Sampson, D. & Zervas, P. (2012). Mobile Learning Management Systems in Higher Education. In A. Azevedo & R. Babo (Eds.), Higher Education Institutions and Learning
Management Systems: Adoption and Standardization (162-177), IGI Global
Sampson, D. & Zervas, P. (2011). Supporting Accessible Technology-Enhanced Training: The eAccess2Learn Framework, IEEE Transactions on Learning Technologies (TLT), 4(4),
353-364

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• D. Sampson and P. Zervas, “A Hierarchical Framework for Open Access to Learning and Education”, International Journal of Web-
based Communities (IJWBC) vol. 10(1), pp. 25-51, Inderscience Publishers, January 2014
• D. Sampson and P. Zervas, "Learning Object Repositories as Knowledge Management Systems", Knowledge Management & e-
Learning Journal, vol. 5(2), June 2013
• D. Sampson and P. Zervas, "A Workflow-based Proposal for Learning Objects Lifecycle and Reuse: Towards Evaluating Cost Effective
Reuse", Educational Technology & Society Journal (ISSN 1436-4522), Special Issue on Advanced Learning Technologies, vol. 14(4),
pp. 64-76, October 2011
• D. Sampson, "Enhancing Educational Portals through capturing collective knowledge of web-based learning communities",
International Journal of Web-based Communities (IJWBC) (ISSN 17418216), vol. 2(3), pp. 260-272, Inderscience
Pub., September 2006
• P. Karampiperis, T. Lin, D. Sampson and Kinshuk, "Adaptive Cognitive-based Selection of Learning Objects", International Journal on
Innovations in Education and Teaching International (ISSN 1470-3300), Special Issue on Cognition and Exploratory Learning in the
Digital Age, vol. 43(2), pp. 121-135, Taylor & Francis, May 2006
• P. Karampiperis and D. Sampson, "Adaptive Learning Resources Sequencing in Educational Hypermedia Systems", Educational
Technology & Society Journal (ISSN 1436-4522), vol. 8(4), pp. 128-147, October 2005
• P. Karampiperis and D. Sampson, "Adaptive Learning Object Selection in Intelligent Learning Systems", Journal of Interactive
Learning Research, Special Issue on Computational Intelligence in Web-Based Education (ISSN 1093-023X), vol. 15(4), pp. 389-409,
AACE Press, November 2004
• D. Sampson and P. Karampiperis, "Reusable Learning Objects: Designing Metadata Management Systems supporting Interoperable
Learning Object Repositories", in Rory McGreal (Ed.), Online Education Using Learning Objects (ISBN 0415335124), Chapter 16, pp.
207-221, Taylor & Francis Books Ltd, September 2004
Related Publications

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• Go-Lab: Global Online Science Labs for Inquiry Learning at School, (European Commission, FP7) [2012-
2016]
• Inspiring Science Education: Large Scale Experimentation Scenarios to Mainstream eLearning in Science,
Mathematics and Technology in Primary and Secondary Schools (European Commission, ICT-PSP) [2013-
2016]
• Open Discovery Space: A socially-powered and multilingual open learning infrastructure to boost the
adoption of e-Learning Resources (European Commission, ICT-PSP) [2012-2015]
• Inclusive Learning: Supporting Trainers for an Inclusive Vocational Education and Training (European
Commission, Lifelong Learning Programme 2007-2013, Leonardo Da Vinci Sectoral Programme) [2012-
2014]
• PATHWAY: The Pathway to Inquiry Based Science Teaching (European Commission, FP7-Science-in-
Society Programme) [2011-2013]
• OpenScienceResources: Towards the development of a Common Digital Repository for Formal and
Informal Science Education (European Commission, eContentPlus Programme) [2010-2012]
• COSMOS: An Advanced Scientific Repository for Science Teaching and Learning (European Commission,
eContentPlus Programme) [2008-2011]
• MW-TELL: Mobile and Wireless Technologies for Technology-Enhanced Language Learning (European
Commission, Lifelong Learning Programme 2007-2013, Leonardo Da Vinci Sectoral Programme) [2008-
2010]
• e-Access II: Supporting Vocational Education and Training for Disadvantaged User Communities
(European Commission, Lifelong Learning Programme 2007-2013, Leonardo Da Vinci Sectoral
Programme) [2007-2009]
Related R&D Projects

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Tools for Supporting the Proposed
Hierarchical Open Access
Framework

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Educational
Content
Learning
Activities
Educational Courses
Education and/or
Training
Programmes
Tools for supporting the 1st Hierarchical Element
Metadata (EM)
Hierarchical
Elements

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ASK Learning Objects Metadata Authoring Toolkit 2.0
(ASK-LOM-AT 2.0)
Conformant to IEEE LOM Standard
Authoring and Management of EM
Single web-form or step-by-step wizard
for EM Authoring
Open source web-based tool
Multilingual User Support during
Metadata Authoring
Presentation of Metadata Elements during
EM Authoring based on their importance
Automatically Completion of Metadata
Elements based on user profile details

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ASK Learning Objects Metadata Authoring Toolkit 2.0
(ASK-LOM-AT 2.0) – (2/2)
• ASK-LOM-AT 2.0 is available from:
http://www.ask4research.info/asklomat/
• A customized version of ASK-LOM-AT 2. 0 is currently used
by:
• More than 1.000 Science Education Teachers in
PATHWAY Project (http://www.pathway-project.eu/)
• PATHWAY ASK-LOM-AT 2.0 is available from:
http://www.ask4research.info/pathway-asklomat/

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ASK Learning Objects Metadata Authoring Toolkit
(ASK-LOM-AT) – (1/2)
Conformant to IEEE LOM Standard
Authoring and Management of EM
Step-by-step Wizard for EM Authoring
Stand alone application for Microsoft
Windows OS

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ASK Learning Objects Metadata Authoring Toolkit
(ASK-LOM-AT) – (2/2)
 Customized versions of ASK-LOM-AT has been used by
 15 Science Education Content Providers and 1.500 Science Education Teachers in
OSR Portal (http://www.osrportal.eu/) and COSMOS Portal
(http://www.cosmosportal.eu/)
 4 Language Learning Content Providers and Training Organizations, and 60 Language
Learning Trainers in Mobile2Learn Portal (http://www.mobile2learn.eu/)
 5 Training Organizations for People with Disabilities and 70 Disabled People Trainers
in eAccess2Learn Portal (http://www.eaccess2learn.eu/)
 Customized versions of ASK-LOM-AT are available to download from:
 http://www.osrportal.eu/~osrgr/en/toolbox [Registered Users]
 http://www.cosmosportal.eu/cosmos/en/toolbox [Registered Users]
 http://www.mobile2learn.eu/services/index.php?sec=tools [Registered Users]
 http://www.eaccess2learn.eu/services/index.php?sec=tools [Registered Users]

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• D. Sampson, P. Zervas and G. Chloros, "ASK-LOM-AT 2.0: A Web-Based Tool for
Educational Metadata Authoring of Open Educational Resources", in Proc of
the 3rd IEEE International Conference on Technology for Education (T4E 2011),
Chennai, India, 14-16, July 2011
• D. Sampson, P. Zervas and S. Sotiriou, "Science Education Resources
Supported with Educational Metadata: The Case of the OpenScienceResources
Web Repository", Advanced Science Letters, Special Issue on Technology-
Enhanced Science Education, vol. 4(11/12), pp. 3353-3361 (9), American
Scientific Publishers, ISSN 1936-6612, November 2011
• D. Sampson, P. Zervas and S. Sotiriou, "Learning Object Repositories for
Science Education: The OpenScienceResources Repository", in Proc. of the
11th IEEE International Conference on Advanced Learning Technologies (ICALT
2011), Athens, Georgia, USA, 6-8 July 2011 [BEST POSTER AWARD]

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ASK Learning Objects Metadata Application Profiling
(ASK-LOM-AP) – (1/2)
EM Authoring based on Developed
IEEE LOM APs
Development and Management of
IEEE LOM APs
Step-by-step Wizard for IEEE LOM APs
and EM Authoring
Open source web-based tool
Step-by-step Wizard for developing
IEEE LOM APs according to the IMS
GLC and CEN/ISSS Guidelines

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ASK Learning Objects Metadata Application Profiling
(ASK-LOM-AP) – (2/2)
The source code of ASK-LOM-AP Tool is
available from SourceForge:
http://sourceforge.net/projects/asklomap/
ASK-LOM-AP was uploaded on 23 April 2010
and until today, it has been downloaded 271
times [April 2014].

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• P. Zervas and D. Sampson, “A Systematic Analysis of Metadata Application Profiles of Learning
Object Repositories in Europe””, in Kinshuk and R. Huang (Eds.), New Developments in Technology
Enhanced Learning: Concept, Research and Best Practices, Springer, 2014
• D. Sampson, P. Zervas and G. Chloros, "Supporting the Process of Developing and Managing LOM
Application Profiles: The ASK-LOM-AP Tool", IEEE Transactions on Learning Technologies (TLT)
(ISSN 1939-1382), vol. 5(3), IEEE Computer Society, September 2012
• D. Sampson, P. Zervas and G. Chloros, "Towards Community-based Open Educational Resources:
Tools for Developing and Managing IEEE LOM Application Profiles", in Athanassios Jimoyiannis
(Ed.), Research on e-learning and ICT in Education (ISBN 978-1-4614-1083-6), pp. 283-294, Springer
New York, January 2012
• G. Chloros, P. Zervas and D. Sampson, "ASK-LOM-AP: A Web-Based Tool for Development and
Management of IEEE LOM Application Profiles", in Proc. of the 10th IEEE International Conference
on Advanced Learning Technologies (ICALT 2010), Sousse, Tunisia, IEEE Computer Society, 5-7, July
2010

48/80
ASK Learning Objects Social Tagging
(ASK-LOST 2.0) – (1/2)
Creation of user’s personal LOs
collection
LOs submitted and tagged by end users
Access to personal vocabularies
created by users’ tags
Browse LOs via tag clouds
Social networking support between
users
Open source Web-based tool

49/80
ASK Learning Objects Social Tagging
(ASK-LOST 2.0) – (2/2)
 ASK-LOST 2.0 is being used by more than 1500 Science
Education Teachers as part of the OSR Portal
(http://www.osrportal.eu/)
 The source code of ASK-LOST 2.0 Tool is available from
SourceForge: http://sourceforge.net/projects/asklost
 ASK-LOST 2.0 was uploaded on 15 May 2010 and until
today, it has been downloaded 101 times [April 2014].

50/80
• P. Zervas and D. Sampson, "The Effect of Users Tagging Motivation on the
Enhancement of Digital Educational Resources Descriptions", Computers in Human
Behavior, vol. 32, pp. 292-300, March 2014
• P. Zervas, D. Sampson and M. Aristeidou, "Investigating the Effect of Users Tagging
Motivation on the Enhancement of Digital Educational Resources Metadata
Descriptions", in Proc. of the IADIS International Conference Cognition and Exploratory
Learning in Digital Age (CELDA 2012), Madrid, Spain, IADIS Press, 19-21, October 2012
• D. Sampson, P. Zervas and A. Kalamatianos, "ASK-LOST 2.0: A Web-based Tool for Social
Tagging Digital Educational Resources in Learning Environments", in B. White, I. King,
and P. Tsang, (Eds.), Social Media Tools and Platforms in Learning Environments:
Present and Future, chapter 23, pp 387-398, Springer, 2011
• A. Kalamatianos, P. Zervas and D. Sampson, "ASK-LOST 2.0: A Tool for Social Tagging of
Digital Educational Resources on the Web", in Proc. of the 9th IEEE International
Conference on Advanced Learning Technologies (ICALT 2009), pp. 157-159, Riga, Latvia,
IEEE Computer Society, July 2009 [BEST SHORT PAPER AWARD]

51/80
eAccess2Learn Web Repository
(http://www.eaccess2learn.eu/) – (1/2)
Enables search and retrieval of
accessible LOs and LDs
Web Repository with accessible LOs and
LDs suitable for Disabled People Training
Enables storage of accessible LOs
and LDs along with their EM
Conforms to W3C WCAG 1.0

52/80
eAccess2Learn Web Repository
(http://www.eaccess2learn.eu/) – (2/2)
 eAccess2Learn Web Repository includes [April 2012]:
 3.051 Learning Objects (in the form of rich html files with images)
 313 eTraining Courses (in the form of Learning Design Packages) for three
disability categories (namely motor disabled, low vision and color blind
people)
 There are 570 Registered Users [June 2013]
 eAccess2Learn Web Repository has received [June 2013]:
 21.043 Search Requests
 10.535 Downloads
 9.311 Visits
 37.492 Pageviews

53/80
• P. Zervas, V. Kardaras, S. Baldiris Navarro, J. Bacca, C. Avila, Y. Politis, Deveril, J. Treviranus, R. Fabregat, L. Goodman
and D. Sampson, "Supporting Open Access to Teaching and Learning of People with Disabilities", in D. Sampson, D.
Ifenthaler, J. M. Spector and P. Isaias, (Eds.), Digital Systems for Open Access to Formal and Informal Learning,
Springer, May 2014
• D. Sampson and P. Zervas, "Supporting Accessible Technology-Enhanced Training: The eAccess2Learn Framework",
IEEE Transactions on Learning Technologies (TLT) , (ISSN 1939-1382), vol. 4(4), pp. 353-364, October 2011
• D. Sampson and P. Zervas, "Technology-enhanced Training for People with Disabilities: The eAccess2Learn
Framework", in Proc. of the 2nd International Conference on Intelligent Networking and Collaborative Systems
(INCoS 2010), Thessaloniki, Greece, 24-26, November 2010 [BEST PAPER AWARD]
• D. Sampson, "Competence-related Metadata for Educational Resources that Support Lifelong Competence
Development Programmes", Educational Technology & Society, 12 (4), 149-159, October 2009
• D. Sampson, P. Karampiperis and D. Fytros, “Developing a Common Metadata Model for Competencies Description",
Interactive Learning Environment, Special Issue on Learning Networks for Lifelong Competence Development, vol.
15(2), pp. 137-150, Routledge , August 2007
• D. Sampson, D. Fytros and P. Zervas, "Supporting Lifelong Learning Programmes: Defining an Accessibility and
Competence Based Application Profile for Educational Metadata", in Proc. of the 11th IASTED International
Conference on Computers and Advanced Technology in Education (CATE 2008), Heraklion, Crete, Greece, October
2008
• P. Karampiperis and D. Sampson, "Facilitating Learning Objects Reusability in Different Accessibility Settings", in Ulf-
Daniel Ehlers and Jan M. Pawlowski (Eds.), Handbook on Quality and Standardisation in E-Learning Chapter 20, pp.
248-262, Springer, ISBN 3540327878, May 2006
• P. Karampiperis and D. Sampson, “Supporting Accessible Hypermedia in Web-based Educational SystemsQ Defining
an Accessible Application Profile for Learning Resources", The New Review of Hypermedia and Multimedia, Special
Issue on Accessible Hypermedia and Multimedia, vol. 10(2), pp. 181-197, Taylor & Francis, December 2004

54/80
Mobile2Learn Web Repository
(http://www.mobile2learn.eu/) – (1/2)
Enables search and retrieval of
mobile assisted Language Learning
LOs and LDs
Web Repository with LOs and LDs
suitable for Language Learning supported
by Mobile Devices
Enables storage of mobile assisted
Language Learning LOs and LDs along
with their EM

55/80
Mobile2Learn Web Repository
(http://www.mobile2learn.eu/) – (2/2)
 Mobile2Learn Web Repository includes [April 2012]:
 719 Learning Objects suitable for English Language Learning (in the form of
flash files) and supported by mobile devices
 132 mobile Training Courses (in the form of Learning Design Packages)
addressing A1, A2, B1 and B2 learners/students of English Language according
to the Europass Language Passport Levels
 There are 1.052 Registered Users [June 2013]
 Mobile2Learn Web Repository has received [June 2013]:
 24.375 Search Requests
 15.052 Downloads
 8.588 Visits
 45.944 Pageviews

56/80
• P. Zervas and D. Sampson, "Facilitating Teachers’ Reuse of Mobile Assisted Language
Learning Resources using Educational Metadata", IEEE Transactions on Learning
Technologies (in press)
• D. Sampson and P. Zervas, "Open Access to Mobile Assisted Language Learning
supported by the Mobile2Learn Framework", in Proc. of the 12th IEEE International
Conference on Advanced Learning Technologies (ICALT 2012), Rome, Italy, IEEE
Computer Society, 4-6 July 2012
• P. Zervas and D. Sampson, "Enhancing Educational Metadata with Mobile Assisted
Language Learning Information", in Proc. of the 10th IEEE International Conference on
Advanced Learning Technologies (ICALT 2010), Sousse, Tunisia, IEEE Computer Society,
5-7, July 2010
• D. Sampson, "Exploiting Mobile and Wireless Technologies in Vocational Training", in
Proc. of the 4th International Workshop on Wireless, Mobile and Ubiquitous
Technologies in Education (WMUTE 2006), pp. 63-65, Athens, Greece, IEEE Computer
Society, November 2006
• D. Sampson, "Supporting Vocational Education and Training through Mobile Learning
Environments", in Proc. of the 6th IEEE International Conference on Advanced Learning
Technologies (ICALT 2006), pp. 1176-1177, Kerkrade, The Netherlands, IEEE Computer
Society, July 2006

57/80
Educational
Content
Learning
Activities (LAs)
Educational Courses
Education and/or
Training
Programmes
Tools for supporting the 2nd and the 3rd Hierarchical Elements
LAs Design and
Delivery
Educational
Content
Course Design
and Delivery
Learning
Activities
Hierarchical
Elements

58/80
ASK Learning Design Toolkit
(ASK-LDT) – (1/2)
Development of new educational
courses based on pre-defined LD
templates
Enables expression of pedagogical
strategies in the form of LD
Templates
Enables characterization of the learning
activities of an educational course by using a
common vocabulary of terms based on
“Dialog Plus Learning Activities Taxonomy”
Stand alone application for Microsoft
Windows OS
Save educational courses as LD
packages (zip format) conformant
with IMS LD Specification

59/80
ASK Learning Design Toolkit
(ASK-LDT) – (2/2)
 ASK-LDT has been used by:
 5 Science Education Pedagogical Designers in COSMOS Portal (http://www.cosmosportal.eu/)
for designing Generic Science Education Pedagogical Templates
 650 Science Education Teachers in COSMOS Portal (http://www.cosmosportal.eu/) for
developing Science Education Scenarios based on Reference Generic Science Education
Pedagogical Templates
 60 Language Learning Trainers in Mobile2Learn Portal (http://www.mobile2learn.eu/) for
developing Mobile Training Courses based on reference Generic Mobile Training Course
Templates (suitable for Language Learning)
 70 Disabled People Trainers in eAccess2Learn Portal (http://www.eaccess2learn.eu/) for
developing eTraining Courses based on reference Generic eTraining Course Templates (suitable
for Disabled People Training)
 ASK-LDT is available for download from:
 http://www.cosmosportal.eu/cosmos/en/toolbox [Registered Users]
 http://www.mobile2learn.eu/services/index.php?sec=tools [Registered Users]
 http://www.eaccess2learn.eu/services/index.php?sec=tools [Registered Users]

60/80
• P. Zervas, D. Sampson, and S. Sotiriou, "Sharing of Open Science Education Resources and Educational
Practices in Europe", in Rory McGreal, Wanjira Kinuthia and Stewart Marshall (Eds.), Open Educational
Resources: Innovation, Research and Practice, Commonwealth of Learning and Athabasca University, May 2013
• D. Sampson, P. Zervas and S. Sotiriou, "COSMOS: A Web-Based Repository of Learning Designs for Science
Education", Advanced Science Letters, Special Issue on Technology-Enhanced Science Education, vol. 4(11/12),
pp. 3366-3374 (9), American Scientific Publishers, ISSN: 1936-6612 November 2011
• D. Sampson and P. Zervas, “Designing and Sharing Inquiry based Learning Designs: the PATHWAY ASK Learning
Designer Toolkit” in Proc. of the EDEN2011 Open Classroom Conference, Athens, Greece, 27-29, October 2011
• D. Sampson, P. Zervas and S. Sotiriou, “From Learning Objects Repositories to Learning Design Repositories: The
COSMOS Learning Design Repository” in Proc. of the 11th IEEE International Conference on Advanced Learning
Technologies (ICALT 2011), Athens, Georgia, USA, IEEE Computer Society (ISBN:9781612842097), 6-8, July 2011
• D. Sampson and P. Karampiperis, “Towards Next-Generation Activity-Based Learning Systems", International
Journal on E-Learning vol. 5(1), pp 129-150, Chesapeake, AACE Press, January 2006
• D. Sampson, P. Karampiperis and P. Zervas, "ASK-LDT: A Web-Based Learning Scenarios Authoring Environment
based on IMS Learning Design", International Journal on Advanced Technology for Learning (ATL) (ISSN 1710-
2251), vol. 2(4), pp. 207-215, ACTA Press, October 2005

61/80
ASK-Course Description Metadata-European
Credit Transfer System (ASK-CDM-ECTS) – (1/2)
Conformant to Course Description
Metadata (CDM-ECTS) Application
Profile
Facilitate description with European
Credit Transfer System (ECTS)
compatible information European HEIs,
as well as, their study programmes and
academic courses
Step-by-step Wizard for EM Authoring of
academic courses’ LOs (conformant to IEEE
LOM)
Web-based application accessible via
web-browser
Facilitate search and retrieval of
academic courses offered by
European HEIs

62/80
ASK-Course Description Metadata-European
Credit Transfer System (ASK-CDM-ECTS) – (2/2)
 ASK-CDM-ECTS is available (in Greek) from:
http://www.ask4research.info/ask-cdm-ects/
 ASK-CDM-ECTS will be used (during 2012-2014) in the
framework of a nationally-funded project entitled:
“Academic Open Courses at University of Piraeus” that
aims to make available for open access to the wider
public more than 460 academic courses offered by
University of Piraeus, Greece

63/80
• D. Sampson and P. Zervas, “Supporting Open Access to European Higher
Education Courses: The ASK-CDM-ECTS Tool”, Campus-Wide Information
Systems, vol.30(1), Emerald, January 2013
• D. Sampson and P. Zervas, "Open Access to European Higher Education
Courses based on the CDM-ECTS Specification", in Proc. of the 4th IEEE
International Conference on Technology for Education (T4E 2011), IIT
Hyderbad, India, IEEE Computer Society, 18-20, July 2012
• D. Sampson, P. Zervas and R. Limnatitis, "ASK-CDM-ECTS: A Tool for facilitating
Common European University Course Description towards Higher Education
Integration", in Proc. of the 9th IEEE International Conference on Advanced
Learning Technologies (ICALT 2009), pp. 154-156, Riga, Latvia, IEEE Computer
Society, 15-17 July 2009

64/80
ASK Mobile Learning
Design Player (1/2)
Facilitates the delivery of IMS LD-
based mobile educational courses
Stand-alone application for PDAs or
Smartphone Devices with Windows Mobile
OS
Enables enrolment of multiple
roles/actors (individual learners, groups
of learners and tutors)
Enables rendering of HTML-based content
and flash files
Available also as a web application as
part of the Mobile2Learn Portal

65/80
ASK Mobile Learning
Design Player (2/2)
 ASK Mobile Learning Design Player has been used by 4 Language
Learning Training Organizations and 60 Language Learning Trainers in
Mobile2Learn Portal (http://www.mobile2learn.eu/), so as to provide
Mobile Training Courses to their learners.
 ASK Mobile Learning Design Player is available for download from:
 http://www.mobile2learn.eu/services/index.php?sec=tools
[Registered Users – Stand Alone Version]
 http://www.mobile2learn.eu/repository/index.php?sec=search_
tr [Registered Users – Web Version]

66/80
ASK Mobile SCORM Player (1/2)
Enables delivery of SCORM 2004-
based Educational Courses
Stand-alone application for PDAs or
Smartphone Devices with Google
Android OS
Enables rendering of HTML-based
content and flash files

67/80
ASK Mobile SCORM Player (2/2)
The executable application of ASK Mobile SCORM
Player is available from SourceForge:
http://sourceforge.net/projects/ask-mobilescorm/
ASK Mobile SCORM Player was uploaded on 2 July
2010 and until today, it has been downloaded 251
times [April 2014].

68/80
• P. Zervas and D. Sampson, “Supporting Mobile Access to Online Courses: The ASK
Mobile SCORM Player and the ASK Mobile LD Player”, in M. Ally and A. Tsinakos (Eds.),
Perspectives on Open and Distance Learning: Increasing Access through Mobile
Learning, Commonwealth of Learning, Athabasca University, December 2013
• D. Sampson and P. Zervas, "Enabling Interoperable Mobile Learning: Evaluation results
from the use of the SMILE PDA Learning Design Player", in Proc. of the 5th International
Workshop on Wireless, Mobile and Ubiquitous Technologies in Education (WMUTE
2008), Beijing, China, IEEE Computer Society, March 2008
• D. Sampson, K. Götze and P. Zervas, "Delivering IMS Learning Design Activities via
Mobile Devices", in Proc. of the 7th IEEE International Conference on Advanced
Learning Technologies (ICALT 2007), pp. 367-368, Niigata, Japan, IEEE Computer
Society, July 2007 [BEST POSTER AWARD]

69/80
Educational
Content
Learning
Activities
Educational Courses
Education and/or
Training
Programmes
Tools for supporting the 4th Hierarchical Element
Virtual
Classrooms
Educational
Courses
Hierarchical
Elements

70/80
Moodle/Mobile Moodle
(http://www.mobile2learn.eu/moodle/)
Customization to support access via
mobile devices
Customization to
support different
pedagogical strategies
Customization to
support virtual
classrooms accessible
via the web

71/80
• D. Sampson and P. Zervas, "Mobile Learning Management
Systems in Higher Education", in Ana Azevedo and Rosalina Babo
(Eds.), Higher Education Institutions and Learning Management
Systems: Adoption and Standardization, pp. 162-177, IGI
Global, ISBN 1609608844, 2012
• D. Sampson, P. Papapaulou, P. Zervas and C. Papanikou,
"Supporting Higher Education Teaching through Wireless and
Mobile Devices: The Case Study of mobile Moodle", in Proc. of
the AACE E-Learn 2008-World Conference on E-Learning in
Corporate, Government, Healthcare and Higher Education, Las
Vegas, USA, AACE, November 2008

72/80
ATutor for Disabled People Training
(http://www.eaccess2learn.eu/atutor/)
Customization to support different disabled user groups
(namely, motor disabled and visually impaired people)

73/80
SLOODLE
(http://www.ask4research.info/moodle/course/view.php?id=18)
Customization to support
Synchronous Communication
and Collaboration in Second Life
(SL)
Customization to create
3D Virtual Classroom
Simulations in SL
Customization to demonstrate the
possibilities of using Moodle features
in SL

74/80
SLOODLE for Teachers’ Training
Customization to support teachers understanding 3D Virtual Worlds affordances,
explore their potential in enhancing their educational practices and acquire
competences for teaching in them

75/80
• D. Sampson and P. Kallonis, "3D Virtual Classroom Simulations for supporting School Teachers’ Continuing
Professional Development", in J. Jia (Ed.), Educational Stages and Interactive Learning: From Kindergarten to
Workplace Training, IGI Publishers , February 2012
• D. Sampson and P. Kallonis, "Teachers' Training in Exploiting 3D Virtual Worlds for teaching and learning", in
Pedro Isaias, Dirk Ifenthaler, Kinshuk, Demetrios G. Sampson and Michael J. Spector, (Eds.), Towards Learning and
Instruction in Web 3.0. Advances in Cognitive and Educational Psychology, Springer, ISBN 978-1-4614-1538-1,
January 2012
• P. Kallonis and D. Sampson, "A 3D Virtual Classroom Simulation for supporting School Teachers' Training based on
Synectics - 'making the strange familiar'", in Proc. of the 11th IEEE International Conference on Advanced Learning
Technologies (ICALT 2011), Athens, Georgia, USA, IEEE Computer Society, 6-8 July 2011
• P. Kallonis and D. Sampson, "Implementing a 3D Virtual Classroom Simulation for Teachers' Continuing
Professional Development", in Proc. of the Workshop on Virtual Worlds for academic, organizational, and life-
long learning (ViWo 2010) in the 18th International Conference on Computers in Education (ICCE 2010), Putrajaya,
Malaysia, Asia-Pacific Society for Computers in Education, November 2010
• P. Kallonis and D. Sampson, "Exploiting Virtual Worlds For Teachers' Professional Development", in Proc. of the
IADIS International Conference Cognition and Exploratory Learning in Digital Age (CELDA 2010), Timisoara,
Romania, IADIS Press, 15-17, October 2010

76/80
Research Challenges
in Digital Systems and Services to
Open Access to Education and
Learning

77/80
• At the core of ASK activities are:
– Understand and Model Educational Design of Technology Supported Learning and Education,
which is core background knowledge of ASK Researchers, since it is the driver for the design of any
Method, Tool/System and Service. It captures the key design considerations of each problem (well
known or an ill-defined or a new, thus Research or Service problem definition) in Learning and/or
Education and/or Training. In this sense, the purpose of Educational Design is to define the
educational context-of-use of a Tool/System and/or Service.
– Understand and Model Digital Tools/Systems (or Technologies, in more general terms) based on
their potential pedagogical affordances. This is particularly interesting and useful, since Digital
Systems and Services for Technology Supported Learning and Education mainly rely on exploiting
existing Technologies (not Tools/Systems) such as Virtual Worlds, Digital Games, Widgets, Mobile
Apps, Web 2.0 Technologies, Gesturing Computing, Internet of Things, and how to make them
pedagogically useful in a particular educational contexts of use (defined by the Education Design).
This knowledge is essential both in [Research], so as to be able to define research problems and
design for innovative solution, and in [Services], so as to be able to select and customize
tools/systems and services for particular problems in hand.
Research @ASK

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ICALT2014: Τhe 14th IEEE International Conference on Advanced
Learning Technologies - Advanced Technologies for Supporting
Open Access to Formal and Informal Learning
7-10 Ιουλίου 2014 στην Αθήνα
250 εργασίες – 350 συμμετέχοντες – 50 χώρες
http://www.ask4research.info/icalt/2014/

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80/80
… stay in contact …
e-mail: sampson@iti.gr
skype: dem-sampson
twitter: @dem-sampson
www.ask4research.info
visit me at:
Department of Digital Systems,
University of Piraeus, Greece

Digital Systems and Services for Open Access Education and Learning

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