Consuming and producing linked open data: the case of OpenCourseWare

Piedra, Nelson; Tovar, Edmundo; Colomo‐Palacios, Ricardo; Lopez-Vargas, Jorge; Chicaiza, Janneth

doi:10.1108/prog-07-2012-0045

Cited by 53 publications

(27 citation statements)

References 20 publications

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“…In previous work we have presented how these features can be enhanced by applying Semantic Web technologies and Linked Data [10]. Along the same line, the contribution of this paper is to bring OERs to users who need them, specifically, support the MOOCs openness by reusing OERs.…”

Section: Issues Of Opennessmentioning

confidence: 93%

Supporting openness of MOOCs contents through of an OER and OCW framework based on Linked Data technologies

Piedra

Chicaiza

López

et al. 2014

2014 IEEE Global Engineering Education Conference (EDUCON)

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The arrival of Massive Open Online Courses (MOOCs) and the growth of open and online education -OpenEducational Resources (OER), OpenCourseWare (OCW)-is increasingly the focus to self-learners as the primary target group. The OER movement has tended to define "openness" in terms of access for use and reuse to educational materials, and to address the geographical and financial barriers, between students, teachers and self-learners with distinguished educational institutions. MOOC initiatives emphasize free access and interactive features rather than static content. The dominant message is of the quantity of access rather than the openness of educational resources for use, re-use, adaptation or repurpose. The purpose of this paper is to present the main aspects to considerer building a framework based on semantic web technologies to support the inclusion of open materials in massive online courses and significantly to improve discovery, accessibility, visibility, and to promote reuse of open educational content in massive courses. This framework will provide a set of services that allows the discovery and access of open educational resources that are extracted from open repositories distributed. Our principal OER providers are OCW institutions. In this context, we opted to apply the principles of Linked Data to integrate, interoperate and mashup data from distributed and heterogeneous repositories of open educational materials.

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Section: Issues Of Opennessmentioning

confidence: 93%

Supporting openness of MOOCs contents through of an OER and OCW framework based on Linked Data technologies

Piedra

Chicaiza

López

et al. 2014

2014 IEEE Global Engineering Education Conference (EDUCON)

Self Cite

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“…So, the only other alternative for automatically reconstitute the underlying data from an OCW web site is to use web-scraping techniques (Piedra et al, 2014).…”

Section: Component 1 Oer Collectingmentioning

confidence: 99%

“…In this context, we opted to apply the principles of Linked Data (Heath & Bizer, 2011;Berners-Lee et al, 2001) to integrate, interoperate and mash up data from distributed and heterogeneous re positories of open educational materials. The purpose is to significantly improve discovery, accessibility, visibility, and promote reuse of open educational content in massive courses (Piedra, Tovar, Colomo-Palacios, López & Chicaiza, 2014).…”

Section: Introductionmentioning

confidence: 99%

Open Praxis, volume 6 issue 2

Gil‐Jaurena¹

2014

Open Praxis

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“…In [20], authors apply the Linked Data Design Issues to explore, visualize and use information that is semantically related to open educational resources that are accessible via the OCW Consortium. Serendipity initiative has begun to adopt models that are suitable for expressing OCW and OER metadata as Linked Data, in an attempt to provide OER users with well understood/recognizable RDF data models.…”

Section: E Ontology-based Data Modelmentioning

confidence: 99%

Towards a learning analytics approach for supporting discovery and reuse of OER an approach based on Social Networks Analysis and Linked Open Data

Piedra

Chicaiza

López

et al. 2015

2015 IEEE Global Engineering Education Conference (EDUCON)

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Abstract-The OER movement poses challenges inherent to discovering and reuse digital educational materials from highly heterogeneous and distributed digital repositories. Search engines on today's Web of documents are based on keyword queries. Search engines don't provide a sufficiently comprehensive solution to answer a query that permits personalization of open educational materials. To find OER on the Web today, users must first be well informed of which OER repositories potentially contain the data they want and what data model describes these datasets, before using this information to create structured queries. Learning analytics requires not only to retrieve the useful information and knowledge about educational resources, learning processes and relations among learning agents, but also to transform the data gathered in actionable e interoperable information. Linked Data is considered as one of the most effective alternatives for creating global shared information spaces, it has become an interesting approach for discovering and enriching open educational resources data, as well as achieving semantic interoperability and re-use between multiple OER repositories. In this work, an approach based on Semantic Web technologies, the Linked Data guidelines, and Social Network Analysis methods are proposed as a fundamental way to describing, analyzing and visualizing knowledge sharing on OER initiatives

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Consuming and producing linked open data: the case of OpenCourseWare

Cited by 53 publications

References 20 publications

Supporting openness of MOOCs contents through of an OER and OCW framework based on Linked Data technologies

Supporting openness of MOOCs contents through of an OER and OCW framework based on Linked Data technologies

Open Praxis, volume 6 issue 2

Towards a learning analytics approach for supporting discovery and reuse of OER an approach based on Social Networks Analysis and Linked Open Data

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