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Creating multilingual MOOC content for information literacy. A workflow Libbrecht, Paul; Dreisiebner, Stefan; Buchal, Björn; Polzer, Anna Sammelbandbeitrag | Aus: ILO (Hrsg.): Proceedings of the Conference Learning Information Literacy across the Globe (LILG) 2019 | Graz: Universität | 2020 40938 Endnote: Autor*innen: Libbrecht, Paul; Dreisiebner, Stefan; Buchal, Björn; Polzer, Anna
Titel: Creating multilingual MOOC content for information literacy. A workflow
Aus: ILO (Hrsg.): Proceedings of the Conference Learning Information Literacy across the Globe (LILG) 2019, Graz: Universität, 2020 , S. 1-15
DOI: 10.25656/01:17890
URN: urn:nbn:de:0111-pedocs-178908
URL: https://www.pedocs.de/frontdoor.php?source_opus=17890
Dokumenttyp: 4. Beiträge in Sammelwerken; Tagungsband/Konferenzbeitrag/Proceedings
Sprache: Englisch
Schlagwörter: Informationskompetenz; E-Learning; Online; Software; Publizieren; Arbeitsablauf; Mehrsprachigkeit; Web Based Training
Abstract: A massive open online course (MOOC) is an online space for learning with no prerequisites for entry. All content is delivered online and learners interact with the content by navigating through it, assessing their progress, writing down their knowledge, and sometimes interacting with other students. The European project Information Literacy Online is an example of a MOOC. It has a number of set goals: it should offer study in six European languages, it should deliver content that can be re-used, it should be used mostly by self-paced learners who progress at their own speed through the content, and subsequently assess and see their progress as they go. The aim of this paper is to discuss how to build a multilingual MOOC in a location-independent and distributed collaboration scenario. The project requirements have shaped a content creation progress, an authoring workflow, which we present in this paper. While the MOOC is delivered on the OpenEdX platform, the authoring workflow is centered around a versioning system which has allowed quality control processes, automated transformation processes, and the contribution of content from multiple places to occur in an asynchronous manner. This paper describes the workflow, sketches the technical choices made in the process, the issues encountered and their workarounds and reports on the experience gained thus far. (DIPF/Orig.)
DIPF-Abteilung: Informationszentrum Bildung

Android-based mobile assessment system Dalir, Mahtab; Rölke, Heiko; Buchal, Björn Sammelbandbeitrag | Aus: Biswas, Gautam; Wong, Lung-Hsiang; Hirashima, Tsukasa; Chen, Wenli (Hrsg.): Proceedings of the 20th International Conference on Computers in Education ICCE 2012 | Singapur: National Institute of Education, Nanyang Technological University, Singapore | 2012 33179 Endnote: Autor*innen: Dalir, Mahtab; Rölke, Heiko; Buchal, Björn
Titel: Android-based mobile assessment system
Aus: Biswas, Gautam; Wong, Lung-Hsiang; Hirashima, Tsukasa; Chen, Wenli (Hrsg.): Proceedings of the 20th International Conference on Computers in Education ICCE 2012, Singapur: National Institute of Education, Nanyang Technological University, Singapore, 2012 , S. 370-377
URL: http://www.lsl.nie.edu.sg/icce2012/wp-content/uploads/2012/11/MAIN-Conference-E-BOOK.pdf
Dokumenttyp: 4. Beiträge in Sammelwerken; Tagungsband/Konferenzbeitrag/Proceedings
Sprache: Englisch
Schlagwörter: Computerunterstütztes Verfahren; Fallstudie; Hardware; Leistungsmessung; Mobilität; Mobil-Telefon; Schule; Schülerleistung; Software; Technologiebasiertes Testen
Abstract (english): Mobile devices such as smartphones and tablet PCs have gained global popularity and are increasingly used in all areas of daily life, including learning and assessment activities. To support different kinds of learning and assessment content, a versatile and comprehensive system is desirable. In addition, other aspects of long-term assessments have to be covered such as security, data protection and adaptivity, e.g. to new schedules or items. In this paper, we present the concept and realization of an Android-based mobile assessment system especially designed for school usage. It has been used already in several research studies in elementary schools, e.g. to measure daily fluctuations of cognitive performance capabilities.
DIPF-Abteilung: Informationszentrum Bildung