DOCSLIB.ORG

Reference Model –

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Reference Model – e-science and technology infrastructure for biodiversity data and observatories Deliverable 5.1.3 Data & Modelling Tool Structures - Reference Model – Fraunhofer IAIS Cardiff University Work Package 5a Construction plan strategy Life Watch e-Science and Technology infrastructures for biodiversity data and observatories EU Seventh Framework Programme (FP7) Infrastructures (INFRA-2007-2.2-01) Contract Number 211372 Data & Modelling Tool Structures - Reference Model V0. Security (distribution level) Public Actual date of delivery of v0.5 2010-01-08 Deliverable number 5.1.3 Deliverable name LifeWatch Technical Construction Plan –Reference Model Type Report Status & version Working Document v0.5 Number of pages 230 WP contributing to the deliverable 5a Task responsible Fraunhofer IAIS Other contributors Cardiff University Author(s) Vera Hernandez-Ernst Axel Poigné Jon Giddy Alex Hardisty With contributions by W. Berendson H. Schentz Angie Voss i Data & Modelling Tool Structures - Reference Model Revision History Version Description Changed Date Done by V0.0.1 First draft, edited on all January 2009 V. Hernández Google Docs A. Poigné A. Hardisty J. Giddy V0.0.2 Reedited in Word all March 2009 V. Hernández A. Poigné V0.1 1st draft for internal all 2009-02-13 V. Hernández review by Work Package A. Poigné 5 A. Hardisty J. Giddy V0.2 1st public draft all 2009-04-03 V. Hernández Reformatted A. Poigné (Major parts to Appendices) A. Hardisty J. Giddy With contribution by W. Berendson H. Schentz V0.2.1 Reformatted all 2009-06-22 A. Poigné V0.3 2nd draft Preamble: changed 2009-10-31 V. Hernández Section 3.9: added A. Poigné Section 6: changed Section 7: new Appendix H: new V0.4 2nd public draft Section 7: extended 2009-12-07 V. Hernández Section 6: changed A. Poigné Section 8: new V0.5 3rd draft Section 3.4 + 3.5 changed V. Hernández Section 8: expanded A. Poigné Appendix D to “Show Cases” Appendix G “Workflow Ex- ample” to Status Report Appendix H “SOA versus ROA” to Status Report Other minor changes ii Data & Modelling Tool Structures - Reference Model V0. i Data & Modelling Tool Structures - Reference Model ii Data & Modelling Tool Structures - Reference Model V0. i Data & Modelling Tool Structures - Reference Model Blank Page ii Data & Modelling Tool Structures - Reference Model V0. Notices of Copyrights, Modifications, and Acknowledgements Copyright © 2009, LifeWatch Consortium The LifeWatch consortium (http://www/lifewatch.eu/) grants third parties the right to use and distribute all or parts of this document, provided that the LifeWatch project and the document are properly refer- enced. This document is provided by the copyright holders and contributors "as is" and any express or implied warranties, including, but not limited to, the implied warranties of merchantability and fitness for a par- ticular purpose are disclaimed. in no event shall the copyright owner or contributors be liable for any direct, indirect, incidental, special, exemplary, or consequential damages (including, but not limited to, procurement of substitute goods or services; loss of use, data, or profits; or business interruption) how- ever caused and on any theory of liability, whether in contract, strict liability, or tort (including negli- gence or otherwise) arising in any way out of the use of this document, even if advised of the possibility of such damage. The LifeWatch consortium (http://www/lifewatch.eu/) acknowledges the license terms of the Open Geospatial Consortium (reproduced below) having adopted the ORCHESTRA Reference Model (herein- after referred to as “OA-RM”) as a “best practice” and, in particular, draws the attention of the reader of the present document to the fact that the present document contains adaptations and extensions of the OA-RM to create the LifeWatch Reference Model (LW-RM) that have not been approved or adopted by the Open Geospatial Consortium as LICENSOR. The LifeWatch consortium (http://www/lifewatch.eu/) acknowledges the ownership of the copyright of the OA-RM described in the document: OGC 07-097 “Reference Model for the ORCHESTRA Architec- ture (RM-OA) V2 (Rev 2.1)”, version 2 (Rev 2.1), by the ORCHESTRA Consortium (http://www.eu- orchestra.org/contact.shtml), and the grant of right to use aforementioned OA-RM, contained within the copyright notice of the ORCHESTRA consortium, reproduced below. <end of LifeWatch copyright notice> ORCHESTRA Copyright Notice Copyright © 2007, ORCHESTRA Consortium The ORCHESTRA Consortium (http://www.eu-orchestra.org/contact.shtml) grants third parties the right to use and distribute all or parts of this document, provided that the ORCHESTRA project and the docu- ment are properly referenced. THIS DOCUMENT IS PROVIDED BY THE COPYRIGHT HOLDERS AND CONTRIBUTORS "AS IS" AND ANY EXPRESS OR IMPLIED WARRANTIES, INCLUDING, BUT NOT LIMITED TO, THE IMPLIED WARRANTIES OF MERCHANTABILITY AND FITNESS FOR A PARTICULAR PURPOSE ARE DISCLAIMED. IN NO EVENT SHALL THE COPYRIGHT OWNER OR CONTRI- BUTORS BE LIABLE FOR ANY DIRECT, INDIRECT, INCIDENTAL, SPECIAL, EXEMPLARY, OR CONSEQUENTIAL DAMAGES (INCLUDING, BUT NOT LIMITED TO, PROCUREMENT OF SUBSTITUTE GOODS OR SERVICES; LOSS OF USE, DATA, OR PROFITS; OR BUSINESS IN- TERRUPTION) HOWEVER CAUSED AND ON ANY THEORY OF LIABILITY, WHETHER IN CONTRACT, STRICT LIABILITY, OR TORT (INCLUDING NEGLIGENCE OR OTHERWISE) iii Data & Modelling Tool Structures - Reference Model ARISING IN ANY WAY OUT OF THE USE OF THIS DOCUMENT, EVEN IF ADVISED OF THE POSSIBILITY OF SUCH DAMAGE. <end of ORCHESTRA copyright notice> iv Data & Modelling Tool Structures - Reference Model V0. Open Geospatial Consortium, Inc. License Agreement BEFORE YOU CLICK ON THE ACCEPT BUTTON AT THE END OF THIS DOCUMENT, CARE- FULLY READ ALL THE TERMS AND CONDITIONS OF THIS AGREEMENT. BY CLICKING ON THE ACCEPT BUTTON, YOU ARE CONSENTING TO BE BOUND BY AND ARE BECOMING A PARTY TO THIS AGREEMENT. IF YOU DO NOT AGREE TO ALL OF THE TERMS OF THIS AGREEMENT, CLICK THE "DO NOT ACCEPT" BUTTON AND DO NOT DOWNLOAD THIS IN- TELLECTUAL PROPERTY. Readers of this document are requested to submit to Open Geospatial Consortium, Inc. ("Licensor"), with their comments, notification of any relevant patent rights or other intellectual property rights of which they may be aware which might be infringed by any use of the copyrighted material that follows (the "Intellectual Property"), as appropriate, and to provide supporting documentation. Open Geospatial Consortium Inc., OGC, OPENGIS, and the OGC CERTIFIED COMPLIANT logo are registered trademarks or trademarks of Licensor in the United States and in other countries. Permission is hereby granted, free of charge and subject to the terms set forth below, to any person ob- taining a copy of this Intellectual Property and any associated documentation, to deal in the Intellectual Property without restriction (except as set forth below), including without limitation the rights to imple- ment, use, copy, modify, merge, publish, distribute, and/or sublicense copies of the Intellectual Property, and to permit persons to whom the Intellectual Property is furnished to do so, provided that all copyright notices on the intellectual property are retained intact and that each person to whom the Intellectual Prop- erty is furnished agrees to the terms of this Agreement. If you modify the Intellectual Property, all copies of the modified Intellectual Property must include, in addition to the above copyright notice, a notice that the Intellectual Property includes modifications that have not been approved or adopted by LICENSOR. THIS LICENSE IS A COPYRIGHT LICENSE ONLY, AND DOES NOT CONVEY ANY RIGHTS UNDER ANY PATENTS THAT MAY BE IN FORCE ANYWHERE IN THE WORLD. <end of OGC License Agreement> OASIS Copyright Notice Copyright © OASIS® 1993–2008. All Rights Reserved. All capitalized terms in the following text have the meanings assigned to them in the OASIS Intellectual Property Rights Policy (the "OASIS IPR Policy"). The full Policy may be found at the OASIS website. This document and translations of it may be copied and furnished to others, and derivative works that comment on or otherwise explain it or assist in its implementation may be prepared, copied, published, and distributed, in whole or in part, without restriction of any kind, provided that the above copyright notice and this section are included on all such copies and derivative works. However, this document itself may not be modified in any way, including by removing the copyright notice or references to OASIS, except as needed for the purpose of developing any document or deliverable produced by an OASIS Technical Committee (in which case the rules applicable to copyrights, as set forth in the OASIS IPR Policy, must be followed) or as required to translate it into languages other than English. The limited permissions granted above are perpetual and will not be revoked by OASIS or its successors or assigns. v Data & Modelling Tool Structures - Reference Model This document and the information contained herein is provided on an "AS IS" basis and OASIS DIS- CLAIMS ALL WARRANTIES, EXPRESS OR IMPLIED, INCLUDING BUT NOT LIMITED TO ANY WARRANTY THAT THE USE OF THE INFORMATION HEREIN WILL NOT INFRINGE ANY OWNERSHIP RIGHTS OR ANY IMPLIED WARRANTIES OF MERCHANTABILITY OR FITNESS FOR A PARTICULAR PURPOSE. OASIS requests that any OASIS Party or any other party that believes it has patent claims that would necessarily be infringed by implementations of this OASIS Committee Specification or OASIS Standard, to notify OASIS TC Administrator and provide an indication of its willingness to grant patent licenses to such patent claims in a manner consistent with the IPR Mode of the OASIS Technical Committee that produced this specification. OASIS invites any party to contact the OASIS TC Administrator if it is aware of a claim of ownership of any patent claims that would necessarily be infringed by implementations of this specification by a patent holder that is not willing to provide a license to such patent claims in a manner consistent with the IPR Mode of the OASIS Technical Committee that produced this specification.
Load more

Recommended publications
  • Open Research
    OPEN RESEARCH PITT, R; DE LOS ARCOS, B; FARROW, R & WELLER, M. OER HUB MILTON KEYNES, UK Open Research by OER HuB is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License, except where otherwise noted. CONTENTS Introduction 1 1. Open Research 5 2. Ethics in the Open 20 3. Open Dissemination 43 4. ReQecting in the Open 58 5. Final Thoughts 66 Appendix 67 INTRODUCTION The OER Hub team in Krakow, Poland (l-r: Natalie Eggleston, Rob Farrow, Beck Pitt, Martin Weller & Bea de los Arcos) (CC BY 4.0 International, OER Hub) Welcome to the open textbook version of Open Research based on the two iterations of the award winning open course by the same name which was facilitated by the Hewlett Foundation funded Open Education Research (OER) Hub during 2014 and 2015. Thank you to everyone who participated in the facilitated versions of the course, and for your contributions and suggestions. We have retained the original feel of the original 4-week course but have revised and updated material for this Pressbook version. In addition, we have included many of the insightful contributions from participants and also suggest group activities so that you can use the textbook to facilitate discussions with students, colleagues or friends. Who is this resource aimed at? What does it mean to research in the open? Why should I make my research open? How do I research openly? 2 OPEN RESEARCH / INTRODUCTION If you have an interest in openness, open education, research skills or want to Ynd out more about the impact of Open Educational Resources (OER), then this resource is for you.
    [Show full text]
  • The Open Course Library: Using Open Educational Resources to Improve Community College Access
    THE OPEN COURSE LIBRARY: USING OPEN EDUCATIONAL RESOURCES TO IMPROVE COMMUNITY COLLEGE ACCESS By MARY ANN LUND GOODWIN A dissertation submitted in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION WASHINGTON STATE UNIVERSITY Department of Educational Leadership and Counseling Psychology DECEMBER 2011 This work is licensed under the Creative Commons Attribution 3.0 Unported License. To view a copy of this license, visit http://creativecommons.org/licenses/by/3.0/ or send a letter to Creative Commons, 444 Castro Street, Suite 900, Mountain View, California, 94041, USA. Mary Ann Lund Goodwin, 2011 This work is licensed under the Creative Commons Attribution 3.0 Unported License. To view a copy of this license, visit http://creativecommons.org/licenses/by/3.0/ or send a letter to Creative Commons, 444 Castro Street, Suite 900, Mountain View, California, 94041, USA. To the Faculty of Washington State University: The members of the Committee appointed to examine the dissertation of MARYANN LUND GOODWIN find it satisfactory and recommend that it be accepted. ______________________________ Kelly Ward, Ph.D., Chair ______________________________ Paul E. Pitre, Ph.D. ______________________________ Pat Sturko, Ph.D. iii THE OPEN COURSE LIBRARY: USING OPEN EDUCATIONAL RESOURCES TO IMPROVE COMMUNITY COLLEGE ACCESS Abstract by Mary Ann Lund Goodwin, Ed.D. Washington State University December 2011 Chair: Kelly Ward Community colleges are committed to meeting the educational needs of the communities they serve and they have increased access to higher education by offering new and innovative services to students often unable to attend traditional baccalaureate institutions. An innovation known as Open Educational Resources (OER) promises to make college more accessible and affordable by reducing textbook costs.
    [Show full text]
  • Are Moocs Open Educational Resources? a Literature Review on History, Definitions and Typologies of OER and Moocs
    Open Praxis, vol. 11 issue 4, October–December 2019, pp. 331–341 (ISSN 2304-070X) 2019 Open Education Global Conference Selected Papers Are MOOCs Open Educational Resources? A literature review on history, definitions and typologies of OER and MOOCs Christian M. Stracke Open University of the Netherlands (The Netherlands) [email protected] Stephen Downes National Research Council (Canada) [email protected] Grainne Conole Independent Consultant (United Kingdom) [email protected] Daniel Burgos & Fabio Nascimbeni Universidad Internacional de La Rioja (UNIR), (Spain) [email protected] & [email protected] Abstract Open Education gained more visibility as a result of the emergence of Open Educational Resources (OER) and Massive Open Online Courses (MOOCs). This article discusses whether MOOCs should be considered as OER. Open Education and OER can be treated as two strands with different historical roots even though, in theory, OER are an aspect of Open Education. Different OER definitions and typologies are analyzed in relation to their dimensions and categorizations. Furthermore, the four conditions and two original categories of MOOCs are discussed, leading to a debate on their quality. It turns out that there are two perspectives on MOOCs: from an OER perspective, MOOCs as a product can be called OER. From an Open Education perspective, MOOCs are going beyond OER as enablers of Open Education and are understood as an innovative way of changing education. These perspectives are reflected by the OpenEd Quality Framework. The short answer to our leading question is: sometimes, and it depends on your perspective. Keywords: Open Education, Open Learning, Massive Open Online Courses, Open Educational Resources, literature review, OpenEd Quality Framework Introduction The topic of Open Education has become increasingly complex in recent years.
    [Show full text]
  • Online Learning at Columbia University
    ONLINE LEARNING AT COLUMBIA UNIVERSITY REPORT AND RECOMMENDATIONS OF THE UNIVERSITY SENATE TASK FORCE ON ONLINE INITIATIVES June 9, 2014 Sharyn O’Halloran Chair, University Senate George Blumenthal Professor of Political Economy Cleo Abrams ‘15 Senator, Columbia College Matthew Chou ‘14 Member, Executive Committee of the University Senate Senator, Columbia College Benjamin Spener ‘14 University Senate, Chief of Staff, Columbia College Richard Sun ‘13 Member, Executive Committee of the University Senate Senator, Columbia College Columbia University Senate University Senate Online Learning TABLE OF CONTENTS Exhibits ..................................................................................................................................................... 5 Executive Summary .............................................................................................................................. 6 1. Introduction ...................................................................................................................................... 8 1.1 Online learning at Columbia University ................................................................................................. 8 1.2 Objectives ............................................................................................................................................. 10 1.3 Timeline and deliverables ..................................................................................................................... 11 2. Current Practices ...........................................................................................................................
    [Show full text]
  • Atolls, Islands, and Archipelagos: the California OER Council and the New Landscape for Open Education in California
    Open Praxis, vol. 8 issue 2, April–June 2016, pp. 131–142 (ISSN 2304-070X) 2016 Open Education Global Conference Selected Papers Atolls, Islands, and Archipelagos: The California OER Council and the New Landscape for Open Education in California Lawrence Francis Hanley & Diego Bonilla California Open Educational Resources Council—CAOERC (USA) [email protected] & [email protected] Abstract California’s three public higher education systems (University of California, California State University, the California Community College System) enroll nearly 3 million undergraduate students and employ almost 100 thousand faculty. In 2012, the California State Legislature directed the three systems to create an online library of open educational resources to encourage the use of free or affordable textbooks and other materials throughout California’s public higher education system. Composed of faculty representatives from each of the three systems, the California Open Educational Resources Council (CAOERC) was formed and charged in January, 2014, with collecting, peer-reviewing, helping to curate, publicizing, and cultivating the adoption of these open educational resources. As we end the first phase of this massive effort, our paper will: 1) outline what we’ve learned about scale and collaboration among California’s three distinct higher education systems; 2) present the results of CAOERC’s ongoing research (via surveys and focus groups) about open textbook use and adoption; 3) briefly discuss issues of OER sustainability in the context of cooperation among state, university, and non-profit sectors. Key words: OER, sustainability, OER research, California, university, open textbooks Introduction California public higher education’s three systems—or segments—enroll nearly 3 million undergraduate students and employ almost 100,000 faculty.
    [Show full text]
  • Astrophysicists and Physicists As Creators of Arxiv-Based Commenting Resources for Their Research Communities. an Initial Survey
    371 Information Services & Use 37 (2017) 371–387 Astrophysicists and physicists as creators of ArXiv-based commenting resources for their research communities. An initial survey Monica Marra INAF – Osservatorio Astronomico di Bologna, Via Piero Gobetti 93/3, I-40129 Bologna, Italy E-mail: [email protected] Abstract. This paper conveys the outcomes of what results to be the first, though initial, overview of commenting platforms and related 2.0 resources born within and for the astrophysical community (2004–2016). Experiences were added, mainly in the physics domain, for a total of twenty-two major items, including four epijournals – and four supplementary resources, thus casting some light onto an unexpected richness and consonance of endeavours. These experiences rest almost entirely on the contents of the database ArXiv, which adds to its merits that of potentially setting the grounds for web 2.0 resources, and research behaviours, to be explored. Most of the experiences retrieved are UK- and US-based, but the resulting picture is international, as various European coun- tries, China and Australia have been actively involved. Final remarks about creation patterns and outcome of these resources are outlined. The results integrate the previous studies according to which the web 2.0 is presently of limited use for communication in astrophysics and vouch for a role of researchers in the shaping of their own professional communication tools that is greater than expected. Collaterally, some aspects of ArXiv’s recent pathway towards partial inclusion of web 2.0 features are touched upon. Further investigation is hoped for. Keywords: Scholarly communication, scholarly commenting, 2.0 interaction, astrophysics, physics, peer-review, ArXiv 1.
    [Show full text]
  • Fourteen Notable Experiments in American Undergraduate Education 2Nd Ed., Revised and Expanded
    Maverick Colleges Fourteen Notable Experiments in American Undergraduate Education 2nd ed., revised and expanded Editors L. Jackson Newell Katherine C. Reynolds L. Scott Marsh Associate Editors Katrina Green Keith Wilson Contributing Editors E. Ann Adams Clifford Crelly Linda R. Fife Katrina Green L. Scott Marsh Kerrie Naylor L. Jackson Newell Zandile Nkabinde Michael M. Packard Katherine Reynolds Richard Sperry Ryo Takahashi Barbra Wardle Keith Wilson Published by the Utah Education Policy Center Graduate School of Education The University of Utah Salt Lake City, Utah 1996 Contents 1 Preface ii 2 Introduction, L. Jackson Newell and Katherine Reynolds iii 3 Antioch: Vision and Revision, Kerrie Naylor 1 4 Berea: The Persistent Ideal, Clifford Crelly 12 5 Reed: A Middle Course, Ryo Takahashi 18 6 Deep Springs: Loyalty to a Fault?, L. Jackson Newell 22 7 Chicago: Young Hutchins’ Dream, Richard J. Sperry 31 8 Black Mountain: Meteor Among Mavericks, Katherine Reynolds 41 9 St. John’s: Back to Classics, Keith Wilson 50 10 Monteith College: Spreading Innovation, Katrina Green 57 11 Miami-Dade Community College: An Open Door to Quality, Linda R. Fife 64 12 University of California, Santa Cruz: Small is Beautiful, L. Scott Marsh 71 13 Prescott: From Parson to Parsimony, E. Ann Adams 78 14 Fairhaven: Harbinger or Hostage?, Michael M. Packard 88 15 Evergreen: Ever Green?, Zandile Nkabinde 94 16 College of the Atlantic: Spirit of Time and Place, Barbra Wardle 103 17 Conclusion: Making Sense of Irrepressible Dreams, L. Jackson Newell 111 A A Partial List of Additional Distinctive Colleges 118 B References 120 i Chapter 1 Preface “In the specific is the universal.” —William Faulkner This book is a product of two University of Utah graduate seminars conducted in the spring of 1991 and 1994: “Notable Experiments in American Higher Education” (Educational Administration 728).
    [Show full text]
  • Open Universities: What Are the Dimensions of Openness?
    Open Universities: What Are the Dimensions of Openness? Karnataka State Open University, 22 September 2011 By Sir John Daniel Commonwealth of Learning Introduction Ladies and Gentlemen: Unfortunately I cannot be here for tomorrow's sessions so I have been asked to make a short intervention in this session. The theme of this session is ODL institutions and my title is simply: Open Universities: what are the dimensions of openness? One hundred and fifty years ago the University of London launched its External Studies Programme. The fundamental principle of this programme was that it did not matter how people acquired knowledge provided they could demonstrate mastery of it in examinations. In the century and a half of its existence five London External graduates have won Nobel prizes, so it is clearly a high quality programme. Over the years various bodies, as well as London University itself, offered more and more teaching to help people prepare for the examinations. However the examination was the core feature of the programme. A century after London University the UK Open University, which has embedded the term 'open' in the vocabulary of higher education, opened up higher education in two ways. First, it removed all academic pre-requisites for admission. Second, it operated at a distance. It describes its mission as being open to people, open to places, open to methods and open to ideas. People, places, methods, and ideas evolve and the Open University has evolved with them. Openness to methods was clearly required by the decision to carry out distance teaching at scale, and openness to ideas reflected a desire to use its scale and academic power to re-think the orthodoxy in some disciplines.
    [Show full text]
  • UNLOCKING the GATES HOW and WHY LEADING UNIVERSITIES ARE OPENING up ACCESS to THEIR COURSES TAYLOR WALSH, in Conjunction with It
    UNLOCKING the GATES HOW AND WHY LEADING UNIVERSITIES ARE OPENING UP ACCESS TO THEIR COURSES TAYLOR WALSH, in conjunction with Ithaka S+R PRINCETON UNIVERSITY PRESS PRINCETON AND OXFORD To view the website for this Ithaka S+R project, visit: http://www.ithaka.org/ithaka-s-r/research/unlockingthegates To purchase the book from Princeton University Press, visit: http://press.princeton.edu/titles/9386.html Copyright © 2011 by Princeton University Press Published by Princeton University Press, 41 William Street, Princeton, New Jersey 08540 In the United Kingdom: Princeton University Press, 6 Oxford Street, Woodstock, Oxfordshire OX20 1TW press.princeton.edu All Rights Reserved To view the website for this Ithaka S+R project, visit: http://www.ithaka.org/ithaka-s-r/research/unlockingthegates To purchase the book from Princeton University Press, visit: http://press.princeton.edu/titles/9386.html CONTENTS Foreword by William G. Bowen Preface 1 Introduction: Context and Background 2 Early Experiments: Fathom and AllLearn 3 Free and Comprehensive: MIT‘s OpenCourseWare 4 Digital Pedagogy: Carnegie Mellon‘s Open Learning Initiative 5 Quality over Quantity: Open Yale Courses 6 A Grassroots Initiative: webcast.berkeley 7 Closing the Gap in India: The National Programme on Technology Enhanced Learning 8 Conclusions Epilogue: Implications for the Future References List of Interviews To view the website for this Ithaka S+R project, visit: http://www.ithaka.org/ithaka-s-r/research/unlockingthegates To purchase the book from Princeton University Press, visit: http://press.princeton.edu/titles/9386.html FOREWORD The seven case studies of ―online courseware‖ initiatives presented in Unlocking the Gates are instructive in a number of ways.
    [Show full text]
  • Open Educational Resources in Lifelong Learning
    OPEN EDUCATIONAL RESOURCES O ER in Lifelong Learning First published 2014 by KNOU Press Open Educational Resources in Lifelong Learning Editor in Chief Bowon Kim Authors Tsuneo Yamada, Insung Jung, Taerim Lee, Mansor Fadzil, Jan M. Pawlowski, Henri Pirkkalainen, Juvy Lizette Gervacio, Norazah Nordin, Mohamed Amin Embi, Jaitip Nasongkhla, Shu-Hsiang Ava Chen, Rita Birzina, Karanam Pushpanadham, Anjali Khirwadkar, Jaroslava Kovacova, Gabor Szudi, Alena Pistovcakova and Lina Wang Publisher KNOU Press 57 Ihwa-dong, Jongno-gu, Seoul, South Korea, 110-500 http://press.knou.ac.kr Copyright ⓒ 2014 by KNOU Press. All rights reserved. ISBN 978-89-20-01384-3 (93370) ISBN 978-89-20-01385-0 (98370) (e-book) PDF version of this work is available under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License. (See http://creativecommons.org/licenses/by-nc-nd/3.0/ for more) It can be accessed through the e-ASEM web site at http://easem.knou.ac.kr. Acknowledgements The e-ASEM research network with its leading researchers in the field of e-Learning and ICT has completed its fourth collaborative research paper, “Open Educational Resources in Lifelong Learning.” This paper aims to examine the main issues of OER as well as to share OER initiatives observed in Asia and Europe. The overarching theme of the collaborative research was chosen at the network meet- ing held in Copenhagen, May 2012. In the following Meeting held in Seoul, September 2012, the outline of the research was discussed and 18 participating authors from 10 different countries conducted joint research projects under five sub-topics.
    [Show full text]
  • DEPARTMENT of HEALTH and HUMAN SERVICES
    DEPARTMENT of HEALTH and HUMAN SERVICES Fiscal Year 2017 Food and Drug Administration Justification of Estimates for Appropriations Committees LETTER FROM THE ACTING COMMISSIONER i Page intentionally left blank ii TABLE OF CONTENTS Letter from the Acting Commissioner ........................................................................................................... i Organization Chart ........................................................................................................................................ v EXECUTIVE SUMMARY Executive Summary ...................................................................................................................................... 1 All Purpose Table ....................................................................................................................................... 17 Major Activities Table ................................................................................................................................ 22 FY 2015 Budget Authority Crosswalk........................................................................................................ 24 FY 2016 Budget Authority Crosswalk........................................................................................................ 25 FY 2017 Budget Authority Crosswalk........................................................................................................ 26 BUDGET EXHIBITS Appropriation Language ............................................................................................................................
    [Show full text]
  • Open Education Can Make Universities More Inclusionary
    The following is an excerpt from: McKiernan EC (2017) Imagining the “open” university: Sharing scholarship to improve research and education. PLoS Biol 15(10): e1002614. https://doi.org/10.1371/journal.pbio.1002614 It is republished here under the terms of the Creative Commons Attribution (CC BY) license. Open education can make universities more inclusionary Erin C. McKiernan 19 January 2018 Universities are by nature exclusionary — there are limited spots and often only those with the highest grades and test scores are accepted. In the 1940s, people began referring to academic institutions as ivory towers, where an elite few engaged in intellectual pursuits, largely “disengaged” from the concerns or needs of the public (Shapin, 2012). If anything, the perception of universities as ivory towers has only grown over the last decades, as competition for student and faculty positions increases, leaving many more on the outside. As Shapin writes, "Today, almost no one has anything good to say about the Ivory Tower and specifically about the university in its supposed Ivory Tower mode” (Shapin, 2012). How can institutions move away from this negative image and become more inclusionary? Increasing acceptance rates is not feasible for economic and infrastructure reasons. However, universities can allow everyone access to the knowledge created inside their walls. Open educational resources (OERs) are a prime example of openness increasing inclusion (Bossu et al., 2012; Conole, 2012) and are especially important for increasing access to education in developing countries (Kanwar et al, 2010; Kumar, 2009). When universities make lecture notes, exams, and textbooks openly available online, even those who cannot attend in person can benefit from what the institution has to offer.
    [Show full text]