Please click on the link to visit 

ADELE Tutorial

Introduction

There are many tutorials on the design of digital content within Open Educational Resources (OER) framework. However, because the technology is constantly changing, a constant "update" of the tutorials' is needed. The consortium has prepared the tutorial adapted to the current trends in the technology. Based on our previously conducted analysis and recommendations, the needs of the teachers in high schools have been considered at the tutorial preparation. The tutorial consists of technical instructions for the design of Open Educational Resources and ideas for their use in the classroom by using modern technologies and methodologies.

In the first phase, the innovative ideas regarding the development of the tutorial were gathered from the iDADOHS expert group. Later on, the gathered ideas were analysed, and the Tutorial was prepared on the google Sites platform.

Collecting Innovative Ideas for the Development of OER Tutorial

In the initial phase of the OER Tutorial development the members of the consortium participated at the providing the ideas on the topic: “Open Educational Resources Tutorial”. There were 11 participants engaged at the idea generation process applying principles of brainstorming at the University of Maribor, Faculty of Organizational Sciences in Kranj, shown in Figure 1.

Figure 1: Brainstorming process of the iDADOHS consortium members on the topic of »OER Tutorial« at the University of Maribor, Faculty of Organizational Sciences

In the 30 min time, the 11 members of the consortium generated 46 ideas. These were later on evaluated according to the five-point scale where the criterium was the usefulness for the project tutorial implementation.

Generated ideas according to rank with the sum of collected points on 5-point scale (Sum), average (Avg) and Standard Deviation (SD) is shown in Table 1. Here the first part, 23 out of 46 ideas are shown. As the most important topic the following idea emerged: “Courses (online) for teaching staff, how to create digital content”. This is general goal of the project, however, the emphasis is on “digital content”. The second in rank was “Geogebra https://www.geogebra.org/?lang=en, Phet animations and tools: (experiment, virtual lab, measurments) https://phet.colorado.edu/en/simulations/filter?type=html,prototype, Kahoot tests https://kahoot.com/ Padlet - collaboration: https://padlet.com/” providing the possibilities to use several packages at the development of content. Additional top ranked ideas were to use synthesiy.io tool as well as to provide the repository of OER material. The provided top ideas were used as the guideline in further development.

Rank

Ideas - Open Educational Resources

Sum

Avg

SD

1

Courses (online) for teaching staf, how to create digital content

49

4.455

0.688

2

Geogebra https://www.geogebra.org/?lang=en, Phet animations and tools: (experiment,          virtual                    lab,                                        measurments) https://phet.colorado.edu/en/simulations/filter?type=html,prototype , Kahoot tests https://kahoot.com/ Padlet - colaboration: https://padlet.com/

46

4.182

0.982

3

Creating repository for OERs / diferent fields/subjects

45

4.091

0.944

4

Use www.synthesia.io to convert automatically lecture text to video

45

4.091

0.944

5

Many Short Videos vith external subtitles so video can be used in different languages

44

4.000

0.894

6

Digital library

44

4.000

0.775

7

Sharing best experiances of using OER

44

4.000

0.775

8

Re-use Respoitorium of OER - https://pitt.libguides.com/openeducation/biglist

44

4.000

1.095

9

creation of video digital materials for the realization of practical exercises in professional subjects

44

4.000

1.000

10

E lessons for school subjects

43

3.909

1.044

11

Study animation as at: https://www.3blue1brown.com/

43

3.909

1.044

12

WeBWorK https://webwork.maa.org/intro.html open-source online homework system for math and science courses.

43

3.909

0.831

13

Free tools for recording screen on computer/laptop

43

3.909

1.136

14

Creating e-learning system with OERs

42

3.818

0.982

15

Electronic lessons for tehnical subjects and practice in simulator/s

42

3.818

1.168

16

Creating videos and using Handbrake to convert the videos in any format ( https://handbrake.fr/ )

42

3.818

0.982

17

OBS Studio for Videos

41

3.727

1.272

18

OERs with different localizations

41

3.727

1.421

19

creation of a link of textbooks for professional subjects at the European level or

members of this project with the possibility of access without restriction of contents.

41

3.727

1.104

20

creation of video materials for technical schools in terms of professional textbooks

40

3.636

0.809

21

Creating different Animations "www.OpenToonz.github.io/e/" to be used for lectures

40

3.636

1.206

22

Formation of a group for exchange of ideas and digital contents

40

3.636

0.809

23

Google Forms www.forms.google.com for Automated Knowledge testing - Quiz

40

3.636

0.924

Table 2: First 23 generated ideas according to rank with Sum of collected points on 5-point scale (Sum), average (Avg) and Standard Deviation (SD)

Table 2 shows the additional 23 generated ideas accoridng to rank, i.e. from rank 24 to 46 with Sum of collected points on 5-point scale (Sum), average (Avg) and Standard Deviation (SD). Here one of the repeating ideas were to provide the feedback systems in order to improve learning and teaching experiences.

Rank

Ideas - Open Educational Resources

Sum

Avg

SD

24

Creating exams with https://exam.net/

40

3.636

1.027

25

A handbooik of tecnical (digital) vocabulary in the target languages

40

3.636

0.924

26

Online workshops

40

3.636

1.433

27

Connection with github - webpage + code + yt video.

39

3.545

0.934

28

Hints/tips/troubleshooting working online

38

3.455

0.820

29

A short technical Slovenian/Macedonian/Croatian/Albanian dictionary

38

3.455

1.293

30

open source/free tools for making movies

38

3.455

1.440

31

System for performing quizzes for students.

38

3.455

0.934

32

Creating open source application which aggregates OERs from different sources

38

3.455

1.293

33

Movie maker

37

3.364

1.206

34

Using WIKIS www.m.mediawiki.org as collaboration document to write lecture content and later others extend and modify

37

3.364

0.924

35

Online exams, quizzes ...

36

3.273

1.104

36

Define the hardware for video web server - not to be hosted only on yt.

36

3.273

1.104

37

Include packages - javascript html https://h5p.org/

35

3.182

1.471

38

Develop the simple feedback system that can be used in the classroom

35

3.182

1.079

39

Creating new standard for distribution of OERs

35

3.182

1.328

40

Recording Online video guide

35

3.182

0.982

41

Online voting

34

3.091

1.044

42

Providing the OER material for the IoT based on esp32

34

3.091

0.944

43

Define the software / hardware stack for OER - which software packets would be most usefull.

34

3.091

1.044

44

Develop the system to comment videos like on yt.

34

3.091

1.136

45

Online self-assessment

32

2.909

0.831

46

Online feedback

31

2.818

0.874

Figure 2: Additional 23 generated ideas accoridng to rank, i.e. from rank 24 to 46 with Sum of collected points on 5-point scale (Sum), average (Avg) and Standard Deviation (SD)

Gathered ideas from the expert group provides good overview of the OER technologies and concepts, that should be incorporated at the Tutorial design.

The ideas proposed by the expert group on "Open Educational Resources" cover a wide range of tools and strategies for creating and sharing digital educational content. In the next section, short, aggregated description is provided generated by OpenAI (OpenAI 2023):

1.  Courses (online) for teaching staff on how to create digital content: Providing online courses for educators to learn about creating digital content is a valuable idea. It can empower teachers with the necessary skills and knowledge to develop engaging and interactive materials.

2.   Geogebra (https://www.geogebra.org/?lang=en): Geogebra is a powerful tool for teaching and learning mathematics. It offers various interactive resources, such as graphs, geometry, algebra, and calculus. Its inclusion in the list is appropriate as it can enhance the teaching and understanding of mathematical concepts.

3.    Phet animations and tools (https://phet.colorado.edu/en/simulations/filter?type=html): Phet simulations are interactive virtual labs and experiments designed for science and math education. They provide students with hands-on learning experiences and help them visualize abstract concepts.

4.  Kahoot tests (https://kahoot.com/): Kahoot is a popular game-based learning platform that allows educators to create interactive quizzes and assessments. It promotes student engagement and active participation in the learning process.

5.  Padlet - collaboration (https://padlet.com/): Padlet is a digital tool that enables collaboration and information sharing in a visual and organized way. It can be used for brainstorming, group projects, and creating digital boards for collecting and curating resources.

6.  Creating a repository for OERs in different fields/subjects: Establishing a centralized repository for Open Educational Resources (OERs) is crucial for organizing and sharing educational materials. It allows educators to access a wide range of resources across different subjects and grade levels.

7.   Using www.synthesia.io to convert lecture text into video: Synthesia is an AI-powered video synthesis platform that converts text into realistic videos. Utilizing such tools can automate the process of creating educational videos, making content creation more efficient.

8.  Creating many short videos with external subtitles for multilingual use: Providing short videos with external subtitles enables accessibility and allows the content to be used in different languages. This can expand the reach of educational materials and cater to diverse learners.

9.  Digital library: A digital library serves as a centralized collection of digital resources, including e- books, articles, videos, and more. It facilitates easy access to educational materials and supports self- directed learning.

10.  Sharing best experiences of using OER: Sharing best practices and success stories related to the use of OER promotes collaboration and allows educators to learn from one another. It encourages the adoption and effective implementation of OER.

11.   Re-use Repository of OER - https://pitt.libguides.com/openeducation/biglist : Reusing existing OERs can save time and effort for educators. Repositories like the one mentioned provide a comprehensive list of OERs available for reuse in various subjects.

12.  Creation of video digital materials for practical exercises in professional subjects: Video materials can be an effective way to demonstrate practical exercises in professional subjects. They provide visual examples and can enhance students' understanding and practical skills.

13.  E-lessons for school subjects: E-lessons are digital lessons designed for online or blended learning environments. They can include multimedia elements such as videos, interactive activities, and assessments to support student engagement and comprehension.

14.  Study animations as at https://www.3blue1brown.com/ : Study animations, like those available on the mentioned website, provide visual explanations of complex mathematical and scientific concepts. They enhance learning by offering intuitive visualizations.

15.  WeBWorK (https://webwork.maa.org/intro.html): WeBWorK is an open-source online homework system designed for math.

16.  Creating exams with https://exam.net/ : Exam.net is an online platform that enables educators to create and conduct exams digitally. It provides features such as secure exam delivery, automated grading, and data analysis, making it convenient for both teachers and students.

17.    A handbook of technical (digital) vocabulary in target languages: A handbook of technical vocabulary in target languages can be a valuable resource for language learners, particularly those studying technical subjects. It helps learners understand and use specialized terminology effectively.

18.    Online workshops: Online workshops offer opportunities for professional development and learning. They can cover various topics, provide interactive sessions, and enable participants to collaborate and engage with the content.

19.  Connection with GitHub - webpage + code + YouTube video: Connecting educational resources with platforms like GitHub, webpages, and YouTube videos can enhance the accessibility and usability of the materials. It allows learners to access source code, documentation, and related videos for a comprehensive learning experience.

20.  Hints/tips/troubleshooting for working online: Providing hints, tips, and troubleshooting guidance for working online can support educators and learners in navigating technical challenges. It promotes effective online learning experiences and addresses common issues.

21.  A short technical dictionary in Slovenian/Macedonian/Croatian/Albanian: Creating short technical dictionaries in specific languages can assist learners in understanding technical terms and jargon. It caters to learners who require language support in specific domains.

22.   Open-source/free tools for making movies: Open-source and free movie-making tools offer accessible options for educators and learners to create videos and multimedia content. They provide opportunities for creativity and can be used to develop engaging educational materials.

23.  System for performing quizzes for students: Implementing a system for conducting quizzes online can streamline the assessment process. It allows educators to create and administer quizzes, collect responses, and provide feedback efficiently.

24.  Creating an open-source application that aggregates OERs from different sources: Developing an open-source application that consolidates OERs from various sources simplifies the discovery and access to educational resources. It enhances the usability and convenience of OERs.

25.  Movie maker: A movie maker tool enables users to create and edit videos with various multimedia elements. It can be utilized by educators and learners to produce educational videos, presentations, and storytelling projects.

26.   Using WIKIS (www.m.mediawiki.org) as collaboration documents for writing lecture content: Utilizing wikis as collaborative platforms allows multiple authors to contribute to lecture content creation. It supports collaborative editing, version control, and easy sharing of knowledge.

27.  Online exams, quizzes: Conducting exams and quizzes online provides flexibility and convenience for both educators and students. It enables secure test delivery, automatic grading, and immediate feedback.

28.  Defining hardware for a video web server (not limited to hosting on YouTube): Defining hardware requirements for a video web server ensures reliable video hosting and streaming capabilities. It allows educators to have control over video content without relying solely on platforms like YouTube.

29.   Including packages like JavaScript and HTML (https://h5p.org/) for interactive content creation: Including packages like JavaScript and HTML, such as H5P, enables the creation of interactive content. It enhances learner engagement and interactivity within educational materials.

30.  Developing a simple feedback system for classroom use: Creating a simple feedback system for classroom use facilitates the collection and analysis of feedback from students. It helps educators gain insights into student experiences and make improvements accordingly.

31.   Creating a new standard for the distribution of OERs: Establishing a new standard for the distribution of OERs can promote interoperability and accessibility across different platforms and systems. It ensures consistency and ease of use for educators and learners.

32.  Recording online video guides: Online video guides are valuable resources that provide step-by- step instructions, explanations, and demonstrations. They support self-paced learning and enable learners to acquire new skills and knowledge.

33.   Online voting: Online voting tools allow for quick and interactive polling and voting in online learning environments. They enhance student engagement, gather opinions, and facilitate decision- making processes.

34.  Providing OER material for the Internet of Things (IoT) based on ESP32: Providing OER materials focused on the IoT and utilizing platforms like ESP32 allows learners to explore and understand the principles and applications of IoT technology.

35.  Defining the software/hardware stack for OER (identifying useful software packets): Defining the software/hardware stack for OER involves identifying and recommending software tools and hardware specifications that optimize the creation, storage, and delivery of OERs.

36.   Developing a system to comment on videos (similar to YouTube): Implementing a system for commenting on videos allows learners to engage in discussions, ask questions, and provide feedback directly on the educational video content.

37. Online self-assessment: Online self-assessment tools enable learners to evaluate their understanding and progress independently. They promote self-reflection, metacognition, and personalized learning experiences.

38.  Online feedback: Online feedback mechanisms facilitate communication between educators and learners. They enable timely and constructive feedback on assignments, projects, and overall learning progress.

Overall, provided ideas from the expert group showcase various strategies and tools that can enhance the creation, distribution, and utilization of Open Educational Resources (OERs) in diverse educational contexts.

According to the provided ideas the following list of the technologies has been compiled which is shown in Table 3. The short description of the proposed technology is provided as well as the web link.

Short description

Links

Interactive Simulations - Phet

https://phet.colorado.edu/en/

Online game-based learning - Kahoot

https://kahoot.com/

Collaborative Web Platform - Padlet

https://padlet.com/

AI Video creation tool - Synthesia

https://www.synthesia.io/

OER Resources

https://pitt.libguides.com/openeducation/find

Engine   for  precise               programmatic

animations - Manim / 3Blue1Brown

https://www.3blue1brown.com/

https://github.com/3b1b/manim

Online Homework System

https://webwork.maa.org/intro.html

Online Exams

https://exam.net/

Collaboration    and                             Documentation

Platform

https://www.mediawiki.org/wiki/MediaWiki

Content Collaboration Framework

https://h5p.org/

Video Sharing

https://www.youtube.com/ https://vimeo.com/

Public digital library of open educational

resources

https://oercommons.org/

Interactive geometry, algebra, statistics

and calculus toolset - GeoGebra

https://www.geogebra.org/

Table 3: The set of extracted technologies proposed by the expert group

Analysis of the Ideas Set

To categorize the generated ideas, we employed Latent Dirichlet Allocation (LDA) (Blei et al., 2001, 2003; Lavrič & Škraba 2023) and Non-negative Matrix Factorization (NMF) (Lee & Seung, 1999) methods, implemented using python libraries (Sievert et al., 2016; Mabey, 2021) and python (Portilla, 2023) respectively. The goal is to identify appropriate categories that will later be assigned suitable names by experts. The number of categories, which will be a user-defined input, has been set to seven (7).

For the analysis, we utilized Non-negative Matrix Factorization in conjunction with Term Frequency- Inverse Document Frequency (TF-IDF) algorithms. TF-IDF algorithms leverage word frequency to determine the relevance of words to specific categories. NMF is an unsupervised algorithm that enables dimensionality reduction and clustering. The document-term matrix (DTM), serving as the basis, was applied. DTM is a matrix that describes the frequency of terms within individual generated ideas. Rows correspond to ideas, and columns correspond to terms.

The first step involved generating a vector space model for the ideas, including stopword filtering, resulting in the DTM matrix A. TF-IDF term weight normalization was performed on matrix A. Factors were initialized using non-negative double singular value decomposition (NNDSV). Projected gradient NMF was then applied to matrix A. The basis vectors provide the categories for the generated ideas, while the coefficient matrix offers the category membership weights for clustering the ideas.

Figure 3 shows the word cloud for the 46 ideas generated by the expert group. One could observe the highlighted words as well as indicated sizes. Inspection of the word cloud could help us extract the main emphasis of  the  proposed  ideas  which  could  be  summarized  as  “Creation  of  online  videos / OERs”.

Figure 3: Word cloud for ideas generated by the expert group

In Figure 4, we can observe the visualization generated by pyLDAvis (Sievert et al., 2016; Mabey, 2021), which serves as a valuable tool for exploring and effectively categorizing ideas. When dealing with a substantial number of generated ideas, this task can prove to be challenging.

On the right side of the figure, we can observe the word frequency within a specific category. In our case, this corresponds to category 1. Based on the word distribution, category 1 can be labelled as "videoLectureCreation."

The circles on the left side of the figure represent different categories, and the distance between them signifies the semantic relationship between these categories.

Figure 4: Categories associated with 46 ideas generated by expert group

The interactive nature of the pyLDAvis tool facilitates a deeper understanding of the interplay between categories and ideas.

Table 4 shows topics indicated by LDA and short, aggregated description. Here the topmost relevant terms for particular topic were considered. By the inspection of the topmost relevant terms in all categorise the following terms emerged: “Video-Creating-Online-System”. Therefore the expert group emphasized the importance of online video creation system for production of OER.

Topic #

Topmost relevant terms for

particular topic

Description

1

Video,    different,                source,

creating,  material,                  lecture, OERs

Video lecture creation

2

http, video, using, geogebra

Geogebra online video

3

Video, software, online, define,

hardware, OERs, creating

SW/HW for video creation

4

System, online, http, webwork

Online system

5

Video, subject

Video subject content

6

Textbook,                                      creation,

professional

Profession textbook creation

7

Form, tool, google, free, online,

digital

Free online tools

Table 4: Topics indicated by LDA and short, aggregated description

Tutorial Production

Figure 5 shows the OER Tutorial Design and Practice Home page which is prepared on the google Sites as agreed by the consortium members. The benefit of the google Sites platform is, that the content is easily accessible on all devices. Besides, the latest web technologies are usually promptly applied which provides professional outlook of the material.

Figure 5: OER Tutorial Design and Practice prepared on the google Sites – Home page

Content of the Tutorial

The Tutorial is dynamically adjusted to the latest content. In the current version, the following chapters are included with short content descriptions:

Homepage

Here the main information about the OER Tutorial Design and Practice material is provided. The Eramus+ Acknowledgement is provided on Home and all other pages of the Tutorial.

What are OER?

Open Educational Resources (OER) are learning, teaching and research materials in any format and medium that reside in the public domain or are under copyright that have been released under an open license, that permit no-cost access, re-use, re-purpose, adaptation and redistribution by others.

European Educational Area

The European Educational Area (EEA) initiative structures collaboration between Member States and stakeholders to build more resilient and inclusive national education systems.

European Distance and E-learning Network

EDEN in 2021 was the most comprehensive open-distance-digital learning innovation Association in Europe. EDEN celebrated 30th Anniversary and have been present since 1991 on the international scene with legal headquarters in the UK, Milton Keynes.

Apereo

Apereo is a global network, with member institutions on six continents. Apereo actively seek to develop partnerships to further our mission of creating and sustaining software supporting learning, teaching and research.

Learning Management Systems

An LMS is a platform for digital learning. Its key features can be found in the abbreviation.

Authoring Tools

An elearning authoring tool is a software program that enables users to create learning content, lessons and courses using text, media, and interactions. Mainly such content developed to use it in LMS and can be saved in various formats.

Screen Recording

Recording a decent-looking video might take a few tries, but with the right gear, environment, and tools, you can become a capable creator. The more you know going in, the less trial-and-error you’ll have to endure. The tutorial provides the essential information for the video production.

Video Editing

In this chapter the video edition methods and tools are presented. After the recording process the video editing contributes to efficient uncluttered and clear video content for the student.

About

In this chapter the data about the project and the Tutorial is provided.

URL

The tutorial is hosted on the following url:

https://sites.google.com/view/idadohstutorial/

Conclusion

In conclusion, the creation of the OER Tutorial was a collaborative effort by the consortium iDADOHS expert group. The tutorial was developed with the aim of providing technical instructions for designing Open Educational Resources (OER) and ideas for their effective use in classrooms using modern technologies and methodologies. The team members had specific roles assigned, ranging from management and development of the tutorial to expertise in areas such as virtual reality, artificial intelligence, multimedia production tools, and gaming solutions.

The tutorial development process began with a brainstorming session, where the expert group generated innovative ideas related to OER tutorial development. These ideas were evaluated based on their usefulness for the project's implementation. The top-ranked ideas included creating online courses for teaching staff on digital content creation, utilizing tools like Geogebra, Phet animations, and Kahoot tests, establishing a repository for OERs, and converting lectures text into videos using synthesia.io. These ideas formed the foundation for further development.

The tutorial aimed to address the needs of teachers in high schools, considering the latest trends in technology and the emerging field of the Metaverse. It emphasized the importance of digital content creation, interactive resources, collaboration tools, and sharing best practices.

By incorporating the suggested ideas and leveraging the potential of various technologies, the tutorial aimed to empower educators and improve the learning and teaching experience. It emphasized the importance of accessibility, multilingual support, and the reusability of existing OERs. The tutorial also recognized the value of practical exercises, video materials, study animations, and online assessment tools for effective learning.

Overall, the creation of the OER Tutorial demonstrated the commitment of the iDADOHS team to adapt to the evolving landscape of educational technology. By equipping teachers with the necessary skills and knowledge, the tutorial aimed to enhance the quality of education and promote the widespread use of Open Educational Resources. The collaborative effort of the iDADOHS team members, combined with their expertise in various domains, ensured a comprehensive and valuable resource for educators seeking guidance in OER design and implementation.

Literature

AI Video creation tool – Synthesia (2023) https://www.synthesia.io/

Blei, D., Ng, A., & Jordan, M. (2001). Latent dirichlet allocation. Advances in neural information processing systems, 14.

Collaboration and Documentation Platform (2023) https://www.mediawiki.org/wiki/MediaWiki

Collaborative Web Platform – Padlet (2023) https://padlet.com/

Content Collaboration Framework (2023) https://h5p.org/

CWR University (2023) https://researchguides.case.edu/c.php?g=1022457&p=7406006 Engine for precise programmatic animations – Manim (2023)/ 3Blue1Brown https://www.3blue1brown.com/ https://github.com/3b1b/manim

Interactive  geometry,  algebra,  statistics  and  calculus  toolset  –                      GeoGebra  (2023) https://www.geogebra.org/

Interactive Simulations – Phet (2023) https://phet.colorado.edu/en/

Lavrič, F., Škraba, A. (2023) Group brainstorming support by chatgpt & ayoa at the design of regional development plan. in Šprajc et al., ed., 42th International Conference on Organizational Science Development, University of Maribor, University Press.

Lee, D. D., & Seung, H. S. (1999). Learning the parts of objects by non-negative matrix factorization. Nature, 401(6755), 788-791.

Mabey, B. (2021). pyLDAvis documentation.

OER Commons (2023) https://oercommons.org/

OER Resources (2023) https://pitt.libguides.com/openeducation/find

Online Exams (2023) https://exam.net/

Online game-based learning – Kahoot (2023) https://kahoot.com/

Online Homework System (2023) https://webwork.maa.org/intro.html

OpenAI (2023) https://chat.openai.com/

Portilla, J. (2023) NLP - Natural Language Processing with Python [MOOC]. Udemy. Retrieved January 27, 2023 from https://www.udemy.com/course/nlp-natural-language-processing-with-python/

Public digital library of open educational resources (2023) https://oercommons.org/

Sievert, C., Shirley, K., & Sievert, M. C. (2016). Package ‘LDAvis’.

UNESCO (2023) https://www.unesco.org/en/open-educational-resources?hub=785 UT Librararies (2023) https://guides.lib.utexas.edu/OER/home

Video Sharing (2023) https://www.youtube.com/ https://vimeo.com/