Taxonomies/ontologies de descriptions de ressources pédagogiques
bibliographie sur les éléments existants pour décrire les ressources pédagogiques que nous pourrions reprendre tel quel ou extraire des sous-ensembles pour décrire nos ressources pédagogiques
| Open Educational Practices and Resources | OLCOS Roadmap 2012 edited by Guntram Geser |
|---|---|
| As a Transversal Action under the European eLearning Programme, the Open e-Learning Content Observatory Services (OLCOS) project carries out a set of activities that aim at fostering the creation, sharing and re-use of Open Educational Resources (OER) in Europe and beyond. OER are understood to comprise content for teaching and learning, software-based tools and services, and licenses that allow for open development and re-use of content, tools and services. The OLCOS road mapping work was conducted to provide decision makers with an overview of current and likely future developments in OER and recommendations on how various challenges in OER could be addressed. | |
| Educational metadata in RDF with SPARQL endpoint | Blog from Hannes Ebner |
| Within the Organic.Edunet project (2010), a mapping of IEEE LOM to the Dublin Core Abstract Model was implemented and also applied to some bigger data sources such as the repository of the ARIADNE foundation. This post is about public data (namely metadata describing educational resources) and a contribution to the LOD cloud. | |
| Open Educational Resources Ontology | Ricardo J. Rocha Amori, Thomas A. Rabelo, Dinani Gomes Amori (2012) |
| An ontology based on DocBook and LOM metadata, used as consensual knowledge for the semantic description of educational content in order to facilitate editing, remix and share of Open Educational Resources. | |
| Open Educational Resources | UNESCO |
| UNESCO believes that universal access to high quality education is key to the building of peace, sustainable social and economic development, and intercultural dialogue. Open Educational Resources (OER) provide a strategic opportunity to improve the quality of education as well as facilitate policy dialogue, knowledge sharing and capacity building. | |