Titlebook: Distributed Learning Ecosystems; Concepts, Resources, Daniel Otto,Gianna Scharnberg,Olaf Zawacki-Richter Book‘‘‘‘‘‘‘‘ 2023 The Editor(s) (i

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https://doi.org/10.1057/9780230270664 can we advance from open content and Open Educational Resources (OER) to Open Educational Practices (OEP), and from OAI-PHM (Open Archives Initiative Protocol for Metadata Harvesting) protocol interoperability to Linked Data and Open Informational Ecosystems? Finally, several ongoing initiatives wi

MOTIF

Great Britain and Northern Ireland to the Typologies of Online Courses (TOC) framework with eight dimensions. The aim of the TOC framework is two-fold. First, it should support designers in the design, quality development, and evaluation of online courses. Second, it should enable learners to differentiate online courses according t

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avulsion

https://doi.org/10.1057/9780230252943The LA dashboard consists of multiple adopted indicators and metrics such as the number of reading sessions, duration of reading sessions, number of reading interruptions, number of learning activities, student attendance, and student grades. The details of the research methodology, including a lite

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Distributed Learning Ecosystems in Education: A Guide to the Debate, DLEs serve as an integrated approach that enables learners to access and use learning content and share resources. With reference to the other chapters in the book, the paper illustrates challenges and solutions on the road to DLEs.

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The Role of Institutional Repositories in Higher Education: Purpose and Level of Openness can we advance from open content and Open Educational Resources (OER) to Open Educational Practices (OEP), and from OAI-PHM (Open Archives Initiative Protocol for Metadata Harvesting) protocol interoperability to Linked Data and Open Informational Ecosystems? Finally, several ongoing initiatives wi

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