http://hdl.handle.net/1820/1752 Search the Channel search http://dspace.ou.nl/simple-search http://hdl.handle.net/1820/3974 Title: OpenScout deliverable D2.4.1 Use Case Scenario for Simulation Content<br/><br/>Authors: Loureiro-Koechlin, Cecilia; Kalz, Marco; Pirkkalainen, Henri; Schwertel, Uta; Holtkamp, Philipp; Antonova, Albena<br/><br/>Abstract: The aim of this deliverable is to explore simulation, modelling and gaming tools as potential input for the OpenScout federation of repositories. In this deliverable we use the term “simulation-based content” to refer to these kinds of inputs. This deliverable is an outcome of Task 2.4 “Integrating dynamic, simulation-based content and learning processes”. This task develops a good practice case for the use of simulation-based, dynamic competence development methods within the OpenScout framework.<br/><br/>Description: Loureiro-Koechlin, C., Kalz, M., Pirkkalainen, H., Schwertel, U., Holtkamp, P., & Antonova, A. (2011). OpenScout deliverable D2.4.1 Use Case Scenario for Simulation Content. London, UK: Brunel University; OpenScout [Contributor: Inas Ezz]. http://hdl.handle.net/1820/3972 Title: OpenScout deliverable D2.2.1 Initial Competence Service Library<br/><br/>Authors: Kalz, Marco; Börner, Dirk; Overby, Erlend<br/><br/>Abstract: This document describes the implementation of the competence-service library version 1 of the OpenScout project. The current status is based on the model presented in the deliverable D2.1 “Analysis Report on Competence Services” and the integration plan discussed there. The OpenScout project supports competence-based search and browsing of open educational resources in the domain of business and management education. The competence service library evolves during the project from a resource-oriented service library (version 1) towards a service library that supports individual competence development of OpenScout users (version 2).In the first part of the deliverable the competence metadata services are described. The service consists of a competence metadata service and a bottom-up tagging service that supports three tag types. The second chapter of the deliverable describes the eAccessibility-validator that assesses the suitability of resources from the OpenScout federation for users with special needs.<br/><br/>Description: Kalz, M., Börner, D., & Overby, E. (2011). OpenScout deliverable D2.2.1 Initial Competence Service Library. Heerlen, The Netherlands: Open universiteit in the Netherlands; OpenScout. http://hdl.handle.net/1820/3825 Title: Eindrapport Innovatieregeling 2011 Titel project: StreetLearn<br/><br/>Authors: Roland, Klemke<br/><br/>Abstract: Het mogelijk maken om op eenvoudige wijzeleerscenario’s (samenwerkend, game-gebaseerd ofanderszins) te ontwikkelen en aan te bieden die gebruikmaken van een realistische, immersieve en navigeerbare3D-video-omgeving<br/><br/>Description: Klemke, R. (2011). StreetLearn: Community-based immersive 3D-video learning games in Streetview. Eindrapport Innovatieregeling 2011. Utrecht: SURFNet. http://hdl.handle.net/1820/3482 Title: Social Software and Web2.0 in Teacher Education and Teacher Training<br/><br/>Authors: Gruber, Marion<br/><br/>Abstract: This report describes and analyses the Share.TEC pilot „Social Software and Web2.0 in Teacher Education and Teacher Training”. In the pilot we focused on the use of social software and web2.0 tools and services in teacher education and teacher training. It resulted in a wiki that can get used as an educational resource for teaching and learning. The wiki provides a platform for the community of practice for exploring and analysing social web for educational purposes, and is open to educational researchers and practitioners. Furthermore, the wiki has been added to ShareTECʼs open educational resources repository.<br/><br/>Description: Gruber, M. R. (2011). Social Software and Web2.0 in Teacher Education and Teacher Training. Research Report for Share.TEC Pilot. Heerlen, The Netherlands: Open Universiteit in the Netherlands. http://hdl.handle.net/1820/3197 Title: ICOPER deliverable D-5.3 - ISURE: Usage of IMS-LD for Communication and Collaboration Services<br/><br/>Authors: Müller, Daniel; Zimmermann, Volker<br/><br/>Abstract: The IMS Learning Design (IMS-LD) Specification offers a language for describing complex, multi-role oriented learning arrangements. IMS-LD places learning and teaching activities in the center of attention and thus goes beyond the mere description of learning material.However, IMS-LD offers just a small set of pre-specified services for collaboration and communication between participants of an IMS-LD Learning Opportunity. Thus, the question arises in how far the technical restrictions of IMS-LD’s service-definition have to be modifiedto include a wider range of collaboration and communication services while still maintaining the interoperability of the corresponding IMS-LD Learning Designs/Opportunities that was set out as one of the goals of standardization. Hence, the main objective of this ISURE (ICOPER Suitability Report for Better Practice) is to reveal whether and to which extent (new and changing) collaboration and communication services can be still integrated in standardised Learning Designs/Opportunities in order to benefit from reusability and interoperability even if there are only a few pre-specified services within the IMS-LD Specification available. However, instead of arbitrarily integrating collaboration and communication services into IMS-LD, the primary focus of this ISURE lies on:1) The selection and application of best practice collaboration and communication services (here: combinatorial tool, forum, [micro-]blog, shared desktop environment as a kind of combinatorial tool, and wiki) in IMS-LD Learning Designs/Opportunities2) An investigation of the ability of a) the IMS-LD Specification as well as b) corresponding IMS-LD editors and players to support such collaboration- and communication-intense Learning Designs/Opportunities considering particular requirements relevant to learning facilitators1Based on this approach, the following best practice collaboration and communication services are carved out: Combinatorial tool2, forum, [micro-]blog, shared desktop environment as a kind of combinatorial tool, and wiki.Furthermore, a comprehensive set of recommendations towards the following stakeholder groups is derived which serves as a first starting point for further elaborations on potential application profiles, respectively standard elements and tool developments to better integrate collaboration and communication services into the IMS-LD Specification as well as its corresponding tools:1) Course designers/learning facilitators experienced in TEL in general, and IMS-LD in particular (see Chapter 3.2: Recommending best practice collaboration and communication services and their actual use in best practice IMS-LD editors and players)2) Standardisation bodies (see Chapter 3.4: Recommending missing/new standard elements for potential application profiles of IMS-LD collaboration andcommunication services to realize a successful application of best practice collaboration and communication services considering learning facilitators’ requirements)3) IMS-LD technology providers (see Chapter 3.4: Recommending how to modify IMS-LD editors and players to support these best practice collaboration and communication services)In particular, we recommend, amongst others, that there is a need to support a) communication, respectively synchronisation between (different) IMS-LD Learning Opportunities deployed in different runtime environments (RTE), b) a better integration of external tools or services into IMS-LD Learning Designs/Opportunities, c) the definition of “emerging roles” as well as the conception and design of more user-friendly IMS-LD editors and players.With a view to the ICOPER Reference Model (IRM), this ISURE is thus concerned with the following types of Shareable Educational Resources (SER): Learner, Learning Content, Learning Design, Learning Facilitator, Learning Method, Learning Opportunity, and Learning Tool. Thereby, this ISURE primarily contributes to the IRM data and guidance level. This is due to the fact that the recommendations for potential application profiles of IMS-LD collaboration/communication services to be derived in Chapter 3 primarily contribute to the IRM data level. Beyond, as Chapter 3 also recommends best practice collaboration and communication services and their actual use in best practice IMS-LD editors and players, this ISURE contributes to the IRM guidance level as well.<br/><br/>Description: Müller, D., & Zimmermann, V. (2010). ICOPER deliverable D-5.3 - ISURE: Usage of IMS-LD for Communication and Collaboration Services. Saarbrücken: IMC AG; ICOPER. [contributors: Abelardo Pardo, Anh Vu Nguyen-Ngoc, Bernd Simon, Carlos Delgados Kloos, Derick Leony, Dominique Verpoorten, Effie Law, Elisabetta Parodi, Gytis Cibuslkis, Israel Gutiérrez, Jad Najjar, Michael Derntl, Patrick Pekczynski, Petra Oberhuemer, Roland Klemke, Sebastian Kelle, Susanne Neumann, Tomaz Klobucar] http://hdl.handle.net/1820/3196 Title: ICOPER Deliverable D-1.2 Open ICOPER Content Space Implementation of 2nd Generation of Open ICOPER Content Space including Integration Mini Case Studies<br/><br/>Authors: Totschnig, Michael<br/><br/>Abstract: In the context of the ICOPER project, the Open ICOPER Content Space (OICS) has been defined as the umbrella combining a set of specialised interconnected repositories, content and tools, as a test bed for the specifications and standards that are part of the ICOPER Reference Model (IRM). The OICS has been conceived as an infrastructure for sharing educational resources, with sophisticated services for publication, enrichment, search and retrieval. Additionally the OICS provides the services for the management of learning outcome profiles.This deliverable documents the final status of the OICS as with end of January 2011. For the 1stgeneration of the OICS, described in D1.1, we had concentrated on building an infrastructure for harvesting and aggregating content provided by members of the consortium. We are now able to use this infrastructure as the underlying framework for implementing prototypical interfaces that allow learners and learning facilitators to engage in processes of outcome based learning. This deliverables starts with describing the types of shareable educational resources that the OICS deals with and documents the data models implemented by the OICS: for users and groups, for repositories and collections, for learning content and instructional models, for learning outcomes, for achievement profiles and for learning opportunities. These data models have been defined in cooperation with other ICOPER work packages, mainly 2 and 3. For learning content and instructional models, we chose the LOM standard as base, since it provides the most complete set of attributes for describing educational properties of an object. The main challenge consisted in defining, implementing and validating an application profile (AP), which would allow us to capture information about learning content and instructional models needed in the context of processes of outcome-oriented education: The main features of the ICOPER LOM AP that extend the base LOM standard allow to capture the relationships between instructional models; to distinguish between different types of comments; to link instructional models to learning outcome definitions; to define the type of shareable educational resource according to the ICOPER terminology; and to provide the packaging format of a learning design.Several technical challenges were met during the implementation of the ICOPER LOM AP, e.g. with respect to validating constraints for vocabularies, implementing persistent, stable and resolvable identifiers, and transforming custom formats used by content providers.In order to make the OICS content accessible from those environments where learning processes are implemented (learning management systems, personal learning environments and social networks), we have defined a Middle Layer API following the design principles of a Service Oriented Architecture. We argue how following these principles allowed us to achieve important quality attributes like interoperability, scalability, reliability, configurability and testability. We present a comprehensive, documentation for the Middle Layer API and three alternative bindings that are optimized for specific client requirements.Section 5 is dedicated to a series of Integration Mini Case Studies which together present the main achievements of WP1:  inclusion of six different sources for learning outcome definitions totalling 3,781 distinct resources; integration of 19 content providers totalling around 80,000 resources, providing more than 17,500 documented hours of instructional content; experimental implementation of the Metadata for Learning Opportunities (MLO) specification and import of course catalogues from two universities; implementation of OICS related functionality into 14 different client environments jointly covering a complex workflow of outcome-oriented education including the definition of learning outcomes, the authoring of instructional models, the delivery of learning designs through a learning management system and learners‘ management of learning needs, achievements and assessment records. OICS search functionality has been integrated into the ICOPER project website. It allows searching and retrieving of all types of shareable educational resources and display of a user‘s achieved learning outcomes.The problems solved during the development of the OICS infrastructure, and some results of the end user evaluation of the OICS client applications lead us to formulate a set of recommendations (Section 7) that are grouped with respect to the development life cycle phase they address. We have learnt that the following key factors need to be taken into account during the design of a brokerage infrastructure for educational resources: maintenance of consistent technical information through a registry service; development of an interface specification through a managed community process that takes into account the requirements of different client contexts; definition of an application profile and validation of all ingested resources; user perception of relevancy, copyright and privacy; integration of repository services with social networks which increasingly become part of educational processes.For the setup of the infrastructure, end-user evaluation showed that quantity and quality of content are most relevant for users.For a successful deployment of the infrastructure, we recommend the use of testing environments and monitoring services and of a service capable of managing persistent and unique identifiers for resources.The complete OICS infrastructure is made available as Open Source software. Installation instructions are provided on the ICOPER web site. The OICS infrastructure has been successfully transferred into a different context within the German SpITKom project as described in Section 6.2.<br/><br/>Description: Totschnig, M. (2011). ICOPER Deliverable D-1.2 Open ICOPER Content Space Implementation of 2nd Generation of Open ICOPER Content Space including Integration Mini Case Studies. Vienna: WU Vienna; ICOPER. [contributors: Joris Klerkx, Michael Derntl, Jad Najjar, Bernd Simon, Gonzalo Parra, Bram Vandeputte, Jose Luis Santos, Robert John Robertson, Anh Vu Nguyen-Ngoc, Philipp Prenner, Gytis Cibulskis, Evaldas Karazinas, Andres Franco, Israel Gutiérrez Rojas, Derick Leony, Mikael Karlsson, Henning Eriksson, Martin Sillaots, Aili Madisson, Pjotr Savitski, Jacek Bubak, Elisabetta Parodi, Paolo Tenerini, Michele Dicerto, Roland Klemke, Marion Gruber, Stefaan Ternier, Sören Unruh, Birgit Schmitz, Patrick Pekczynski, Daniel Müller, Johannes Götzinger, Franz Müller, Fredrik Paulsson, Jenny Gray, Jukka Purma, Susanne Neumann, Natalie Masrujeh, Michael Aram, Andreas Mulley, Franz Penz, Bernd Simon, Gustaf Neumann] http://hdl.handle.net/1820/3195 Title: ICOPER Deliverable D-5.2 - ISURE: Guideline for the integration of instructional models with open educational content in IMS Learning Design<br/><br/>Authors: Müller, Daniel; Zimmermann, Volker; Peters, Jan<br/><br/>Abstract: The IMS Learning Design (IMS-LD) specification expresses a standardized modelinglanguage for representing learning designs as a description of teaching and learning processes.The learning designs are created using IMS-LD editors, and executed by IMS-LD players.As IMS-LD has evolved in the last years to an important specification for instructionalmodels within the technology-enhanced learning area, it is mainly addressing educationalexperts familiar with learning design. Hence, a more practical guideline for educators who arenot already IMS-LD experts is still missing in the literature. Thus, the main objective of thisISURE (ICOPER Suitability Report for Better Practice) is to provide on the basis of bestpracticeexperiences and recommended tools a step-by-step process model for the use of IMSLD.This process model covers the following four phases:· Phase 1: Specification of the contextual requirements of a course,· Phase 2: Design of a course by use of adequate IMS-LD editors,· Phase 3: Delivery of a course by means of corresponding IMS-LD players, and· Phase 4: Reuse of a course with the aid of an appropriate IMS-LD editor.For each of the four phases, educators get instructions about what steps to conduct to designan instructional model, deliver it to end users and reuse it for further courses. This starts forinstance with specifying the target audience or defining the mode of learning delivery (eitheras blended learning, pure presence learning or social learning application). This covers stepslike selecting the standardization format of open education content (such as SCORM or IMSCommon Cartridge compliant content) or like the visualization type of the learning logic(table-based vs. graphical) within a Unit of Learning. This ends finally with questions how tospecify so-called learning outcome profiles within IMS-LD models in order to describe thelearning objectives achieved within a course.All these questions are being answered in this deliverable. This is done based on arecommended set of tools for learning design and delivery. The tools selected shall hereby beseen as best-practice recommendations and samples representing a specific type of tools.There are many tools and technologies existing, but not every tool fulfills educators’requirements. The tools that have been selected for the guideline shall help to visualize howeducators can use IMS-LD compliant technology to go through all the steps of the describedprocess model.Thus, this guideline will help educators to better understand the entire IMS-LD design,delivery, and reuse process chain, and in this way contribute to a wider application and uptakeof IMS-LD.<br/><br/>Description: Müller, D., Zimmermann, V., & Peters, J. (2010). ICOPER Deliverable D-5.2 - ISURE: Guideline for the integration of instructional models with open educational content in IMS Learning Design. Saarbrücken: IMC AG; ICOPER. [contributors: Anh Vu Nguyen-Ngoc, Bernd Simon, Birgit Schmitz, Carlos Delgados Kloos, Effie Law, Gytis Cibuslkis, Jad Najjar, Jan Pawlowski, Marcela Porta, Martin Sillaots, Michel Klein, Mirja Pulkinnen, Peter Vinnervik, Raquel Crespo García, Roland Klemke, Sören Unruh, Susanne Neumann, Teresa Connolly, Tomaz Klobucar, Zuzana Bizonova] http://hdl.handle.net/1820/3194 Title: ICOPER Deliverable D-6.2 - Production flow description and prototype for the two platforms under study (Moodle and .LRN) including the required steps to exchange the material in both platforms<br/><br/>Authors: Agea, Álvaro; Crespo García, Raquel; Delgado Kloos, Carlos; Gutiérrez, Israel; Leony, Derick; Pardo, Abelardo<br/><br/>Abstract: In deliverable D6.1, assessment formats were studied from a language-theoretic point of view. In this deliverable D6.2, the analysis is done from a practical, tool-oriented point of view, with particular emphasis on interoperability. More precisely, the objective of this deliverable is twofold. First, to provide an in-depth analysis of interoperability and present a step-by-step procedure for exchanging e-learning material in two open source learning management systems (Moodle and .LRN). This procedure is then framed in the more general evaluation and production flow, which is analysed in order to enhance e-learning material. The first part thus addresses mainly tool developers, whereas the second is focused on final users related to assessment content, particularly content developers or even teachers.The exchange of assessment material between learning management systems is not a trivial issue. The usage of IMS QTI for this purpose provides us with the advantages of a well-known assessment specification, but with the disadvantages of its complexity (due to its high flexibility) and instability of versions.A prototype solution has been developed that, making use of IMS QTI 1.2.1, succeeds in this task. Although this solution is not complete, as it just covers a subset of the IMS QTI specification, it serves as a proof of concept for describing the detailed procedure for exchanging material between the two aforementioned open source LMSs (and also with Clix). Thus, users of LMSs have a step-by-step guide to exchange assessment material among these platforms.On the basis of the experience gained from the development of this prototype, a series of recommendations for assessment interoperability have been proposed. The first part of these recommendations is related to the idea of extending the QTI specification in order to link it to other e-learning fields. This integration brings some benefits, which emerge in the context of e-learning material repositories with several types of content, i.e., learning assessments, units of learning, learning outcomes, etc.A complete chapter has been devoted to the integration of assessment material in the Open ICOPER Content Space. For that purpose, a prototype is being developed for .LRN that covers a predefined set of assessment scenarios. These scenarios have been defined based on the assessment use cases that are part of the ICOPER Reference Model (IRM). Besides, this prototype implementation is helpful for evaluation of assessment recommendations and the IRM itself.Additional recommendations are also made about the usage of the IMS QTI specification per se. Nevertheless, to complete these recommendations is still work in progress. They will finally be presented in the last deliverable of Work Package 6.Regarding production flow, there are no unified procedures to carry it out in the studied European institutions. In addition, the platforms under study (Moodle and .LRN) do not provide support for it. Mechanisms for course evaluation and review are not supported by the platforms, because they tend to implement a more agile content production flow (e.g. the instructors themselves can edit the content in the final production system directly). In order to solve this problem, an example of a production flow and a series of quality assurance parameters have been presented.<br/><br/>Description: Agea, Á., Crespo García, R., Delgado Kloos, C., Gutiérrez, I., Leony, D., & Pardo, A. (2010). ICOPER Deliverable D-6.2 - Production flow description and prototype for the two platforms under study (Moodle and .LRN) including the required steps to exchange the material in both platforms. Madrid: Universidad Carlos III de Madrid; ICOPER. [contributors: Zuzana Bizonova, Michael Derntl, Tore Hoel, Roland Klemke, Tomaz Klobucar, Daniel Mueller, Jad Najjar, Anh Vu Nguyen-Ngoc, Elisabetta Parodi, Marcela Porta, Mirja Pulkkinen, Martin Sillaots, Michael Totschinig, Peter Vinnervik] http://hdl.handle.net/1820/3193 Title: ICOPER Deliverable D-2.3 - ISURE: Report on implementation and validation of a standardized model for learning needs analysis and the provision of learning opportunities<br/><br/>Authors: Najjar, Jad; Grant, Simon; Simon, Bernd; Klobučar, Tomaž<br/><br/>Abstract: This deliverable reports on prototypical implementation and validation of standardized modelsfor learning needs, learning outcomes and learning opportunities.The report first (Section 2) introduces a study, analysis and discussion on learning needs in highereducation institutions. A survey, with interviews, for understanding current practice of analysisof learning needs was developed. The aim of this work is to draw a picture on how learnersthink of their own learning needs, and how learning opportunity designers see themselves asproviding for learners' learning needs. Requirements for good practice on connecting learningneeds and opportunities are discussed and the main requirement is that the overall process clearlyneeds to involve both the learner and the provider.As a proof of concept for the adoption and added value of standards related to learning outcomesand learning opportunities in ICOPER project, Section 3 introduces prototypical applications thatmake use of learning outcomes and learning opportunities standards developed or adopted in thisproject. Applications covered the different phases of outcome-based online education, includingdefining and adding learning outcomes to a central repository for future reuse, linking learningopportunities and learning designs to learning opportunities, finding and publishing relevantlearning opportunities, tracking learners achieved learning outcomes and sharing learners’achievements. The evaluation of those prototypes revealed that target users appreciated the newadded outcome-based functionalities.Recommendations, for different stakeholders, in regard to learning outcomes and learning opportunitiesspecifications, functions and adoption are provided in Section 4. Those recommendationsare formulated based on the findings of the evaluation of user experience with developed prototypes.<br/><br/>Description: Najjar, J., Grant, S., Simon, B., & Klobučar, T. (2010). ICOPER Deliverable D-2.3 - ISURE: Report on implementation and validation of a standardized model for learning needs analysis and the provision of learning opportunities. Vienna: WU Vienna; ICOPER. [contributors: Franz Müller, Michael Totschnig, Evaldas Karazinas, Israel Gutiérrez, Mikael Karlsson, Henning Eriksson, Martin Sillaots, Jacek Bubak, Elisabetta Parodi, Roland Klemke, Daniel Müller, Anh Vu Nguyen-Ngoc] http://hdl.handle.net/1820/3185 Title: ICOPER Deliverable 4.3 ISURE: Recommendations for extending effective reuse, embodied in the ICOPER CD&R<br/><br/>Authors: Okada, Alexandra; Connolly, Teresa; Scott, Peter; Klemke, Roland<br/><br/>Abstract: The overall aim of this document (an ICOPER Suitability Report for better practice:ISURE) is to present significant recommendations for extending the effective reuse ofeducational resources embodied in the ICOPER Community. It is drawn upon andextends the investigation that started from the previous two deliverables:• D4.1: Content Development Methodologies Survey outlined key topics related to bestpractice issues, associated standards and specifications to develop educational resourcesopen for reuse, tailored to the European dimension.• D4.2: Quality Control and Web 2.0 technologies report, analysed best practices related tothe use of Web 2.0 and quality control mechanisms within the ICOPER community.This ISURE document, therefore, promotes a set of key issues that summarise theestablished and recommended methods for the effective remixing and repurposing ofeducational resources tailored to a European dimension. It also includes a detaileddescription of an ICOPER application for authoring Reusable Learning Content(RLC) known as the “Authoring for Reuse” application.The thematic analysis of our investigation has revealed valuable best practiceexperience in our SIG (Special Interest Group) with respect to standards andspecifications of reusable learning content, in addition to highlighting manysignificant barriers of content development for reuse. The benefits of adoptingstandards and specifications, embracing current challenges as well key trends forextending effective reuse have also been considered. The variety and shape of thecollected best practice case studies gathered in our research work has demonstratedthat there is much variety within and across institutions. Several popular scenarioswere analysed: Open Educational Resources (OER) for Higher Education and thosecovering the areas of Teacher training, Educational Podcasting OERs, as well asexamining a number of best practice networks in competency-driven HigherEducation institutions and Schools.Thematic findings from this report indicated an interesting range of standards andspecifications that may be used to extend effective reuse of learning content. Theseare described in detail in Appendix A and summarised in Section 5. The majority ofbest practices highlighted by the SIG demonstrated key factors for increasingreusability, for instance, adopting a variety of specifications, developing as manydifferent download formats as possible, improving collaborations for the globalstandardization efforts and making the authoring content process very easy for endusers. In addition, the SIG also indicated several key benefits of developing reusablelearning content, such as time reduction, improved quality, wide coverage of keyeducational concepts and fostering expertise. Many of the interviewed expertsremarked, however, upon significant barriers to be overcome, particularly the lackof a culture of reuse, which includes social, technical, pedagogical and legal aspects. Several examples were mentioned such as the lack of interest for developing openreusable content, efficient technologies for facilitating and simplifying reusability,communication among different stakeholders, social collaboration for discoverabilityand credibility around the content. In addition, several others barriers were indicated,such as understanding and meeting the changing learners’ needs, designing reusableresources taking into consideration several requirements, implementing appropriatelegal aspects and disseminating clear issues with respect to copyright. Some of theimportant challenges described by the SIG focussed on the need to offer appropriateand efficient tools for searching, managing, adapting and developing reusable learningcontent. Some of the important trends indicated by the SIG were developinginnovative strategies for extending effective reuse such as promoting differentworkflows for developing RLC, freeing different OER assets to be reusedindependently and content tracking facility. Group members also commented ondeploying content by dynamic transformation, adopting open standards, developingnew concepts related to reusability and offering training and support for users. Thisshould improve their practice, as well as identifying perceived barriers and thusavoiding the direction in which the disruptions are headed.Additionally, the associated literature review and the collection of best practice casestudies, including the ICOPER Application: Authoring for Reuse, have contributed tothis research work. This ICOPER application has demonstrated how authoring toolsmight be used for reusing learning materials. Its implementation also analyses howthe OAI-PMH standard might be significant in connecting repositories of learningobjects. This interoperability protocol is particularly relevant for connecting thedifferent steps of the authoring process for reuse. It was also recognised that theinfrastructure, as realized by the ICOPER application, might be appropriate for anumber of different learning delivery scenarios.A combination of the findings from the SIG survey and the implementation ofICOPER Application has led to a series of recommendations and key actions in thisreport, which were grouped into seven key categories for extending effective reuse,embodied in the ICOPER content development for reuse arena. The primaryrecommendation of this report highlights the endorsement of a broad initiative topromote a “culture of reuse” in tandem with the promotion of a philosophy of"openness" and the provision of meaningful and effective support and training. Forindustry, particularly for technology providers, the importance of encouraging thedevelopment of tools that meet the needs of users, easy-to-use and efficient for savingtime as well as effort is noted. With respect to standards and specifications, it isrecommended that technology providers keep standards and specifications implicitand thoroughly tested by different stakeholders. The recommendation for the HigherEducation Management and Faculty stakeholder group is to encourage them topromote effective reuse through raising a range of OER-related skills and expertiseamongst colleagues. Our report concludes that appropriate training and support, tohelp identify and develop the necessary processes involved in searching, authoring,adapting, delivering and sharing, are essential to increase our understanding andawareness of the key issues related to the area of Content Development for Reuse.<br/><br/>Description: Okada, A., Connolly, T., Scott, P., & Klemke, R. (2011). ICOPER Deliverable 4.3 ISURE: Recommendations for extending effective reuse, embodied in the ICOPER CD&R. Milton Keynes: The Open University; ICOPER. [contributors: Elisabetta Parodi, Birgit Schmitz, Bernd Simon, Martin Weller]