In the evolving landscape of educational tools, Open Educational Resources (OERs) represent a wave of innovation and accessibility, offering open access materials to spread knowledge. However, their application faces several challenges, particularly in their usability and integration. The ENCORE project addresses these challenges by introducing a new workflow for the sharing and creation of OERs, which includes the collaboration on and definition of key technological components. A central feature of this approach is the development of a meta-model that standardizes OER structures, thereby improving their discoverability and ease of sharing. Additionally, the project proposes a Generative AI service designed to generate assessment activities based on these OERs. This integrated approach, combining the meta-model and workflow, seeks to seamlessly connect the discovery and use of resources, fostering an engaged and collaborative environment for OERs.

Fostering an Open Community for Sharing and Generating Open Educational Resources

Bucchiarone, Antonio;
2024-01-01

Abstract

In the evolving landscape of educational tools, Open Educational Resources (OERs) represent a wave of innovation and accessibility, offering open access materials to spread knowledge. However, their application faces several challenges, particularly in their usability and integration. The ENCORE project addresses these challenges by introducing a new workflow for the sharing and creation of OERs, which includes the collaboration on and definition of key technological components. A central feature of this approach is the development of a meta-model that standardizes OER structures, thereby improving their discoverability and ease of sharing. Additionally, the project proposes a Generative AI service designed to generate assessment activities based on these OERs. This integrated approach, combining the meta-model and workflow, seeks to seamlessly connect the discovery and use of resources, fostering an engaged and collaborative environment for OERs.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11697/245341
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