Open AE

Modules

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Modules

1. Theoretical, historical and political framework of FLOSS technologies & resources
 
2. The emergence of copyleft and free licences
 
3. DigCompEdu framework for a common and opener education
 
4. Flipped classroom / project based-problem based learning (+ peer review)
 
5. Wikidata
 
6. Slidewiki
 
 

 

 

Modules

7. Open Coding with Scratch
 
8. Open robotics with Arduino
 
9. 3D Printing
 
10. How to run a Fablab
 
11. Digital Storytelling for learners’ empowerment
 
12. Intentional communication for civic empowerment and community engagement
 
 

Modules

13. Open operating system as a transition to FLOSS: GNU/ Linux
 
14. FLOSS skills for employment
 
15. Data privacy culture: a FLOSS driven view
 
16. Community of practice (Commons + collaborative management)
 
17. E-learning with FLOSS tools
 
18. Online entrepreneurship with FLOSS tools
 

 

  • Open AE: Promote open source technologies in non-formal adult education is an Erasmus+ KA2 project awarded through the National Agency for Erasmus+ programme in Flanders (Belgium).

  • The project will address key challenges and generate best practices based on these needs identified by partners members in developed sustainable curricula for adult education, particularly with a focus to upscale low-skills unemployed adults. OPEN-AE wants to support European digital competence centres in becoming innovative training hubs.

 
  • Open AE has three priorities:

    • to promote access and learning through open educational resources (OER).
    • to promote Open Source (OS) technologies in the non-formal educational sector to support the upskilling of adult educators and learners.
    • to address adult trainers working in the non-formal educational sector to reinforce digital skills and competences.
 

 

Project partners:

 
 
                      Website of the project: https://open-ae.eu/?page_id=24

 

While FLOSS technologies are meant to be open and are freely accessible, most FLOSS users already have some competences in licensing and ownership when making the decision to use FLOSS. New users with low skills are often intimidated or insecure with their own capacities to use FLOSS technologies, and may choose to use proprietary options because some brands are more associated with skills. The OPEN-AE project aims to bridge this gap and promote practices and tools to make open culture and free software more accessible for new users.

 

 

The training courses scenarios are the fundamental elements of the OPEN - AE Toolkit.
 
They were developed taking into consideration both the desk and field research of best practices regarding teaching open source technologies in each partner country/region (Intellectual Output 1).
 
Modules were developed based on the status quo and needs of each country regarding FLOSS culture.
 
These scenarios aim to guide trainers and learners during the training period in both the face-to-face classes and online exercises.
 
In each piloting country, partners are responsible for the organization of training groups selected among e-facilitator and training providers in the field of non-formal adult education.
 
 
The learning material (presentations or other) are stored and documented online on an open collaborative repository called SlideWiki . The open-source and open-access SlideWiki platform employs crowdsourcing methods in order to support the authoring, sharing, reusing and remixing of open courseware.
 
This space serves as the main repository for what we call the OPEN-AE Academy and allows us to publish the material for the reuse of existing educational communities active in this platform. Overall, our Academy in Slidewiki contains all the learning material used in our pilots corresponding to the Open AE Curriculum (18 Modules prepared) published on our Toolkit as activities.
 
 

 

 

Theoretical, historical and political framework of FLOSS technologies & resources 

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Theoretical, historical and political framework of FLOSS technologies & resources 

This training scenario provides with concrete practices and tools forming FLOSS, illustrating the fundamentals behind the free/libre open source movement and the state of the art of FLOSS in Europe.
 
Our goal is to support learners to consider and use Free/Libre Open-Source Software as a tool for social and economic development.
 
 
 
Are you member of any online or real life groups?
 
 
 
 
How are you involved in the communities you are part of ?
 
 
 
Some examples:
 
- Facebook groups and other online groups of people who are interested by the same tópic;
- Gardening and nature groups;
- Groups of physical exercise and outdoor activities;
- Members of NGOs and community organisations;
- Etc. ...
 
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How does intentional collaboration works in the professional field?
 
 
What is Active Citizenship?
 
 
 

Netizenship

Refers to a wider way of being and acting as citizens of the internet, particularly focusing on understanding the commons, communicating with intention and adopting an active approach towards internet practices and technologies.
The term Netizen” is a combination of two words, "Net" (or network) and "Citizen" which means: a Net (work) Citizen or it is a mixed of the words "Internet" and "Citizen" which means: "citizen of the net".
 
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Netizen is also commonly referred to other expressions like: “Internet Citizen”, “Network Citizen”, “Digital Citizen” or “Cyber Citizen” which are used interchangeably and synonymously. Netizen has been defined in different attitudes. Some are as follows:
 
a. A Netizen refers to citizen (of the physical space) utilizing or using information technology (IT) as a tool in order to engage in society, politics, and government participation.
 
b. Netizen means citizen of a globally connected Internet
 
c. Netizens or electronic citizens can be defined as "those who use the Internet regularly and effectively."
 
d. Netizen is one who takes responsibility and care for the Net.
 

Netizenship

 

Free Libre Open Source Software (FLOSS)

 

 

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FLOSS culture

The Free Software Movement has successfully developed ways to implement its distinct ideas of freedom as a mode of cooperative engagement in the creative process of software development.
 
When Richard Stallman founded the GNU-project with the idea of creating a fully functional operating system that refrained from the idea of restricting copyright, his main concern was the participatory and innovative mode of software development and the non-restrictive access to the very core of all computer programs: the source code.
 
 
 
 
 
 
 
 

FLOSS Movement

Stallman introduced a concept of freedom that was directly applied to the practices of people working with software.
 
The ideology that drives the ‘Free Software Movement’ until today largely consist of a vision of commonly shared knowledge and a just society that is free of restricted access to intellectual goods.
 
In order to address the freedom of human beings, the Free Software Movement understood that it was fundamentally necessary to move the involved medium, the source code, to the center of the discussion about freedom.
 
 
 
 
 
 
Free Libre Open Source Software (FLOSS) means that people can use, copy, share, modify, redistribute and allow free access to the source code of the programs without restrictions.
 
The use of this software has social and philosophical implications in building a cultural ecosystem which emphasizes collaborative practice and freedom.
 
The cultural ecosystem based in FLOSS philosophy consists in a processual approach to the concept of artwork in which roles are reevaluated.
 
From people involved in the development of a tool to those working in the final visual results are considered as parts of a same long process that involve the entire community.
 
 
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With both technological and philosophical language, Raphael is analyzing the evolution of free culture and free software movement, to introduce a key challenge of freedom at digital age.

 

 

FLOSS as an informational commons good

 
 
 
“... good can be communally administered and does not belong to a single owner, but rather to a group that governs its own affairs.”
 
 
 
 
Source: “The Digital Condition” by Felix Stadler
 

Informational commons goods: free software and free culture

Debian project: The Debian Project is an association of individuals who have made common cause to create a free operating system. This operating system is called Debian. An operating system is the set of basic programs and utilities that make a computer run. 
 
Debian is one of the oldest operating systems based on the Linux kernel. The project is coordinated over the Internet by a team of volunteers guided by the Debian Project Leader and three foundational documents: the Debian Social Contract, the Debian Constitution, and the Debian Free Software Guidelines.
 
 

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The example of the Debian project

The Debian Project has developed a complex form of organisation that is based on a set of fundamental principles defined by the members themselves. This are enumerated in the “Debian Social Contract”. It stipulates that the software has to remain “100% free” at all times, in the sense that the software license guarantees the freedom of unlimited use, modification, and distribution.
 
This is primarily an ethical obligation where transparency of the source code will bring a technical and social orientation resulting in higher quality.
 
The social contract is the basis for cooperation and central reference in dealing with conflicts.
 
 
 
 
 
Source: “The Digital Condition” by Felix Stadler
 

The example of the Debian project

The longer members have been cooperating together, the more binding this attitude becomes, and the more sustainable the community becomes as a whole.
 
International and local meetings and conferences play also an important role. They are not only venues to exchange information and plan the coordination of the project, but they have also helped create a sense of mutual trust.
 
 
 
 
 
 
 
Source: The Debian Administrator's Handbook at https://debian-handbook.info/browse/stable/ 
 

The example of the Debian project

 
The Linux Foundation takes over administrative, legal and financial tasks for the community. The foundation is financed by its members and this money is used to pay the most important programmers and to organize working groups, thus ensuring that the development of Linux will continue.
 
The main work of the developers - the source code - flows back into the common pool of resources that the Debian distributes.
 
In other words, The Debian Project draws from the pool of resources and is at the same time a part of it.

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The example of the Debian project

Debian developers are organized in a web of trust.There are at present about one thousand active Debian developers, but it is possible to contribute to the project without being an official developer.
 
The project maintains official mailing lists and conferences for communication and coordination between developers. For issues with single packages and other tasks, a public bug tracking system is used by developers and end users. Internet Relay Chat channels (primarily on the Open and Free Technology Community (OFTC) and freenode networks) are also used for communication among developers and to provide real time help.
 
 
 
 
 
 
Source : Wikipedia , https://en.wikipedia.org/wiki/Debian 
 

The example of the Debian project

Debian is supported by donations made to organizations authorized by the leader. The largest supporter is Software in the Public Interest, the owner of the Debian trademark, manager of the monetary donations and umbrella organization for various other community free software projects.
A Project Leader is elected once per year by the developers. The leader has special powers, but they are not absolute, and appoints delegates to perform specialized tasks. Delegates make decisions as they think is best, taking into account technical criteria and consensus. By way of a General Resolution, the developers may recall the leader, reverse a decision made by the leader or a delegate, amend foundational documents and make other binding decisions. The voting method is based on the Schulze method (Cloneproof Schwartz Sequential Dropping).
 
 
 
 
Source : Wikipedia , https://en.wikipedia.org/wiki/Debian 
 
 

Floss Culture and The Commons

FLOSS culture will be linked to Commons oriented examples under the following areas:
agriculture and manufacturing 
medicine and health
housing construction and urban development
circular economy
water management
disaster response 
Knowledge
Communication and IT Infrastructure
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Even though FLOSS has generated countless high-quality software programs, public recognition of FLOSS as a powerful alternative mode of value-creation -- functioning outside of the marketplace, yet in constructive symbiosis with it -- has lagged.
 
 
FLOSS and Web 2.0 innovations, however, are based on socially created value, and they constitute a distinct paradigm of economic and cultural production. This paradigm needs to be recognized and honored as a powerful generative force in its own right.
 
One way to advance this understanding is to conceptualize FLOSS and other collaborative endeavors as commons.
 
 
 
 
 
 
 
 
The language of the commons can help validate the distinctive social dynamics of online sharing and collaboration and generalize significant forces in economic and cultural production. This can help popularize the idea that FLOSS and digital collaboration more generally are critical forces in the global knowledge society.
 
FLOSS has its own special governance systems and social ethic to manage its shared resource (intangible software code). But there are many related types of digital communities - wikis, web archives, social networking sites, remix and mashup communities, open access publishing, eclectic pools of Creative Commons-licensed material, etc. – that have their own systems for protecting their work, organizing their participants, disciplining vandals, etc.
 

 

 

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There are a number of significant works exploring the nature of collaborative creativity (Yochai Benkler, Clay Shirky, Jonathan Zittrain, Lawerence Lessig, Mathieu O’Neil), as well as studies about the functioning of FLOSS in particular (Samir Chopra and Scott D. Dexter, Steve Weber, Eben Moglen, the Free Software Foundation).
 
Still, we do not yet have a shared conceptual framework or popular language for describing the serious work performed by open, collaborative communities on the Internet.
 
For example, we have not adequately explored the governance and sociology of self-organized, online communities.
 
We need richer analytic models for explaining why digital commons are generative; what rules and social norms are critical to their functioning and continuity; what types of activity are (and are not) amenable to open collaboration; and what governance structures may be necessary to enable commoners to manage and preserve their shared assets (code, information, photos, creative works, etc.) while still engaging with markets.
 
 
The FLOSS social-production ethic is so admired that the term “open source” has become a universal cultural signifier for initiatives that honor bottom-up innovation, participation, collaboration, transparency and community accountability.
 
Unfortunately, “free software” and “open source” are also seen as arcane, complicated technical fields. This deters the public and policymakers from exploring the substantive dynamics of FLOSS.
 
The language of the commons provides a rigorous framework for considering diverse collaborative communities in a single landscape. It offers a powerful way to identify and legitimize them by showcasing their reliance on socially created value.
 
It can also fortify democracy and the market economy by showing that the FLOSS ethic of participation, transparency, accountability and performance is not an aberration; its values and practices are broadly shared by a diversified and growing Commons Sector.
 
 
 
 
 

Floss in the everyday life

 

Online Collaboration

Collaboration is a working practice whereby individuals work together to achieve a common purpose.
 
Collaboration enables individuals to work together to obtain a defined and common business purpose.
 
Team online collaboration in the workplace is a critical aspect when it comes to performance and productivity and in today's technologically advanced job market, it means using online communication setups to allow people to work on the same project together even if they are not at the same location or working at the same time.
 

 

 

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Online Collaboration

Collaborating online in a group inspire innovative approaches and quick decision making.
 
Teams can use collaboration software and tools to coordinate, communicate and cooperate with each other to solve problems.
 
One of the main advantages of online collaboration is that it makes it easier for people to work together from different locations.

 

 

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Synchronous and asynchronous collaboration

Synchronous Online Collaboration - When the users work or do their tasks at the same time or in real-time, whether they are located at the same location or different locations. They use online collaboration software to view and edit information or documents in real-time.
 
 
 
Asynchronous Online Collaboration - When the users of collaboration software work together on the same project at different times, whether they are located at the same place or at different places.
 
 
What was the last thing you researched on the internet?
 
 
 
What was the last article you read on wikipedia?
 
 

Massive Online Collaboration

 

Mass online collaboration is a form of collective action that occurs when large numbers of people work independently on a single project via online tools.
 
Such projects typically take place on the internet using social software and computer-supported collaboration tools such as wiki technologies.
 
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What makes Wikipedia a good example of online collaboration?
 
FLOSS  as socio-economic continuum linked to: ideology, technology and the need for a profound change of production to commons oriented system
 

 

 

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by Benedikt Friedrich
The Freedom of a Christian entails concrete practices of freedom. In order to unveil this connection, this paper compares practices of the "Free Software Movement" with key insights of the Reformation and how Protestantism develops its theology.
 
 
 
 

The emergence of copyleft and FLOSS licenses

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What is your experience with CopyRight and CopyLeft?
 
What does Free and Open mean?
 
“Networks constitute the new social morphology of our societies, and the diffusion of networking logic substantially modifies the operations and outcomes in processes of production, experience of power and culture.”
says philosopher Manuel Castels.
 
 
 
 
 
This process is at the same time a threat and opportunity around “enclosing the commons of the mind” (see: J. Boyle, The Public Domain: Enclosing the Commons of the Mind(New Haven, CT: Yale University Press, 2008), 221, http://www.thepublicdomain.org/download).
 
 
"All rights reserved", "Trademark", "patent", "copying or reproduction limited to strictly private use" ... When we talk about "culture", we are always brought back to the notion of appropriation (property), in this case, intellectual.
 
Yet, the trend in free culture, is that ideas belong to everyone, and are, to a small extent like the air and water, our basic needs.
 
The copyleft culture, also called free culture, was born from the world of software and the very many contributors who had one thing in common: their sense of the common good. The expression "free software" refers to freedom, not price. To understand the concept, you have to think of "freedom of expression", not "free access".
 
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Free and open culture Movement

 
The open and free-culture movement is a social movement that promotes the freedom to distribute and modify the creative works of others in the form of free content or open content without compensation to, or the consent of, the work's original creators, by using the Internet and other forms of media.
 
The movement objects to what they consider as over-restrictive copyright laws. The free-culture movement takes the ideals of the free and open-source software movement and extends them from the field of software to all cultural and creative works.

 

 

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When Richard Stallman founded the GNU-project with the idea of creating a fully functional operating system that refrained from the idea of restricting copyright, his main concern was the participatory and innovative mode of software development and the non-restrictive access to the very core of all computer programs: the source code.
 
Stallman introduced a concept of freedom that was directly applied to the very practices of people working with software.
 
The ideology that drives the ‘Free Software Movement’ until today largely consist of a vision of commonly shared knowledge and a just society that is free of restricted access to intellectual goods.
 
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Free Libre Open Source Software (FLOSS) means that people can use, copy, share, modify, redistribute and allow free access to the source code or content of the programs without restrictions.
 
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Differences between CopyRight and CopyLeft
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Copyright

Copyright is the exclusive right given to the creator of a creative work to reproduce the work, usually for a limited time.
 
The creative work may be in a literary, artistic, educational, or musical form.
 
Copyright is intended to protect the original expression of an idea in the form of a creative work, but not the idea itself.
 
These rights frequently include reproduction, control over derivative worksdistribution, public performance, and moral rights such as attribution.
 

Copyleft

A  copyleft license employs copyright law to maintain the openness of intellectual property.
 
The  first license, the GNU General Public Licenses (GNU GPL), was born out of the FLOSS movement. An open content licensing system by Creative Commons (CC) did for cultural content what GNU GPL did for software; maintain its openness.
 
The goal of these licenses is to maximize the use of information while minimizing transaction costs.
 
 
Copyleft is the practice of offering people the right to freely distribute copies and modified versions of a work with the stipulation that the same rights be preserved in derivative works created later.
 
Copyleft is a form of licensing, and can be used to maintain copyright conditions for works ranging from computer software, to documents, to art, to scientific discoveries and instruments in medicine.
 
In general, copyright law is used by an author to prohibit recipients from reproducing, adapting, or distributing copies of their work.
 
In contrast, under copyleft, an author must give every person who receives a copy of the work permission to reproduce, adapt, or distribute it, with the accompanying requirement that any resulting copies or adaptations are also bound by the same licensing terms. 
 
tfh
 

GNU General Public Licenses (GNU GPL)

The Foundations of the GPL
Nobody should be restricted by the software they use. There are four freedoms that every user should have:
the freedom to use the software for any purpose,
the freedom to change the software to suit your needs,
the freedom to share the software with your friends and neighbors, and
the freedom to share the changes you make.
 
 
 
 

 

 

cvb
 
Differences between Open Source and CopyLeft
 

Open Source

Open source doesn't just mean access to the source code. The distribution terms of open-source software must comply with the following criteria:
 
Free Redistribution The license shall not restrict any party from selling or giving away the software as a component of an aggregate software distribution containing programs from several different sources. The license shall not require a royalty or other fee for such sale.
 
Source Code The program must include source code, and must allow distribution in source code as well as compiled form. Where some form of a product is not distributed with source code, there must be a well-publicized means of obtaining the source code for no more than a reasonable reproduction cost preferably, downloading via the Internet without charge. The source code must be the preferred form in which a programmer would modify the program. Deliberately obfuscated source code is not allowed. Intermediate forms such as the output of a preprocessor or translator are not allowed.
 
Derived Works The license must allow modifications and derived works, and must allow them to be distributed under the same terms as the license of the original software.
 
 

Open Source vs Copyleft

The main difference is the conditions under which users of the software can do things.
Under a copyleft license, users must do these things under the same license as the original software. They cannot, for example, take a GPL-licensed piece of software and release it under a proprietary license. Or, as the third version of the GPL states, "Each time you convey a covered work, the recipient automatically receives a license from the original licensors, to run, modify and propagate that work, subject to this License."
By contrast, permissive licenses do not restrict the licenses under which these acts can be done. For example, the Apache 2.0 license states that you can add "Your own copyright statement to your modifications and may provide additional or different license terms and conditions."
 

 

 

tyrf
 

Open Source vs Copyleft

 
Copyleft (protective license)
Noncommercial license
Description
Grants all rights
Grants use rights, including right to relicense (allows proprietization, license compatibility)
Grants use rights, forbids proprietization
Grants rights for noncommercial use only. May be combined with copyleft.
Traditional use of copyright; no rights need be granted
No information made public
Software
PD, CC0
proprietary software, no public license
private, internal software
Other creative works
PD, CC0
Copyright, no public license
unpublished
 
How to create an license that allow authorship but also open use?
 

General Public License (GPL)

The GNU General Public License is a series of widely used free software licenses that guarantee end users the freedom to run, study, share, and modify the software.
 
Is a free, copyleft license used primarily for software.
 
The GNU GPL allows users to change and share all versions of a program.
 
GPL is provided through the Free Software Foundation, a nonprofit corporation that works to provide free software for the GNU Project.
 
The GNU Program was launched in 1984 for the express purpose of developing operating systems that are similar to Unix, except that they are open source.
 
In 1989, Richard Stallman produced the first GPL through the GNU Program.
 
Under the GPL provisions, owners may sell copies of programs under GPL, or distribute them for free.
 
To do so, licensees must adhere to the designated terms and conditions of the GPLs.
 
Under a GPL, owners are permitted to modify digital materials as well.
 
The GPL is widely used and the most popular free license of its kind.
 
 
 
 
 

Licenses, copyleft and creative commons

One of the main organizations commonly associated with free culture is the Creative Commons (CC), an american NGO.
 
CC promotes sharing creative works and diffusing ideas to produce cultural vibrance, scientific progress and business innovation.
 
 
 
The organization has released several different licenses, known as Creative Commons licenses.
 
This licenses are free of costs to the public and easy to obtain in their website.
 
These licenses allow creators to communicate which rights they reserve and which rights they allow for the benefit of the public or other creators.
 

 

 

lijlk
 
 
The Free Art License grants the right to freely copy, distribute, and transform creative works without infringing the author's rights.
 
This is a free and copyleft license meant for artistic works. It permits commercial distribution, as any free license must. It is a copyleft license because any larger work that includes part of the work you received must be released, as a whole, either under the same license or under a similar license that meets stated criteria.
 
This license intends to allow the use of a work’s resources; to establish new conditions for creating in order to increase creation opportunities. The Free Art License grants the right to use a work, and acknowledges the right holder’s and the user’s rights and responsibility.
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EU policy framework for FLOSS licenses

Presentation and analysis of the main EU FLOSS policy initiatives including the European Union Public Licence (the ‘EUPL’) applies to the Work (as defined below) which is provided under the terms of this Licence.
 
Any use of the Work, other than as authorised under this Licence is prohibited (to the extent such use is covered by a right of the copyright holder of the Work).
 
Compatibility and interoperability
 
 

FLOSS and COVID 19

The COVID-19 Open Source Dashboard, available at https://chschoenenberger.shinyapps.io/covid19_dashboard/
 
This dashboard shows recent developments of the COVID-19 pandemic.
 
The latest open data on the COVID-19 spread are regularly downloaded and displayed in a map, summary tables, key figures and plots.
 
The idea was to show that open-source technologies, such as R Shiny, can be used to create a decent dashboard in few hours.
 
Furthermore, the most popular COVID-19 dashboard ( Johns Hopkins COVID-19 ) is styled rather alarmist.
 
Therefore, a more neutral dashboard might help to dampen the already existing hysteria a little.
 

FLOSS and COVID 19

TraceTogether app (BlueTrace protocol, https://bluetrace.io/), created by the Government Digital Services team of the Government Technology Agency of Singapore
 

FLOSS and COVID 19

WikiProject Medicine at  
 
(35 000 articles followed and edited by 150 editors and experts in medicine and health sciences)
 

FLOSS and COVID 19

Volunteers produce 3D-printed valves for life-saving coronavirus treatments
 
 
 

More licenses and concepts

 
The Peer Production License
 
 
 
The case of Copyfarleft
 

FLOSS in real life scenarios

How are the projects below licenced?
 
Open Insulin Project: https://openinsulin.org/
Any wikipedia article
 
 
This is a TEDxGeneva video of a French-American artist living in the US, Gwenn advocates passionately for a world in which art is distributed and modified freely, while never for a moment expecting artists to work for free. She shares some of her creative journey, explains how copyright is as much a mindset as a law, and reveals how the idea of intellectual property eats away at our freedom.
 
 
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AGREEMENT NUMBER: 2018-1-BE02-KA204-046848
 
 DigCompEdu framework for a common and open education
 
 
 
Goals
 
 
 
 
 
 
Sessions & Duration
 
 
The sessions aim to introduce participants to the DigCompEdu framework in order for them to take advantage of the document for teaching and learning.
 
 
 
 
 
First session: The DigCompEdu framework (2.5 hrs + 30 min. homework)
 
Second session: How to use the framework to map your competences and upskilling (6hrs + 1hr homework)
 
 
 
Session 1
 
The DigCompEdu framework
 
 
 
 
 
 
 
Session n.1: The DigCompEdu framework – The principles of DigCompEdu
 
 
 
 
 
Group discussion 
 
a. Have you ever used any European Digital Competence Framework (e.g.DigCompDigCompOrg)? 
  - If so, what is your level of satisfaction for the Framework used?
 
b. How would you define digital competence?
 
c. What skills do instructors need to feel digitally competent?
 
d. How can educators develop their digital competence?
 
 
 
 
 
Session n.1: The DigCompEdu framework – The principles of DigCompEdu
 
 
 
 
 
 
Educators are role models for the next generation. It is therefore vital for them to be equipped with the digital competence all citizens need to be able to actively participate in a digital society. The European Framework for Digital Competence of Educators specifies these competences.
 
 
 
 
 
Session n.1: The DigCompEdu framework – The principles of DigCompEdu
 
 
 
 
 
Background
 
The European Framework for the Digital Competence of Educators (DigComEdu) was released in 2017.  It is based on work carried out by the European Commission’s Joint Research Centre (JRC), on behalf of the Directorate-General for Education, Youth, Sport and Culture (DG EAC). It details educator-specific competences for teaching in a digital society.
 
DigComEdu responds to the growing awareness among many European Member States that educators need a set of digital competencies specific to their profession in order to be able to seize the potential of digital technologies for enhancing and innovating education. The DigCompEdu framework is directed towards educators at all levels of education, from early childhood to higher and adult education, including general and vocational education and training, special needs education, and non-formal learning contexts.
 
DigCompEdu is a scientifically sound background framework which helps to guide policy and can be directly adapted  to implementing regional and national tools and training programmes.  It also provides a common language and approach that will help the dialogue and exchange of best practices across borders.
 
 
 
 
 
Session n.1: The DigCompEdu framework – The principles of DigCompEdu
 
 
 
 
 
Background
 
 
The DigCompEdu study builds on previous work carried out to define citizens' Digital Competence in general, and Digitally Competent Education Organisations (DigCompOrg,). 
 
It contributes to the Commission's recently endorsed Skills Agenda for Europe and to the Europe 2020 flagship initiative Agenda for New Skills for New Jobs.
 
 
 
 
 
Session n.1: The DigCompEdu framework – The principles of DigCompEdu
 
 
 
 
 
Expectations 
 
 
 
 
 
 
 
Session n.1: The DigCompEdu framework – The principles of DigCompEdu
 
 
 
 
 
What can a European framework contribute?
 
 
 
 
 
 
Session n.1: The DigCompEdu framework – The principles of DigCompEdu
 
 
 
 
 
DigComEdu in a nutshell 
 
The DigCompEdu framework distinguishes 6 different areas in which educators’ digital competence is expressed with a total of 22 competencesThe focus is not on technical skills. Rather, the framework aims to detail how digital technologies can be used to enhance and innovate education and training.
 
 
 
 
 
 
 
Session n.1: The DigCompEdu framework – The principles of DigCompEdu
 
 
 
 
 
DigComEdu in a nutshell 
 
The DigCompEdu areas focus on different aspects of educators’ professional activities:
 
 
Area 1Professional Engagement - Using digital technologies for communication, collaboration and professional development.
Area 2Digital Resources Sourcing - Sourcing, creating and sharing digital resources.
Area 3Teaching and Learning - Managing and orchestrating the use of digital technologies in teaching and learning.
Area 4Assessment - Using digital technologies and strategies to enhance assessment.
Area 5Empowering Learners - Using digital technologies to enhance inclusion,
personalisation and learners’ active engagement.
Area 6Facilitating Learners’ Digital Competence - Enabling learners to creatively and responsibly use digital
technologies for information, communication, content creation, wellbeing and problem-solving.
 
 
 
 
 
 
Session n.1: The DigCompEdu framework – The principles of DigCompEdu
 
 
 
 
 
DigComEdu competences and their connections
 
 
 
 
 
 
 
 
 
Session n.1: The DigCompEdu framework – The principles of DigCompEdu
 
 
 
 
 
  Professional engagement
 
 
 
 
 
 
 
Educators’ digital competence is expressed in their ability to use digital technologies not only to enhance teaching, but also for their professional interactions with colleagues, learners, parents and other interested parties, for their individual professional development and for the collective good and continuous innovation in the organisation and the teaching profession. This is the focus of Area 1.
 
Session n.1: The DigCompEdu framework – The principles of DigCompEdu
 
 
 
 
 
Digital resources
 
 
 
 
 
 
 
Educators are currently confronted with a wealth of digital (educational) resources they can use for teaching. One of the
key competences any educator needs to develop is to effectively identify resources that best fit their learning objectives, learner group and teaching style, to add on to and develop themselves digital resources to support their teaching.
 
Session n.1: The DigCompEdu framework – The principles of DigCompEdu
 
 
 
 
 
Teaching and learning
 
 
 
 
 
 
 
Digital technologies can enhance and improve teaching and learning strategies in many different ways. However, whatever
pedagogic strategy or approach is chosen, the educator’s specific digital competence lies in effectively orchestrating the use
of digital technologies in the different phases and settings of the learning process.
 
Session n.1: The DigCompEdu framework – The principles of DigCompEdu
 
 
 
 
 
Teaching and learning
 
 
 
 
 
 
 
In a traditional classroom, 3.1 Teaching is the most important competence for educators
 
 
 
 
To plan for and implement digital devices and resources into the teaching process, so as to enhance the effectiveness of teaching interventions. To appropriately manage and orchestrate digital teaching interventions. To experiment with and develop new formats and pedagogical methods for instruction
 
Session n.1: The DigCompEdu framework – The principles of DigCompEdu
 
 
 
 
 
Teaching and learning
 
 
 
 
 
 
 
The transformative potential of digital technologies is seized if new forms of learning are embraced
 
 
 
 
If student collaboration and self-regulated learning become the norm, new forms of providing guidance and support are needed.
 
Session n.1: The DigCompEdu framework – The principles of DigCompEdu
 
 
 
 
 
 Assessment 
 
 
 
 
 
 
 
Assessment can be a facilitator or bottleneck to innovation in education. When integrating digital technologies into learning and teaching, we must consider how digital technologies can enhance
existing assessment strategies. At the same time, we must also consider how they can be used to create or to facilitate innovative assessment approaches.
 
Session n.1: The DigCompEdu framework – The principles of DigCompEdu
 
 
 
 
 
 Empowering learners
 
 
 
 
 
 
 
One of the key strengths of digital technologies in education is their potential for supporting learner-centred pedagogic strategies and boosting the active involvement of learners in the learning process and their ownership of it. Thus, digital technologies can be used to facilitate learners’ active engagement, e.g. when exploring a topic, experimenting with different options or solutions, understanding connections, coming up with creative solutions or creating an artefact and reflecting on it.
 
Session n.1: The DigCompEdu framework – The principles of DigCompEdu
 
 
 
 
 
 Facilitating Learners’Digital Competence
 
 
 
 
 
 
 
Digital competence is one of the transversal
competences educators need to instill in learners.
Whereas fostering other transversal competences
is only part of educators’ digital competence in as
far as digital technologies are used to do so, the
ability to facilitate learners’ digital competence is
an integral part of educators’ digital competence.
 
Session n.1: The DigCompEdu framework – The principles of DigCompEdu
 
 
Progression Model
 
The proposed progression model is intended to help educators understand their personal strengths and
weaknesses, by describing different stages or levels of digital competence development. For ease of reference, these competence stages are linked to the six proficiency levels used by the Common European Framework of
Reference for Languages (CEFR), ranging from A1 to C2.
 
 
 
 
 
Session n.1: The DigCompEdu framework – The principles of DigCompEdu
 
 
 
 
 
DigComEdu Proficiency Progression by area
 
 
 
 
 
 
Session n.1: The DigCompEdu framework – The principles of DigCompEdu
 
 
 
 
 
Benefits
 
The DigCompEdu framework is not intended to undermine national, regional and local efforts
to capture educators’ digital competence. On the contrary, the diversity of approaches in different Member States contributes to productive and ongoing debate and is welcomed.
 
The added values of the DigComEdu is that it provides:
 
 
 
 
 
 

 

- a sound background that can guide policy across all levels

 

 

- a common language and logic that can help the discussion and the exchange of best practices across the borders

 

 

- a reference point to validate the completeness and approach of existing/future tools and frameworks

 

- a template that allows stakeholders to move quickly on to developing a concrete instrument

 

 
Session n.1: The DigCompEdu framework
 
 
 
 
 
Online activity
 
Explore the Framework and using the grid found here related to proficiency level, self-assess your own proficiency level.
You are asked to start thinking about your competences in relation to the framework and how the documents could be useful to upskills your own competences and those of your organization.
 
Session n.1: The DigCompEdu framework
 
 
 
 
Debriefing 
 
Session n.1: The DigCompEdu framework
 
 
 
 
Evaluation
 
See Evaluation Sheets Module 3, Session n.1
Session 2
 
How to use the framework to map your competences and upskilling
 
 
 
 
 
 
Session n.2: How to use the framework to map your competences and upskilling
 
 
 
 
 
 
Group discussion
 
 
a. What of the six areas of the DigCompEdu would you like to improve?
 
b. Please indicate your perception of your level of ability in the areas of the DigCompEdu using the six proficiency levels used by the Common European Framework of Reference for Languages (CEFR), ranging from A1 to C2.
 
c. What are the benefits of mapping one’s own competences (and the organizations’ ones) to the framework?
 
 
 
 
Session n.2: How to use the framework to map your competences and upskilling
 
 
 
 
 
Let’s build your own upskilling plan!
 
Teachers need to update their competence profiles for 21st century challenges. Teaching strategies need to change and so do the competences teachers need to develop so as to empower 21st‐century learners… It links teachers and students' digital competence development, and can be linked to institutional capacity building. At the same time, the framework is generic enough to apply to different educational settings and to allow for adaptation as technological possibilities and constraints evolve (https://onlinelibrary.wiley.com/doi/full/10.1111/ejed.12345)
 
 
 
 
 
 
 
Session n.2: How to use the framework to map your competences and upskilling
 
 
 
 
 
pillars for competence development 
 
 
 
 
 
 
 
Session n.2: How to use the framework to map your competences and upskilling
 
 
 
 
 
An online community
 
The DigiCompEdu Community aims to bring together people across Europe who are interested in using DigCompEdu. The aim is to exchange ideas and experiences, to promote the development of educators' digital competence across Europe and to act as an expert network advising on the further development, adaptation and use of the framework and its associated self-assessment tools.
 
Join the DigiCompEdu Community to:
 
form part of the European Commission Expert Network on DigCompEdu
connect with people who are also using DigCompEdu
learn how others use DigCompEdu and benefit from their experiences
make your DigCompEdu project known to others
share your DigCompEdu materials
 
 
 
 
 
 
Session n.2: How to use the framework to map your competences and upskilling
 
 
 
 
 
Self-assessment
 
The DigCompEdu Framework has been used as the basis for developing a self-reflection tool for educators, provisionally called "DigCompEdu CheckIn". 
This tool is currently being pre-tested with small groups of educators in different European Member States. During the test phase, the tool is open for testing to all educators worldwide. All educators are invited and encouraged to provide feedback on their experience with the tool via the corresponding feedback survey.
 
Using the "Check-In" self-reflection tool (available for all sectors in different languages) you can self-assess your digital competence.
 
 
 
 
 
 
Session n.2: How to use the framework to map your competences and upskilling
 
 
 
 
 
Let’s build your own upskilling plan!
 
 
How to use the framework to plan your upskilling? With the support of the tutor and after having identified their gaps and interests, participants will be required to build their own plan according to the contexts and target groups they work with. Using a grid provided by the tutor, participants will be able to fill in the plan and will then start to identify open-source tools and technologies they would like to use in order to improve their competences. The results of the research from the Open-AE project, namely the existing open-source tools available for trainers.
 
Session n.2: How to use the framework to map your competences and upskilling
 
 
 
 
 
Study case - A concrete example on how the DigCompEdu framework can be used to shape a framework of digital creative teaching competences
 
 
The Erasmus+ Project DoCENT aims to develop innovative tools for integrating digital creativity into EU Teacher Education. The project will focus on developing, implementing, validating and disseminating an innovative model to guide teacher educators in applying digital creative teaching practices.
 
Outputs:
Framework of Digital Creative Teaching Competences
MOOC and a series of OERs (e.g. serious games)
Pedagigicla scenarios
 
Session n.2: How to use the framework to map your competences and upskilling
 
 
 
 
 
DoCENT serious game
 
DoCENT serious game (available in EN, IT, G, ES) is organised into different scenarios, each one independent from the others, in which users will play a teacher interacting with various students (virtual agents).
 
The interaction aims to provide a realistic experience of the organisation and management of a real classroom related to digital creative competences.
 
Teacher educators will learn how to manage the classroom and interact with students following creative pedagogies.
 
 
Session n.2: How to use the framework to map your competences and upskilling
 
 
 
 
Online activity
 
Analyse your organization’s needs (staff and collaborators) and design an upskilling plan
Session n.2: How to use the framework to map your competences and upskilling
 
 
 
 
 
Debriefing 
 
Session n.2: How to use the framework to map your competences and upskilling
 
 
 
 
 
 
Evaluation
 
See Evaluation Sheets Module 3, Session n.2
 
AGREEMENT NUMBER: 2018-1-BE02-KA204-046848
Project Based Learning Problem Based Learning
Flipped Classroom

 

Problem Based Learning
AGREEMENT NUMBER: 2018-1-BE02-KA204-046848
Problem based learning?
 
the teacher lays out a question or a problem and the students have to give an answer or find the way to solve it through a process
Why?
 
PBL allows the teacher and the student to settle a milestone in the learning process, where the student is the principal actor.
By using Problem Based Learning methodology, students...
Learn to make decisions, individually or negotiating (with the group)
Interact with peers and also with teachers
Use the information of their close context
Search for the information they need
Produce and share ideas
Discuss other possible solutions and also the mechanisms to find them.
 
 
Nature of the problems to be dealt with:
They must be in accordance with the abilities of the students
They must be significant to the students
They can come from real or simulated (but potentially real) situations.
The problem must be posed on a possible or real scenario.
 
 
Through the PBL, we can:
 
Knowledge
Abilities and skills
Attitudes
 
Work in acquisition of competences
It’s a process
the analysis of the problem
the search for the necessary information
the understanding of the information
the integration of this information
the application of a certain amount of knowledge and wisdom to solve the problem.
 
 
 
Stages
  1. Presentation of the problem to be solved
  2. Analysis of the previous knowledge
  3. Identification of the knowledge and the resources needed to develop a solution
  4. List of actions or activities that should be accomplished to find a solution.
  5. Preparation of the work plan
 
After that…
 
  1. Do what it’s been planned: searching for the necessary information, carrying out actions, communication of the partial results
  2. Elaboration of the answer and argumentation about the method used to find it.
 
Together, 
we can solve a lot of problems!
 
Project Based Learning
AGREEMENT NUMBER: 2018-1-BE02-KA204-046848
Project Based Learning?
 
the student at the center of the learning process, as a protagonist capable of generating solutions in response to the different opportunities
Why?
 
A methodology closely related to the working environment, and also the entrepreneurship.
It specially stands out for urging students to put into practice a wide range of knowledge, abilities, skills and attitudes
By using a Project Based Learning methodology...
We need to get a (material or intellectual) product.
Cooperation and collaboration among students to achieve this goal is a must.
Promotes initiative, proactivity, independence and innovation in different areas: professional, social and personal.
The challenge acts like a motor (motivation and determination) to achieve the goal. Engagement!
 
 
It happens that...
The students generate value beyond the classroom environment
Motivation increases with the positive effect on their social context.
Their self-esteem is also improved.
They work on real situation that is, or could be, part of the professional context.
 
 
We can...
Entrepreneurship approach, not only from the economic (business) point of view, but also from a social perspective.
 
...involve the real world. We can have a real impact on our social context!
 
Stages to be accomplished (recommendation)
Detection of the opportunity to work on.
Organization of the work teams (different profiles, complementary)
Final definition of the challenge, the solution to be achieved.
Preparation of the plan.
Training and information research.
Analysis and synthesis. The students share their work by exchanging ideas, discussing solutions, doing suggestions, etc.
 
Elaboration of the product by applying everything they have learnt.
Presentation of the product or project.
Implementation of improvements, if necessary.
Assessment and self-assessment
Together, 
we can create new things!
 
Flipped Classroom
AGREEMENT NUMBER: 2018-1-BE02-KA204-046848
Flipped Classroom?
 
In brief, "The Flipped Classroom (FC) is a pedagogical model that moves the work of certain learning processes outside of the classroom and invests the class session time, along with the teacher experience, to promote and boost other processes of acquisition and knowledge practice inside the classroom." (http://www.theflippedclassroom.es/what-is-innovacion-educativa/)
Flipped Classroom?
 
we use the available digital resources and tools to provide the students with an advance of the necessary contents, which they will review by their own before attending the class.
Why?
 
Once they are in the classroom, they will better invest the time working with the questions that they were not able to solve on their own before.
With the teacher and classmates! (peer to peer support is essential)
It happens that…
the teacher's pay + attention to the students' difficulties, including attention to diversity.
information and knowledge are shared within the whole educational ecosystem.
the autonomy of the students get encouraged.
creates a collaborative learning environment in the classroom.
 
 
By using a Flipped Classroom model…
Students learn new content online by watching video lectures, usually at home.
And what used to be homework (assigned problems) is now done in class with teacher offering more personalized guidance and interaction with students.
 
At home:
Comprehension - Knowledge
In class:
Application - Analysis - Synthesis - Evaluation
Traditional and Flipped - comparative
 
Source for the images: http://uaflipped.com/blooms-taxonomy/
At home, by themselves...
Knowledge-related (comprehensive reading, filling-in questionnaires, create a glossary, etc.)
Understanding-related: creating a infographic, a, summary, a post, a digital presentation...
 
examples of activities to be done
In class, with peers and teachers
Application-related: an interview to an expert, a virtual scenario, a timeline with the sequence of an action plan...
Analysis-related: conceptual map, comparative chart...
Assessment-related: discussing, debate, real or simulated tests or experiments, etc.
Creation-related: video, postcast...
 
activities to be done
Some ideas...
 
ANDROID APPS TO SUPPORT BLOOM'S REVISED TAXONOMY assembled by Kathy Schrock: http://www.schrockguide.net/bloomin-apps.html 
 
Will you flip your classroom?
 
 

Wikidata

logo erasmus+
project number

 

Florence Devouard
@anthere
cc by sa 4.0
 

 

 
 
WikiData acts as a central store
for structured data
 
And is a place where humans and bots can share knowledge on more equal terms.

 

 
Wikidata contains items...
An item may be an object, a topic, a person, a concept, a location...
Each item has a unique identifier : the QID
 
For example,
- Barcelona is Q1492
- Education is Q8434
- Women is Q467

 

 
Meet Q42
Deep Thought had to calculate the Answer to the Ultimate Question of Life, the Universe, and Everything.
 
Rather unknown... yet...
56 millions of unique elements
 
940617640 edits have been made since 2012 
 
20,900 active users

 

@
On Wire, for PA Alexa
Mistake on WikiData found
its way on Siri...
 
Let's discover together
Find out whether this person had brothers or sisters
Change the langage (top right). What do you notice ?
Which other famous website does that remind you of ?
Now click on (Q1339at the top of the page.
How would you compare the first site (reasonator) and the second (wikidata)

 

 
Wikimedia galaxy
 
 
Wikidata provides the power of searching, sorting and querying
 
 
Challenges with Wikipedia
Linking between linguistic versions
Outdated data
No alert when updated data available
Update is repetitive and boring task
Wikipedia meant for humans... not for machines
Last of flexibility when doing complex queries

 

 
A solution : Wikidata
« An editable central storage for structured and linked data, on a wiki, under a free licence, for Wikimedia projects & third parties »
 
Key elements of design
* a database editable by anyone
* under license cc-0
* multilingual

 

 
Convert encyclopedic lexical content into structured statements
 
Turn human readable into machine understandable
 
Link to stable external data of GLAM institutions

 

 
Pointers to all sorts of stats
Articles making use of data from Wikidatahttp://wmdeanalytics.wmflabs.org/WD_percentUsageDashboard/
Source to explore : Wikimedia Deutschland Analytics dashboards/ : https://wdcm.wmflabs.org/#WD

* Exploring statements on wikidata stats : https://tools.wmflabs.org/wikidata-todo/stats.php
 
* Overview of reader, writer and content stats : https://stats.wikimedia.org/v2/#/wikidata.org
 

 

 
 
36% of pages across the Wikimedia projects
make use of Wikidata

 

 

Wikidata content in november 2018
Mostly
*humans*territorial entities*taxons*architecture/buildings
 
What is WikiData
Qnnn → Pxxx → Qmmm
Thing → instance of → other thing
 
For example Q42 → P31 → Q5
Means « Douglas Adams is a human »
And also means « Douglas Adams est un humain »

Examples of Pxxx
* P21 : sex or gender
* P27 : country of citizenship
* P106 : occupation

 

« Don't panic » appears on the book cover to keep intergalactic travellers to keep from panicking when things looked insanely complicated
 
Storing representation of knowledge
The representation of knowledge are « items »
It is flexible. Can be « volcano » or « hunger » or « effel tower » or « childhood »
Each item has a page and a unique identifier, which looks like Q###
Each item has a label, per language. Must be very short and descriptive.
Description may be longer
Alias are alternate names

 

 
Storing representation of knowledge
statement is how the information we know about an item—the data we have about it—gets recorded in Wikidata.
A statement consists of a property-value pair, for example, "location: Spain."
The property in a statement describes the data value, and can be thought of as a category of data like "color" or "population".
The value in the statement is the actual piece of data that describes the item (for example « red » or « 1000 people »). A value can be a figure... or an element.
Statements can also be expanded upon, annotated, or contextualized with the addition of optional qualifiers, references, and ranks. The core part of a statement without references and ranks is also called claim.
 

 

 
Access to WikiData from Wikipedia
 
Somebody who can stay in control of virtually any situation is somebody who is said to know where his or her towel is.
 
Same person, on Wikidata
Same person on Reasonator
(« Wikidata in pretty »)
 
How are WikiData entries edited
At first sight, pretty much as on Wikipedia...
 
Editable...
History...
Recent changes...
 
Sources...
 
Demo/activity time ! 
 
Then there are other ways...

 

 
Exercise
* Go to Wikidata : http://www.wikidata.org

Let's go to Q4859840. What is it ? What could it be confused with ?

* Now go to Q1492. In how many places is the information about W1492 used ?
 
* Look for an item you are interested in. And try to add a statement to it (create an account first)
 
 

 

 
User Account
Useful for
Parameters finetuning
Interface language
Editing tools
On the UserPage, add
{{babel:xx-N|xx-i|xx-i}}

Where xx is the linguistic code
(en, de, es, it, ar...)
and i the level from
0 (non spoken, not understood)
and 5 (pro)
N means mother tongue
Example {{babel:fr-N|en-4|de-1}}

 

 
Adding content
 

 

 
Tools to improve Wikidata