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CGIAR On-line Learning Resources (OLR)

CGIAR On-line Learning Resources (OLR). A learning community of practice. CGIAR system. IITA Ibadan Nigeria. WARDA Cotonou Benin. Bioversity International Rome Italy. World Agroforestry Centre Nairobi Kenya. ILRI Nairobi Kenya. CIAT Cali Colombia. ICARDA Aleppo

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CGIAR On-line Learning Resources (OLR)

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  1. CGIAR On-line Learning Resources (OLR) A learning community of practice

  2. CGIAR system IITA Ibadan Nigeria WARDA Cotonou Benin Bioversity International Rome Italy World Agroforestry Centre Nairobi Kenya ILRI Nairobi Kenya CIAT Cali Colombia ICARDA Aleppo Syrian Arab Republic CIP Lima Peru ICRISAT Patancheru India CIMMYT Mexico City Mexico IWMI Colombo Sri Lanka IRRI Los Baños Philippines IFPRI Washington, DC USA CIFOR Bogor Indonesia WorldFish Penang Malaysia

  3. Training challenges • CGIAR ‘training’ is in high demand by national partners and clients • Limited human and financial resources for capacity strengthening • Centres work mostly in isolation often leading to duplication of efforts • Learning materials are dispersed and in many different formats • Focus remains on more traditional learning approaches

  4. Opportunities • Create a CGIAR training community of practice that works together to address the learning needs of our partners in research, development, training and education • Make use of recent advances in ICT to avail CGIAR learning resources in agriculture and natural resources management to an international learning community

  5. First attempt: CG-LRC

  6. CG-LRC • Searchable on-line database • Single location (maintenance) • Metadata standards unclear (federated searches?) • Standardization of resources • Re-usability and inter-operability • Software (proprietary -RoboHelp) • Link with other ICT-KM projects/activities (AGROCURI, VRC, VASAT, V-Lib, E-Pub)?

  7. Learning Objects

  8. RLO Characteristics • Digital/web-based • Reusable(different types of courses) • Self contained(focus on topic/learning objective) • Small in size(2-15’ learner attention) • Standardized(free of look and feel) • Flexible(easy to update, quality resources) • Interoperable(different platforms/other tools) • Suited for new types of learners(learner centered) • Cost effective(avoid duplication/redundancy) • Searchable(tagged with metadata)

  9. Learning Object Metadata (LOM)

  10. Repositories & Referatories

  11. Partnering with ARIADNE

  12. Why ARIADNE? • Recognized authority on LOM • Open source vs proprietary software • Cost • Technical support • Backed by continuous research (European universities) • Global – allows federated searches • Integration with open source LCMS • Automating data entry • Visualization techniques

  13. CGIAR – Training Knowledge Pool • Uses CGIAR LOM Application Profile • Is integrated with LCMSs • Open source software • Original resources/formats • Focus on learning objects • Re-usability & inter-operability • More linking/usage potential

  14. Learning Object Metadata (LOM)

  15. CG LOM Core • Which elements can be used to describe CGIAR learning resources • Which namespace they belong to • Which organizations have registered, defined and described the namespaces • Which conditions the individual data elements need to satisfy when applied in the OLR

  16. CG LOM Core • To describe its learning resources in a manner that best suits its content, purpose and audience • To define a core set of metadata elements, which describe, document and register the CG learning object metadata core (CG LOM Core)

  17. Dublin Core-based APs • Education Network Australia (EdNA) • Electronic learning resources for engineering of FAILTE • Gateway to Educational Materials (GEM) • Agricultural Metadata Element Set (AgMES)

  18. Mapping of different APs

  19. Review of other LOM APs • ARIADNE • Biosci Education Network (BEN) Collaborative • Canadian Core Learning Resource Metadata Application Profile (CanCore) initiative • Context eLearning with Broadband Technologies (CELEBRATE) • Curriculum Online • Health Education Assets Library (HEAL) • IMS • Norsk LOM (NORLOM) • UK LOM Core

  20. Comparison

  21. CGIAR On-line Learning Resources (1) http://learning.cgiar.org

  22. Some issues • Technology driven solutions? • In-service training vs education • Scientist contributions/incentives • Agriculture = practice & context • Metadata – library stuff? • Re-use of LOs

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