#  1 Data Summary

##  1.1 Purpose of the data collection/generation and relation to OSOS project

The main goal of the OSOS project is to **develop a framework that could
facilitate the transformation of schools to Open Schooling Hubs.** An Open
Schooling Hub will be an open, curious, welcoming, democratic environment
which will support the development of innovative and creative projects and
educational activities. It will provide a powerful framework for school
leaders to engage, discuss and explore how schools will facilitate open, more
effective and efficient co-design, co-creation, and use of educational
content. Towards this objective, the consortium will develop the **Open
Schooling Roadmap** to support schools to reflect on, plan and undertake
changes in education for 21st Century learning. The role of the Open Schooling
hubs will be varied with tasks expanding from proposing school projects,
adapting them in order to fit the Open Schooling approach of the project, to
providing guidance and reflective feedback. A devoted social platform will be
developed (as part of the Inspiring Science Education infrastructure) to
support the process, to facilitate the sharing of ideas and project and to map
the schools’ development.

A **series of exemplary cases across Europe (and beyond) will be indentified
and piloted in a core group of schools that will act as Open Schooling Hubs.
A** pool of cases will thus be created, based on whole-school projects and
initiatives from science centres and museums or research centres that promote
creative problem solving, discovery, learning by doing, experiential learning,
critical thinking and creativity, simulating the real scientific work. These
activities include use of data analysis tools, access to unique resources, to
animations and simulations of physical processes and experiments, educational
games and projects presenting the basic concepts of science, and more. Based
on the Open Schooling framework (WP2) these educational cases will be enriched
and expanded taking account of (and utilizing) every student’s extended
learning relationships (peer-peer, student-teacher, involving parents or
external mentors or businesses), so that learning is something that can happen
at any time, in any place, and with a wider range of coaches, science
communicators, mentors, and experts.

The initial core group of Open Schooling Hubs will be expanded to a large
community of schools that are establishing links with the local communities,
research centers and industry while they are developing common projects to
solve big problems and meet big challenges of our society. Each one of the 100
Open Schooling Hubs will develop a network of at least 9 additional schools to
form a national network of schools where the Open School Culture is
introduced. Overall more than 1,000 schools will be involved in the project in
two implementation phases.

It is obvious that during the lifetime of OSOS, data of different nature will
be generated and collected. These data are user and machine generated, which
means that they may contain sensitive personal information, and thus a clear
plan is required on how they are to be managed, i.e., stored, accessed,
protected against unauthorized or improper use, etc. The development of the
virtual learning community section will be enhanced by the Open Schooling Hub
Community Support Environment that will provide tools for community building
and support. A large set of data will stem from the systematic validation of
the OSOS approach and activities in order to identify their impact in terms of
the effectiveness and efficiency. The proposed validation methodology offers a
framework for validating the introduction of innovation in schools so that
piloting and field testing results can be collated and analyzed systematically
and then disseminated widely, thus ensuring rapid impact and widespread
uptake. The key areas of interest of the proposed validation methodology will
be Science Pedagogy, Organisation issues (e.g. impact on the curriculum),
Technology – tools, services and infrastructure, Economic – value for money,
added value, Cultural and linguistic issues.

The purpose of this Data Management Plan, regarding the OSOS project is to:

  * specify the data that will be collected during the activities of OSOS, 

  

  * investigate the best practices and guidelines for sharing the project outcomes and facilitating open access to research data, while ensuring compliance with the established ethical and privacy rules, and 

  

  * define how the data collected in the project will be made available to third parties. 

  

The DMP needs to be updated over the course of the project whenever
significant changes arise, such as (but not limited to): (i) new data, (ii)
changes in consortium policies (e.g. new innovation potential, decision to
file for a patent), (iii) changes in consortium composition and (iv) external
factors (e.g. new consortium members joining or old members leaving). The DMP
will be updated as a minimum in time with the periodic evaluation/assessment
of the project. If there are no other periodic reviews foreseen within the
grant agreement, then such an update needs to be made in time for the final
review at the latest. Furthermore, the consortium can define a timetable for
review in the DMP itself.  1

##  1.2 Types & Formats of collected/generated data

In this section we are describing the OSOS infrastructure for data collection
and generation and the types of data to be collected during impelemantion
(WP5) and impact assessment studies (WP6).

###  1.2.1 The Connection of OSOS data with ODS and ISE generated data

The OSOS project aims to validate its approach with the very large school
communities who are currently using the services offered by the Open Discovery
Space (ODS) socially empowered portal (http://portal.opendiscoveryspace.eu/)
(main outcome of the major European initiative funded by European Commission's
CIP‐ICT Policy Support Programme) (Athanasiades et al, 2014).

The ODS portal is currently used by **5.000 European Schools** from **20
European Member States.** The use of ODS services (combined with the
functionalities of the Inspiring Science Education (ISE) tools) has resulted
to substantial growth in digital maturity (ematurity) of the participating
schools, even for schools which were considered as e‐mature when they joined
the network. The participating school communities became core nodes of
innovation, involving numerous teachers in sharing educational content and
experiences (Sotiriou et al, 2016).

The **Inspiring Science Education** services allow and guide the teachers to
participate in a dynamically expanded collaborative network of school/
thematic/ national/ international communities. Thus, the participating school
communities became core nodes of innovation, involving numerous teachers in
sharing educational content and experiences (Sotiriou et al, 2016). Schools
that were involved in ODS and ISE large scale initiatives have developed
innovations locally, and while the consortium sought to understand what works
across the innovation programme as a whole.

Based on the principles of creative community involvement and design-based
research, the ODS approach was designed as **a three-step process** , aiming
to stimulate, incubate and accelerate the uptake of innovative eLearning
practices in school communities and national policies. **Figure 1** presents
the ODS innovation approach in its final format.

**As a first step** (following the agreement of the school management) a local
team of teachers is analyzing the school needs and identified areas in which
the school can best demonstrate innovative approaches and projects. At this
level, initial scenarios have been implemented to pioneer futureoriented
practices and to experiment with eLearning resources and technology- enhanced
learning applications. The resulted detailed action plan (for at least one
year) includes targets and milestones toward their achievement. At this phase,
ODS offered a rich database of creative initiatives with access to numerous
resources, guidelines and support (also online through webinars and hangouts)
as well as examples for the coordination of action plans offering funding
opportunities for the realization of the school action plans (e.g., in the
framework of ERASMUS+ program).

**The second step** was aiming to encourage the uptake of resource-based
learning practices and to engage a wider school community (by involving more
teachers in the projects and initiatives) in implementing resource-based
educational scenarios in various curriculum areas, as well as to reflect on
the use of tools, resources and practices through a series of practice
reflection workshops. This phase was supposed to create the steady and
supportive development of new learning techniques and methodologies, leading
to sustained improvement. The development of strong communities of practice
around the implementation scenarios was regarded a crucial element in the
success of proposed interventions. Its focus was not only on the integration
of digital resources into syllabi, but also on subsequent adoption of the
modernization of the school organization, teachers’ professional development.
Localized assessment approaches estimated the impact on both, individuals and
schools as an organization, as well as on the development of effective
cooperation with organizations like universities and research centers,
informal learning centers (e.g., museums), enterprises, industries and the
local communities.

The objective of **the third step** was to accelerate the educational changes
regarded as effective and to expand them to significant parts of the school,
always keeping in mind the school’s main needs (as defined in phase one).
Attention was given to exploiting knowledge management techniques (sharing
what is known within ODS school communities); synthesizing evaluation; and
accelerating diffusion within national agencies (to reach more users).
Insights from ODS’s work on online communities, as well as from synthesizing
school needs, also aimed at supporting the acceleration of diffusion within
national agencies. In the framework of OSOS the project team, using the
extended experience from the large scale pilots over the last years, will
design and implement localized approaches and strategies in different
countries and in the different school settings.

###  1.2.2 Types and format of collected / generated data by direct input
methods

OSOS best practices will act as accelerators of the introduction of OSOS
approach in the participating schools. They will help innovative schools to
proceed more and develop their innovative ideas to new localised projects that
could provide new solutions for the school and its community, for bridging the
gap between formal and informal learning settings and creating new
opportunities for personalisation at different levels (student, teacher,
school).

**Overall, data will be collected and/or generated from the following
sources:**

  1. **Questionnaires and other direct input methods** , capturing data from headmasters, teachers, students and external stakeholders (see subsection 1.2.3 for details and D6.1 and D6.2- under preparation to be delivered on M8) 

  

  2. **Existing and new data which will be developed during the whole school transformation process** and stored in the OSOS platform. These include content types already existing in the OSOS Infrastructure (inherited from the ODS/ISE portals) but also new content types, such as projects and accelerators (see subsection 1.2.4 for details) 

  

  3. **Existing and new data generated by the use of the OSOS platform and collected through shallow and deep analytic tools** (see subsection 1.2.5 for details) 

  

  4. **Data collected and produced for dissemination and exploitation of project results** , following the guidelines set at the project’s Grant Agreement  2  : Dissemination of Results — Open Access — Visibility of EU Funding (see subsection 1.2.6 for details) 

  

  

Based on the OSOS approach, **Figure 2** depicts the datasets that will be
generated (D6.1), collected and used during the full cycle of the school
transformation with the support of the OSOS support mechanism (WP3).
school transformation cycle

29

More specifically, the OSOS Infrastructure will support a series of tools (
**Open Schooling Incubators** ) for the involved practitioners (to develop
their projects, to share their best practices with others, to disseminate
their work) and a series of best practices ( **Open Schooling Accelerators** )
that the participating schools can adopt to their local communities needs in
order to demonstrate their potential to act as core nodes in them. OSOS will
use the **Inspiring Science Education** services to offer numerous tools for
the school communities that will be involved in the project.

###  1.2.3 Types and format of collected / generated during the OSOS
Evaluation Framework

The OSOS team is developing a comprehensive OSOS Evaluation Framework
consisting of a set of measurable quantitative and qualitative indicators and
impact assessment tools to gauge the effectiveness and impact of the OSOS
approach. The Evaluation Framework is also drawing from current interlinking
validation methodologies for RRI in education e.g. EnRRIch, UNESCO global
citizenship goals, ENGAGE2020 and the EC guidelines. OSOS Evaluation Framework
will draw on the following evaluation and validation methodologies:

**Science Pedagogy** (this will consist of quantitative and qualitative
assessment, on continuum scale of ‘mass’, ‘density’, ‘temperature’ and
‘reflectivity’ in our definition of RRI-enhanced science pedagogy, which is
pedagogy involving the following principles: Sparking Interest and Excitement;
Understanding Scientific Content and Knowledge; Engaging in Scientific
Reasoning; Reflecting on Science; Using the Tools and Language of Science;
Identifying with the Scientific Enterprise)

**Organisational Cultures and Culture Change** (quantitative and qualitative
assessment of the teaching institutions, hubs and curricula under the
following criteria: artifacts (visible), espoused beliefs and values (may
appear through surveys) and basic underlying assumptions (Schein, 1985)

**Technology – tools, services and infrastructure** (quantitative and
qualitative assessment of the teaching technology pedagogies and
infrastructures, while not enforcing ‘tech-push’, but to utilise Mark Prensky
‘s (2005) cultures of tech innovation, with indicators of 1) ‘Dabbling’ 2) Old
things/old ways 3) Old things/new ways 4) new things /new ways. This is to
include direct classroom tools, formal and informal processes, community-
building and social media approaches)

**Economic /other value, added value** (using the SMEV model of ‘Socially-
Modified Economic Valuation (Munck et al 2014) a Harvard-devised model which
uses a ‘social weighting’ measuring the social contribution of collaborative
community educational activities.

This value accompanies or ‘shadows’ the actual economic value. Thus,
activities in socially disadvantaged areas would be ‘worth’ more in terms of
social value generated. Measurements can be done on the basis of, as examples:

  * number of partnerships between schools, local communities and local industry; 

  

  * number of stakeholders involved and interactions; 

  

  * structured or flexible interactions: equity of social capital/ social power of stakeholders in the process; 

  

  * tools and skills acquired by the stakeholders as a result of open schooling activities; 

  

  * tools and skills attachment to pedagogical/ RRI goals. 

  

**Cultural and linguistic issues** quantitative and qualitative assessment of
teaching and community interaction under 1) didaktik, 2) Vygostsky social
learning (Vygotsky, 1978), and communities of practice (Lave and Wenger ,
1991), with particular emphasis on gender and language.

Different methods and techniques are being employed, including a mix of
quantitative and qualitative methods such as document and statistical
analysis, interviews, focus groups, tracking of student interest/progression,
online survey tools etc. To collect quantitative data an evaluation template
with standardized questions and reflection points are being developed. Each
OSOS National Coordinator and pilot hub contact point will populate the
evaluation template and submit quarterly reports. Data with headings to
capture specific information such as the number of industry role models
engaged, number of students engaged with industry, number of partnerships
created etc will be then analysed by the evaluation team.

During evaluation, the main issues to consider include:

  * How many partnerships between schools, local communities and local industry have been created as a result of a pilot open schooling hub? 

  

  * How many stakeholders were involved and how many interactions took place? 

  

  * Were these interactions structured or flexible? 

  

  * Were the interactions dominated by any particular stakeholder or was the process flexible allowing for mutual learning two-way knowledge transfer? 

  

  * What tools and skills were acquired by the stakeholders as a result of open schooling activities? 

  

  * Did these tools and skills contribute to more scientifically interested and literate students and, more generally, society? If yes, how? 

  

Other evaluation techniques and methods to be employed are including:

  * tracking the number of institutions that adopted the Open school hub model at staged intervals over the project cycle; 

  

  * conducting surveys with random sample of citizens pre and post engagement in the OSOS open school hub and comprehensive assessment of potential changes in attitudes, behavior, knowledge attainment. 

  

The project is also evaluating the potential of OSOS model to integrate more
effectively RRI in OSOS pilot schools and more generally in schools across
Europe. Specifically, it will assess to what extent teachers, students and
other stakeholders engaged through OSOS open schooling approach have a
holistic view of science, scientific research and major scientific
developments. The RRI component of evaluation will include student/teacher
pre-post engagement reflections; integration of RRI principles into school
curricula and teaching practices etc.

These reflections and evaluation of curricula and practices will reveal
changes in awareness/knowledge aspects/behaviour in relation to the RRI
principles - such as gender, ethics, open access, open science, public
engagement, governance, socio-economic development and sustainability, social
issues related to scientific developments. In addition, impact of the OSOS
model on industry partners and non-formal education providers will also be
assessed, in particular whether industry partners incorporated any learnings
into their business processes, corporate social responsibility (CSR) and
public engagement (PE) strategies as a result of the OSOS engagement model.

###  1.2.4 Types and format of collected / generated data by users of the OSOS
Platform

To support the realization of the transformation process, OSOS will deploy an
open learning content infrastructure that aggregates existing repositories and
tools into a critical mass of e-learning contents, covering around 1,000,000
e-learning resources from 75 educational repositories across the globe.
Moreover, OSOS adopts social networking tools and offers the opportunity for
the development of lightweight school-based portals to support the development
of school-generated content, the assessment of the school’s openness level and
its cultural change.

The OSOS infrastructure will be based on the existing services offered by the
Open Discovery Space

(ODS) socially empowered portal (http://portal.opendiscoveryspace.eu/) (main
outcome of the major European initiative funded by European Commission's
CIP‐ICT Policy Support Programme). Apart from community building and support
tools numerous content creation and content delivery tools will be available
for teachers and students to facilitate the creation of their projects.

####  1.2.4.1 School Competence Assessment Tools

As a crucial tool for assessing the openness level of a school, a self-
evaluation instrument, will be offered to the participating schools head
masters. It will be assessed the use level of the school openness of with an
emphasis on the introduction of the RRI culture in six key areas: (1)
leadership and vision, (2) curriculum and use of external resources, (3) open
school culture, (4) professional development, (5) parental engagement and (6)
resources and infrastructure. Based on the school’s reference data, actionable
analytics will be provided, allowing head teachers and key stakeholders to
monitor the school development and the impact of the proposed innovation
process.

####  1.2.4.2 School Development Plan Templates

Pilot schools will be asked to cater for a holistic school development plan in
using a provided template. That plans will provide a robust base for
automating and facilitating the task of periodic school selfassessment based
on reliable criteria, such as development of innovative projects and
initiatives, school external collaborations, teachers’ professional
development plans and school portfolios that may also include information on
teacher-generated content, effective parental engagement strategies. The
proposed School Development Plan Template is presented in Appendix I. It will
be used in the framework of the first pilot phase and it will be tested in
about 100 schools in different European countries.

####  1.2.4.3 Community Building Tools

OSOS project will capitalize on the ODS school communities which currently
involve 5.000 schools from all over Europe. The graph presents the thematic
communities that have been developed by these schools. 0ne can see that the
communities are dominated by science and interdisciplinary projects which can
form a unique space for implementation of the Open Schooling Activities.
Several relations among various communities and other content in the portal
are created. The communities are the places of creation of user generated
content. The communities created by the Teachers are automatically related
also with the School where these Teachers are working to. The level of access
of the Communities define the also the level of their content. The “public”
communities are accessible to all visitors of the portal and the content
follows the restrictions that their creator enforces. The “private”
communities allow access to the content only to their members and as a next
level the restrictions of the creators of the content are applied. Each
community might contain several modules that serves the organization and
promotion of its members’ activities. These modules are Croups, Events,
Discussions, Activities, Blogs and Polls), they follow specific structure in
the portal and they are created by the members of the communities.

####  1.2.4.4 Advanced Search Mechanisms

The OSOS platform will act as a harvester of educational resources (using the
advanced ODS facilities and search mechanisms), in aggregating targeted
contents from a variety of science-related sources and using the appropriate
search and filtering mechanisms. Users can also search for schools involved in
the project, as well as for thematic communities organized by teachers to
share materials and experiences.

####  1.2.4.5 Educational Design and Authoring Tools

In order to help teachers to become developers of educational activities and
scenarios a series of simple and more advanced authoring tools will be
available. The authoring tools are promoting the development of projects and
they are adapting the inquiry learning cycle as a core pedagogical model,
allowing always flexibility to the teacher to modify the sequence of the
educational process. In order to facilitate the creation of high-quality
teacher-generated content and scenarios, model templates capturing rather
popular science education approaches (learning cycle, 5E model), as well as
crosscurricular scenarios and lesson plans, were developed as a source of
inspiration for teachers (Sotiriou et al. 2011). Each OSOS community member
will be allowed to customize the sources and even the platform components that
they used to create, search and curate content. An advanced authoring tool
will be developed to facilitate the creation of the students’ projects. The
aim is to help them to become creators of educational activities which will
reflect on the real educational needs of their classrooms as well as they are
providing solutions to their local communities. This includes the following
four-step process (see **Figure 3)** :

  * Feel: Students identify problems in their local communities. They can also select topics related to global challenges. Students observe problems and try to engage with those who are affected, discuss their thoughts in groups, and make a plan of action, based on scientific evidences. 

  

  * Imagine: Students envision and develop creative solutions that can be replicated easily, reach the maximum number of people, generate long-lasting change, and make a quick impact. They are coming in contact with external actors, they are looking for data to support their ideas and they are proposing a series of solutions. 

  

  * Create: Students are implementing the project (taking into account the RRI related issues) and they are interacting with external stakeholders to communicate their findings. 

  

  * Share: Students share their stories with other schools in the community and local media. 

  

**Figure 3: The OSOS platform will offer students the opportunity to develop
their projects following a simple four step process**

####  1.2.4.6 Training Academies

With the aim of supporting the effective engagement of teachers, headmasters
and school communities (including parents), OSOS training academies provided
the starting point for equipping them with the competences they need to act
successfully as change agents in their settings. OSOS training academies will
provide extended online materials, webinars and hangouts on a regular basis
(both nationally and internationally) while delivering guidelines for the
generation of creative training events and activities, such as face-to-face
workshops, week-long courses at national or international level. Collaborative
professional development is expected to have a positive impact on teachers’
repertoire of teaching and learning strategies, their ability to match these
to their students’ needs, their self-esteem and confidence and their
commitment to continuous learning and development. During the implementation
process, personal and individualized support is a necessary prerequisite (in
addition to the provision to the suite of supporting tools) to empowering
teachers to engage in innovative practices.

Instead of suggesting a one-fits-all approach to the forms and types of pilot
activities, the schools will be free to choose or design the types of school-
based activities and the curriculum areas that they will target. This is
regarded a form of school innovation to respond to each school individually
with an aim to foster commitment. An implementation thus includes multiple
types of activities, ranging from school-based interventions (that design,
develop and implement small scale projects and local stakeholders) to
collaborative activities across countries designed by the schools in
collaboration with national coordinators.

The Academy will thus develop and test a complete training program for
headmasters and teachers to enable the introduction of responsible innovation
in the European schools. In addition, it will build a permanent support
mechanism for the introduction, the adoption and the acceleration of
responsible innovation in schools through the creation of an OSOS sub-network
of schools and teachers willing to participate in innovative training
activities. In line with the OSOS approach the training academy will focus on
a methodological & pedagogical framework outlining the key stages of the
development of innovation support in schools and will include areas such as:

  * School needs analysis tools, 

  

  * School leaders and teachers supporting structures 

  

  * Tailor-made and CPD relevant Teacher/Learning online communities, • A guide to how turn innovative ideas into real classroom activities 

  

  * A guide to teachers in becoming authors of educational content. 

  

The professional development training program for teachers and school leaders
will help facilitating the implementation of the necessary changes, the
development of the necessary diagnostics and intervention skills to best plan
and then diffuse innovation in their own contexts. An effective professional
development approach will provide the starting point for equipping teachers
with the competences they need to act successfully as change agents,
developing a terminology necessary to describe the dynamics of innovative
change processes, and making them able to recognize different forms of
resistance and addressing it in their own context.

###  1.2.5 Use of data provided by the OSOS portal web analytic tools

Existing and newly generated data will be used for the assessment of the
“technological” dimension of the project, including the community building
inside and outside the schools, the introduction of innovation in school
settings, the teachers’ and students’ work, the use of the portal services and
the generation of new content. The data available for this type of assessment
will be available to the responsible project partners and partially to the
headmasters of the schools as managers of the schools’ workspaces and the
relevant communities in the portal.

The data that will be used for the assessment and presentation of relevant
progress in various aspects will be generated:

  1. with the use of the **portal analytics tool** that underlies in the portal infrastructure and access directly the data repositories of the portal and 

  

  2. **google analytics** that are mostly used to monitor the traffic of the visitors throughout the portal pages. These two tools and the use of the data that generated are following presented. 

  

  

It is mentioned that all information tracked, logged and presented respects
and **follow the anonymity** of the registered users of the ISE portal. The
privace policy regarding the collection and use of the data provided by the
users in the portal, a relevant Privacy Statement is online available and
presented in the Appendix in 7.1. During the project **no row / unstructured
data will be collected or generated.**

####  1.2.5.1 The use of data through portal analytics tool

The information that is tracked and collected from the _Analytics Too l  _ (
_http://portal.opendiscoveryspace.eu/analytics_ )  is used to monitor the
following elements in the portal that is the basis also all of the analysis
behind the design and implementation of the Tool:

  * Content generation 

  

  * Schools, teachers, students and stakeholders engagements and participation 

  

  * Schools, teachers, students and stakeholders collaboration and networking 

  

  * Community building 

  

  * Evolution of portal 

  

  * Re-use and access of portal content 

  

Considering these dimensions, the base information needed to be collected from
the different repositories of the portal containing the poral data, in order
to be used by the visualization and the reporting tool are defined per
entity/object of the portal and analysed taking into account: (i) The role of
the users that take the relevant triggering actions, (ii) The time period of
the analysis, (iii) The type of the content that is related to these
actions/events

In order to support all these dimensions and specifications, the total of the
actions in the portal that are taken from the visitors and users are tracked.
The entire lists of the actions that are monitored and the events that are
tracked are presented in **Table 1**

#####  Table 1: Summary of tracked events by the Portal Analytics Tool

During the OSOS project, this tool and the tracking and reporting mechanisms
will be properly extended to cover and support the analytics also for the new
content types and the new services / features of the portal. The portal
analytics tool provides access to the statistics and their reports. **The
analysis and the presentation of the data do not include any personal
information of the users and they remain anonymous** .

**Figures 4-8** present some examples of the supported analysis of the data.
These examples are based on data produced by the ISE project, but similar
analysis will be provided for the OSOS project too.

**Community building and networking:** refers to analytics related to the
growth of the communities, regarding their number, their relations (network of
communities) and the number of their members.

**Figure 4: ISE communities per domain: presents the number of the communities
created by the registered**

#####  users of the portal per subject domain

**User generated content:** these statistics present the growth of the user
generated content, uploaded in the communities that they participate in, as
members and might be resources, projects, events, groups, activities, blogs,
discussions and polls.
that is contributed by the members of the communities in the portal for a
specific time period

**Schools’ engagement and participation:** for the different time periods of
the project, this type of statistics present the number of the schools
enganged in the project activities using the portal services.
country that participate in the project activities, using the portal services

**Social data in the portal:** since the portal provides a number of social
services to its users for networking and also sharing the content in and out
of the portal using social networks’ featurtes, these statistics regard the
extend of use of the social services and the growth of relevant social content
created in the portal.
social data generated in the portal by the use of social services and
represents the preferences of the users on these services while networking and
sharing content

**Type of content used in the authoring tool:** this is related to the type of
the content that is used / embedded in the authored content by the users and
shows how and with which resources the users select to enrich their content.
multimedia or simple textual content that is used by the Teachers when
creating their own educational resources

The queries that are executed to produce such analysis are discriminated into
specific categories in order to be more easily manageable. In particular, the
following query categories are defined:

  * Portal related queries, 

  

  * Community related queries, 

  

  * Group related queries, 

  

  * Training Academy related queries, 

  

  * Specific Page related queries. Those queries can be viewed under a specific Community, Group or Training Academy. Each one Analyst can create his/her own queries and have no access to the queries created by other Analysts. Only the administrator of the portal has access to the entire set of queries information and results. 

  

####  1.2.5.2 Google analytics service in the portal

To better support the needs of the portal to monitor the access of its pages
from the visitors (either they are registered or not), the google analytics
service (  https://analytics.google.com)  is also activated and supported by
the application infrastructure.

The main objectives and use of this service are:

  * To monitor and present the access of the portal pages 

  

  * To assess the returning visitors and the newcomers 

  

  * To monitor the flows that the users follow in the portal while navigating 

  

  * The time that the users “spent” in the portal and in individual pages 

  

  * The basic geographical allocation of the visitors 

  

  * The basic technological aspects of the terminals tha the visitors use to access the portal (mobile, desktop, types of browsers, etc.) 

  

Some examples that are mainly applicable for the use of google analytics
portal are presented in **Figures 9 to 11**

**Figure 9: Basic statics about the visits and the visitors’ profile of the
portal using google analytics**
of google analytics

**Figure 11: Monitor the visitors’ navigation flow in the portal with google
abalytics**

####  1.2.5.3 Use of portal data for supporting the assessment tools in the
project

OSOS project focuses among other critical objectives, to the assessment
methodology and measurements of the project impact on the Schools and the
involved teachers, students and stakeholders while implementing “open
schooling” activities planned. To fully support this, the portal is necessary
to provide some information on specific structure to support first of all the
interoperability and feed of information to the project assessment tools.
Towards this direction, the portal will support properly designed web services
to make the necessary information available in a secure and fully protected
manner. This web services will not be available to the public and personal
information of the registered users will be transferred.

###  1.2.6 Data deriving from dissemination and exploitation activities

OSOS is a leading project in the field of Open Schools. Its infrastructure,
approach, methodologies, tools and deliverables will act a reference to future
calls and projects in this area. Taking into account the guidelines set by the
H2020 Online Manual  3  , the consortium will employ a variety of
dissemination, raising awareness as well as exploitation strategies that will
target to reassure the dissemination of project’s activities and outcomes at
national, European level and beyond. Furthermore, it will provide the
mechanisms for effective community building and active participation in order
to encourage a better sharing of experiences among practitioners across
Europe. To maximize dissemination and impact outcomes key stakeholders from
all necessary areas of expertise are included in the consortium. These
institutions are highly reputable within their respective peer groups and thus
have a significant networking and consensus building capacity. To be more
specific, OSOS addresses the recommendations set at the H2020 Online Manual as
follows:

####  1.2.6.1 Link project to the policy context

OSOS is aiming to support a large number of European schools to implement Open
Schooling approaches by a) developing a model that promote such a culture, b)
offering guidelines and advice on issues such as staff development,
redesigning time, and partnerships with relevant organisations (local
industries, research organisations, parents associations and policy makers),
and c) suggesting a range of possible implementation processes from small-
scale prototypes through to setting up an “open school within a school” or
even designing a new school while it is testing and assessing them in more
than 1,000 school environments in 12 European countries.

The themes of the project activities developed and pursuit in participating
schools that will take place will focus on areas of science linked with the
Grand Societal Challenges as shaped by the EC, will be related to RRI and will
link with regional and local issues of interest. The RRI principles are not
currently integrated to the national educational policies. Members of the
consortium are actively involved in such large-scale initiatives that are
trying to support the implementation of the EU policy and to create a critical
mass of stakeholders who will effectively facilitate the introduction of RRI
principles in the national curricula and to the school practices across
Europe. Collaboration between formal, nonformal and informal education
providers, enterprises and civil society is being enchanced through OSOS in
order to ensure relevant and meaningful engagement of all societal actors with
science and increase the uptake of science studies and science based careers,
employability and competitiveness

####  1.2.6.2 Involvement of potential end-users and stakeholders

The main target groups of the OSOS dissemination plan are the head-teachers
and STEM teachers and their students in the participating countries as well as
the members of outreach groups of science centers, research, commercial and
industrial organizations at local, national and European level. Specific
dissemination measures are proposed for another important target group, namely
the curriculum developers and the educational policy makers through the
publication of an evaluation report, guidelines and outcomes document.

####  1.2.6.3 Application of project results

The project partners, both individually and in collaboration, have been
developing, testing and promoting innovative educational applications and
approaches for European schools (supported by relevant appliances and
resources) for many years, which promote sharing and applying of frontier
research findings in schools, supporting the developments of 21  st  century
competences through creative problem solving, discovery, learning by doing,
experiential learning, critical thinking and creativity, including projects
and activities that simulate the real scientific work. The aim of the project
is to analytically map the process for the effective usage scenarios of the
afore-mentioned applications in school environments as part of curriculum-led
learning (integrating/embedding them in the everyday school practice) and or
extra-curricular activities (e.g. visits to museums, science centers, research
centers, field trips), coupled with home- and community-centered (informal)
learning experiences. Each open schooling hub will bring together
representatives from industry and civil society associations who – in
cooperation with school community – will scan the horizons, analyse the school
and community needs and will cooperate to design common projects and to
propose innovative solutions.

**1.2.6.4 Barriers to application of project results.**

Currently there are numerous reform efforts to spark innovation in education
systems in the member states. Most of them are focusing on the introduction of
innovative teaching approaches and methodologies (inquiry learning, problem
solving, project based work) in school settings. Nevertheless, the majority of
teachers and schools are remaining committed in the traditional, safe and
wellestablished approaches.

Member states have centralized methods in their disposal to improve education,
in general, and to make STEM careers more attractive to students, in
particular. But no approach can be successfully sustained without bright,
well-prepared, and wellsupported teachers seamlessly interweaving the school
environment and practice into an open and dynamic ecosystem that involves
communities and stakeholders that are currently acting outside the schools.

The lessons from numerous studies (e.g. PISA, 2014) are simple: recruit the
best to be teachers, train them extensively and well, give them the freedom to
develop teaching skills, independence from centralised authority, and ample
time to prepare lessons and to interact with peers and educators outside the
classroom (Burris, 2012). The OSOS support mechanism is supporing the full
cyxle of the envisaged school transformation and conventional teachers’
mindset.

**1.2.6.5 Thinking ahead. Once the project is completed, what further steps
are needed to apply it in actual practice?**

The OSOS support mechanism offers open, interoperable and personalised
solutions meeting the local needs, supports school leaders capture innovation,
to decide on the appropriate strategy to diffuse innovation to the school and
through constant reflection is guiding them towards the transformation of the
school to Open Schooling Hubs and finally to sustainable innovation
ecosystems. The partners of the OSOS consortium have extensive expertise and
experience working with networks of professional practitioners and
consequently have the capacity to deploy effectively the project approach for
community building in order to develop, involve and sustain large communities
of schools and teachers who will integrate the proposed activities in their
settings. OSOS aims to create a multidirectional and multi-level information
flow, which will allow partnership and recipients to learn from each other by
assimilating and acting on the information acquired. The extended and
effective dissemination approach will allow for the development of a wider
collaboration and engagement in the project approach and outcomes. The OSOS
Open Schooling roadmap aims to constitute a common set of guidelines,
recommendations and key messages on and from the project’s overall achieved
outcomes and followed methods. This will provide a useful reference for
helping educators and outreach groups and other key stakeholders including
curriculum developers and educational authorities in designing, integrating
and implementing open schooling and innovation practices in education
programmes across Europe and beyond. It will be offered in all partnerships’
languages, in hard copy and electronic format.

**1.2.6.6 Implementation of open access and support to the Commission’s**
**Open Reasearch Data**

###  Pilot

The OSOS project is part of the Open Research Data Pilot. Therefore, it has
developed a data management plan in the first 6 months of the project (this
deliverable) and will keep it up-to-date throughout their project.
Furthermore, the project consortium will: (i) deposit its research data in a
suitable research data repository, (ii) make sure third parties can freely
access, mine, exploit, reproduce and disseminate its data, (iii) make clear
what tools will be needed to use the raw data to validate its research
results, or provide the tools itself.

##  1.3 Origin of the data

During the implementation of the OSOS project the data will be generated only
by the users (headmasters, teachers, experts, stakeholders, students) that
participate in the project activities and the project partners that will use
the services of the portal to support the organization and implementation of
these activities. It is mentioned that the students are not considered as
regular users of the portal, since no personal information is imported and
kept in the portal repositories. The students will use a nickname and a
password to access the projects that they will participate. **Figure 12**
presents the relations among the various portal entities and content types.

Through **Table 2,** the relation of the main entities of the data is
presented and also their contribution in the generation of the different types
of content types of the portal.  
  
<table>  
<tr>  
<th>

</th>  
<th>

_**Educational resources** _

</th>  
<th>

_**Schools** _

</th>  
<th>

_**Public communities** _

</th>  
<th>

_**Private communities** _

</th>  
<th>

_**Modules of public** _

_**community** _

</th>  
<th>

_**Modules of private** _

_**community** _

</th>  
<th>

_**Projects** _

</th>  
<th>

_**Accelerators** _

</th>  
<th>

_**Analytics** _

</th>  
<th>

_**News** _

</th>  
<th>

_**eLearning Tools** _

</th>  
<th>

_**Training Activities** _

</th> </tr>  
<tr>  
<td>

_**Administrators of the portal** _

</td>  
<td>

_Full_

</td>  
<td>

_Full_

</td>  
<td>

_Full_

</td>  
<td>

_Full_

</td>  
<td>

_Full_

</td>  
<td>

_Full_

</td>  
<td>

_Full_

</td>  
<td>

_Full_

</td>  
<td>

_Full_

</td>  
<td>

_Full_

</td>  
<td>

_Full_

</td>  
<td>

_Full_

</td> </tr>  
<tr>  
<td>

_**Teachers** _

</td>  
<td>

_C,_

_M,_

_V,_

_Cp,_

_SP_

</td>  
<td>

_C,_

_M,_

_V, J_

</td>  
<td>

_C,_

_M,_

_V, J_

</td>  
<td>

_C,_

_M,_

_V, J_

</td>  
<td>

_C, M, V, J_

_(only for_

_members)_

</td>  
<td>

_C, M, V, J_

_(only for_

_members)_

</td>  
<td>

_C, M,_

_Cp, V_

</td>  
<td>

_V_

</td>  
<td>

</td>  
<td>

_V_

</td>  
<td>

_V, SP_

</td>  
<td>

_V, SP_

</td> </tr>  
<tr>  
<td>

_**Stakeholders** _

</td>  
<td>

_V_

</td>  
<td>

_V_

</td>  
<td>

_C,_

_M,_

_V, J_

</td>  
<td>

_C,_

_M,_

_V, J_

</td>  
<td>

_C, M, V, J_

_(only for_

_members)_

</td>  
<td>

_C, M, V, J_

_(only for_

_members)_

</td>  
<td>

_V_

</td>  
<td>

_V_

</td>  
<td>

</td>  
<td>

_V_

</td>  
<td>

_V_

</td>  
<td>

_V_

</td> </tr>  
<tr>  
<td>

_**News editors** _

</td>  
<td>

_V_

</td>  
<td>

_V_

</td>  
<td>

_V_

</td>  
<td>

_V_

</td>  
<td>

_V_

</td>  
<td>

_V_

</td>  
<td>

_V_

</td>  
<td>

_V_

</td>  
<td>

</td>  
<td>

_V_

</td>  
<td>

_V_

</td>  
<td>

_V_

</td> </tr>  
<tr>  
<td>

_**Analysts** _

</td>  
<td>

_V_

</td>  
<td>

_V_

</td>  
<td>

_V_

</td>  
<td>

_V_

</td>  
<td>

_V_

</td>  
<td>

</td>  
<td>

_V_

</td>  
<td>

_C,_

_M,_

_Cp,_

_V_

</td>  
<td>

_C,_

_M,_

_V_

</td>  
<td>

_V_

</td>  
<td>

_V_

</td>  
<td>

_V_

</td> </tr>  
<tr>  
<td>

_**National** _

_**Coordinators** _

</td>  
<td>

_C,_

_M,_

_V,_

_Cp_

</td>  
<td>

_C,_

_M,_

_V_

</td>  
<td>

_C,_

_M,_

_V, J_

</td>  
<td>

_C,_

_M,_

_V, J_

</td>  
<td>

_C, M, V, J_

_(only for_

_members)_

</td>  
<td>

_C, M, V, J_

_(only for_

_members)_

</td>  
<td>

_C, M,_

_Cp, V_

</td>  
<td>

_V_

</td>  
<td>

</td>  
<td>

_V_

</td>  
<td>

_V_

</td>  
<td>

_V_

</td> </tr>  
<tr>  
<td>

_**School managers** _

</td>  
<td>

_C,_

_M,_

_V,_

_Cp,_

_SP_

</td>  
<td>

_C,_

_M,_

_V, J_

</td>  
<td>

_C,_

_M,_

_V, J_

</td>  
<td>

_C,_

_M,_

_V, J_

</td>  
<td>

_C, M, V, J_

_(only for_

_members)_

</td>  
<td>

_C, M, V, J_

_(only for_

_members)_

</td>  
<td>

_C, M,_

_Cp, V_

</td>  
<td>

_V_

</td>  
<td>

</td>  
<td>

_V_

</td>  
<td>

_V_

</td>  
<td>

_V_

</td> </tr>  
<tr>  
<td>

_**Students** _

</td>  
<td>

_V_

</td>  
<td>

_V_

</td>  
<td>

_V_

</td>  
<td>

_V_

</td>  
<td>

_V_

</td>  
<td>

</td>  
<td>

_EDIT /_

_PUBLISH_

</td>  
<td>

_V_

</td>  
<td>

</td>  
<td>

_V_

</td>  
<td>

_V_

</td>  
<td>

_V_

</td> </tr>  
<tr>  
<td>

_**eLearning tools providers** _

</td>  
<td>

_V_

</td>  
<td>

_V_

</td>  
<td>

_V_

</td>  
<td>

_V_

</td>  
<td>

_V_

</td>  
<td>

</td>  
<td>

_V_

</td>  
<td>

_V_

</td>  
<td>

</td>  
<td>

_V_

</td>  
<td>

_C,_

_M,_

_V_

</td>  
<td>

_V_

</td> </tr>  
<tr>  
<td>

_**News editors** _

</td>  
<td>

_V_

</td>  
<td>

_V_

</td>  
<td>

_V_

</td>  
<td>

_V_

</td>  
<td>

_V_

</td>  
<td>

</td>  
<td>

_V_

</td>  
<td>

_V_

</td>  
<td>

</td>  
<td>

_C,_

_M,_

_V_

</td>  
<td>

_V_

</td>  
<td>

_V_

</td> </tr>  
<tr>  
<td>

_**Anonymous / unregistered / not logged-in** _

_**visitors** _

</td>  
<td>

_V_

</td>  
<td>

_V_

</td>  
<td>

_V_

</td>  
<td>

_V_

</td>  
<td>

_V_

</td>  
<td>

</td>  
<td>

_V_

</td>  
<td>

_V_

</td>  
<td>

</td>  
<td>

_V_

</td>  
<td>

_V_

</td>  
<td>

_V_

</td> </tr>  
<tr>  
<td>

_**Community Managers** _

</td>  
<td>

_C,_

_M,_

_V,_

_C_

</td>  
<td>

_V_

</td>  
<td>

_C,_

_M,_

_MM,_

_V, J_

</td>  
<td>

_C,_

_M,_

_MM,_

_V, J_

</td>  
<td>

_C, M, MM, V, J_

</td>  
<td>

_C, M, MM, V, J_

</td>  
<td>

_C, M, V, C_

</td>  
<td>

_V_

</td>  
<td>

_C,_

_M,_

_V_

</td>  
<td>

_V_

</td>  
<td>

_V_

</td>  
<td>

_V_

</td> </tr>  
<tr>  
<td>

_**Project partners** _

</td>  
<td>

_C,_

_M,_

_V, C_

</td>  
<td>

_C,_

_M,_

_V,_

_MM_

</td>  
<td>

_C,_

_M, V_

</td>  
<td>

_C,_

_M, V_

</td>  
<td>

</td>  
<td>

_C, M, V, J_

_(only for_

_members)_

</td>  
<td>

_C, M, V, C_

</td>  
<td>

_C,_

_M,_

_V, C_

</td>  
<td>

</td>  
<td>

_V_

</td>  
<td>

_V_

</td>  
<td>

_V_

</td> </tr> </table>

**Table 2: User Roles & Privileges ** Abbreviations used to define the
privileges:

**Create (C):** generate new content,

**Manage (M)** : edit / update, delete. The creators of the content have by
default management privileges on the content that they gave created,

**View (V)** : access to view the content of the public communities and the
content of the private communities that the user is a member,

**Copy (Cp)** : create new content IF the IPRs from the originator allows it
creating a clone of the original content,

**Join (J)** : become a member of the entity,

**Manage Membership (MM)** : manage the members of a community or community
module,

**Search based on Profile (SP)** : this option is automatically available to
all registered Teachers for personalized searching of content in the portal,
based on their preferences in their profile. It is mentioned that a user can
have more than one of the roles mentioned in the **Table 2** , based on its
participation in the portal and the project and these cases the super set of
the privileges are taken into account to define the access and management
options of the user in the content of the portal.

##  1.4 Expected size of data

###  1.4.1 Expected number of OSOS Users & Projects

OSOS aims to create a network of 1000 pilot schools through the three phases
presented in subsection 1.2.1: Stimulation, Incubation, and Acceleration. The
aim is to create a pool of cases based on wholeschool projects and initiatives
from science centres and museums or research centres that promote creative
problem solving, discovery, learning by doing, experiential learning, critical
thinking and creativity, simulating the real scientific work. These activities
include use of data analysis tools, access to unique resources, to animations
and simulations of physical processes and experiments, educational games and
projects presenting the basic concepts of science, and more. These activities
will be implemented for one school year in 100 schools in different countries
and locations (both urban and rural) in Europe. The Open Schooling Hubs will
then identify at least 9 schools each. In this way, a network of 1000 schools
will be created including the 100 Open Schooling Hubs. In each one of these
1000 schools, 2 STEM teachers will be involved and each teacher will evaluate
10 students. This number is based on the average available workstations per
school. It is also envisaged that each one of the 1000 schools will create on
average 5 projects.

These facts lead to the estimations presented in **Table** 3:  
  
<table>  
<tr>  
<th>

**OSOS**

**Schools**

</th>  
<th>

**STEM Teachers / School**

</th>  
<th>

**Total Teachers Involved**

</th> </tr>  
<tr>  
<td>

1.000

</td>  
<td>

2

</td>  
<td>

2.000

</td> </tr>  
<tr>  
<td>

**Evaluated Students / Teacher**

</td>  
<td>

**Total Evaluated Students**

</td> </tr>  
<tr>  
<td>

10

</td>  
<td>

20.000

</td> </tr>  
<tr>  
<td>

**Projects / School**

</td>  
<td>

**Total Projects**

</td> </tr>  
<tr>  
<td>

5

</td>  
<td>

5.000

</td> </tr> </table>

**Table 3: OSOS expected number of Users & Projects **

###  1.4.2 Expected size of data

As OSOS Infrastructure will be based on the ODS and ISE portal, a safe way to
estimate the expected size of data is to examine the relevant information from
the actual use of the ISE portal. The ISE portal currently hosts the data
created from almost 12.000 Teachers and Experts that participated in the ISE
project activities and used the social and community building services to
author and upload their own content. This content includes not only the user
generated data, but also the data tracked for statistical purposes and
currently counts a size of about 27GB. Based on previous analysis, from this
number of users about the 3% of them are uploading their own content in the
portal (~3600 Teachers).

**Table 4** and **Table 5** incude a comparative presentation of the size for
the biggest tables in the database for a period of three (3) years, from 2015
to 2017. Apart from the table that includes caching data and is managed to be
kept in low levels, the rest of the tables have increased their size per ~6%.
Taking into account that OSOS project will last for three (3) years too, the
number of the schools and the teachers that is expected to participate in the
project activities and will make use of the services of ISE portal that
supports the OSOS Incubators and also the size of the data that is produced in
similar authoring tools like the one that is planned to be provided for the
creation of new projects from the teachers and the students based on previous
experience, it is estimated that the size of the portal repository will
increase about 7% up to the end of the project.  
  
<table>  
<tr>  
<th>

**Table name**

</th>  
<th>

**Rows**

</th>  
<th>

**Data size (bytes}**

</th> </tr>  
<tr>  
<td>

</td>  
<td>

**2015**

</td>  
<td>

**2017**

</td>  
<td>

**2015**

</td>  
<td>

**2017**

</td> </tr>  
<tr>  
<td>

**analytics_query_instance_data**

</td>  
<td>

95.608,00

</td>  
<td>

144.258,00

</td>  
<td>

2.695.561.216,00

</td>  
<td>

5.033.639.936,00

</td> </tr>  
<tr>  
<td>

**cache form**

</td>  
<td>

17.152,00

</td>  
<td>

1.129,00

</td>  
<td>

2.617.524.224,00

</td>  
<td>

223.363.072,00

</td> </tr>  
<tr>  
<td>

**u.ser interactions**

</td>  
<td>

6.017.588,00

</td>  
<td>

5.869.587,00

</td>  
<td>

595.542.016,00

</td>  
<td>

595.542.016,00

</td> </tr>  
<tr>  
<td>

**field_revision_field_eo_description**

</td>  
<td>

1.743.174,00

</td>  
<td>

1.121.787,00

</td>  
<td>

486.424.576,00

</td>  
<td>

<186424576

</td> </tr>  
<tr>  
<td>

**field_data_field_eo_description**

</td>  
<td>

1.303.370,00

</td>  
<td>

1.618.206,00

</td>  
<td>

486.440.960,00

</td>  
<td>

4.186.440.960,00

</td> </tr>  
<tr>  
<td>

**field_revision_field_edu_tags**

</td>  
<td>

2.194.164,00

</td>  
<td>

2.323.848,00

</td>  
<td>

199.884.800,00

</td>  
<td>

199.868.416,00

</td> </tr>  
<tr>  
<td>

**taxonomy index**

</td>  
<td>

8.194.115,00

</td>  
<td>

7.188.723,00

</td>  
<td>

400.162.816,00

</td>  
<td>

4.103.308.544,00

</td> </tr>  
<tr>  
<td>

**field_data_field_edu_tags**

</td>  
<td>

2.069.767,00

</td>  
<td>

2.088.154,00

</td>  
<td>

198.868.992,00

</td>  
<td>

198.868.992,00

</td> </tr>  
<tr>  
<td>

**field_revision_body**

</td>  
<td>

791.012,00

</td>  
<td>

702.165,00

</td>  
<td>

400.474.112,00

</td>  
<td>

4.122.494.208,00

</td> </tr>  
<tr>  
<td>

**field data body**

</td>  
<td>

355.695,00

</td>  
<td>

769.572,00

</td>  
<td>

400.441.344,00

</td>  
<td>

4.122.445.056,00

</td> </tr> </table>

####  Table 4: Biggest ISE tables (1 of 2)  
  
<table>  
<tr>  
<th>

**Table name**

</th>  
<th>

**Index size (bytes}**

</th>  
<th>

**Total size (MB}**

</th>  
<th>

**Difference**

</th> </tr>  
<tr>  
<td>

</td>  
<td>

**2015**

</td>  
<td>

**2017**

</td>  
<td>

**2015**

</td>  
<td>

**2017**

</td>  
<td>

**%**

</td> </tr>  
<tr>  
<td>

**analytics_query _instance_data**

</td>  
<td>

0,00

</td>  
<td>

0,00

</td>  
<td>

2.570,69

</td>  
<td>

4.800,45

</td>  
<td>

46,45%

</td> </tr>  
<tr>  
<td>

**cache form**

</td>  
<td>

2.637.824

</td>  
<td>

98.304

</td>  
<td>

2.498,78

</td>  
<td>

213,11

</td>  
<td>

-1072,53% 

</td> </tr>  
<tr>  
<td>

**u.ser interactions**

</td>  
<td>

1.049.149.44

</td>  
<td>

1.049.149.440

</td>  
<td>

1.568,50

</td>  
<td>

1.568,50

</td>  
<td>

0,00%

</td> </tr>  
<tr>  
<td>

**field_revision_field_ eo_description**

</td>  
<td>

468.189.184

</td>  
<td>

468.172.800

</td>  
<td>

910,39

</td>  
<td>

910,38

</td>  
<td>

0,00%

</td> </tr>  
<tr>  
<td>

**field_data_field_eo_description**

</td>  
<td>

420.708.352

</td>  
<td>

420.691.968

</td>  
<td>

865,13

</td>  
<td>

865,11

</td>  
<td>

0,00%

</td> </tr>  
<tr>  
<td>

**field_revision_field_edu_tags**

</td>  
<td>

687.489.024

</td>  
<td>

687.489.024

</td>  
<td>

846,27

</td>  
<td>

846,25

</td>  
<td>

0,00%

</td> </tr>  
<tr>  
<td>

**taxonomy index**

</td>  
<td>

411.025.408

</td>  
<td>

415.219.712

</td>  
<td>

773,61

</td>  
<td>

780,61

</td>  
<td>

0,90%

</td> </tr>  
<tr>  
<td>

**field_data_field_edu_tags**

</td>  
<td>

611.745.792

</td>  
<td>

612.794.368

</td>  
<td>

773,06

</td>  
<td>

774,06

</td>  
<td>

0,13%

</td> </tr>  
<tr>  
<td>

**field_revision_body**

</td>  
<td>

200.458.240

</td>  
<td>

200.392.704

</td>  
<td>

573,09

</td>  
<td>

594,03

</td>  
<td>

3,53%

</td> </tr>  
<tr>  
<td>

**field data body**

</td>  
<td>

180.387.84

</td>  
<td>

180.371.456

</td>  
<td>

553,92

</td>  
<td>

574,89

</td>  
<td>

3,65%

</td> </tr> </table>

####  Table 5: Biggest ISE tables (2 of 2)  
  
<table>  
<tr>  
<th>

**2**

</th>  
<th>

**FAIR Data**

</th> </tr> </table>

##  2.1 Making data Findable, including provisions for metadata

###  2.1.1 Data discoverability – metadata provision and standard
identification mechanism

Metadata is, as its name implies, data about data. It describes the properties
of a dataset. Metadata can cover various types of information. Descriptive
metadata includes elements such as the title, abstract, author and keywords,
and is mostly used to discover and identify a dataset. Another type is
administrative metadata with elements such as the license, intellectual
property rights, when and how the dataset was created, who has access to it,
etc.

OSOS content types along with the ISE portal existing contenct types that
support the OSOS services are featured by the Open Discovery Space LOM
Application profile for their metadata descriptions that is presented in
2.1.5. This standard defined the identification of the data using specific
structur of URIs and the metadata schemed provided support the discoverability
and fully context description of the content. The content that fully adopts
this structure is the educational resources, since it is partially used by the
other content types in order to make the discoverability and searching of the
content easier.

###  2.1.2 Naming Conventions

Since the entire infrastructure of the portal services is based on Drupal (
_Drupal 7.56_ )  the supported conventions are used for the “machine names”
and identities of the data created and hosted, following the core db scheme
with the system and the newly custom created tables, related keys and indexes
presented in **Figure 13**

Especially for the educational resources, an additional mechanism is applied
for the identification included in their XML schema structured based on the
ODS LOM AP identifying every resource by means of dereferenceable URIs.

###  2.1.3 Search keywords

As mentioned, the content in the ISE portal follows the classification and
vocabularies of the ODS AP. The educational resources are fully aligned with
this standardized scheme since other content types partially follow it, in
order to be easily searchable, aligned with the educational resources and the
profiles of the users. The search mecnanism of the portal for the various
content types allows the use of specific facets for narrowing the search and
specify exact criteria, but also supports the use of keywords. The ODS AP
already includes specific elements for defining keywords that characterize the
educational resources and this element, whenever and for the resources that
have it filled, it is used for matching the keywords provided by the users
during with the ones included in the metadata scheme of the resources. This
ensures the effective search of the content and the optimization of the
results. During searching, the keyword that is imported by the users is not
used only in this specific element but also in the following: Title of the
content, Content of the main description and Tags provided either by the
editor or other users of the portal

The superset of the ODS AP elements that are used for searvhing content in the
portal are presented in **Table 6:**  
  
<table>  
<tr>  
<th>

**Name of element**

</th>  
<th>

**Type**

</th>  
<th>

**Multiling ual**

</th>  
<th>

**Vocabulary - classification**

</th>  
<th>

**ODS-AP Path**

</th> </tr>  
<tr>  
<td>

Title

</td>  
<td>

Text

</td>  
<td>

yes

</td>  
<td>

</td>  
<td>

/lom/general/title

</td> </tr>  
<tr>  
<td>

Author Fullname

</td>  
<td>

Text

</td>  
<td>

no

</td>  
<td>

</td>  
<td>

/lom/lifeCycle/contribute/en tity

</td> </tr>  
<tr>  
<td>

Educational Object Description

</td>  
<td>

Text

</td>  
<td>

yes

(todo)

</td>  
<td>

</td>  
<td>

/lom/general/description/stri ng

</td> </tr>  
<tr>  
<td>

LO Identifier

</td>  
<td>

Text

</td>  
<td>

no

</td>  
<td>

</td>  
<td>

/lom/general/identifier/entry

</td> </tr>  
<tr>  
<td>

ODS general identifier

</td>  
<td>

Text

</td>  
<td>

no

</td>  
<td>

</td>  
<td>

/lom/general/identifier/entry

(when catalog = 'ODS')

</td> </tr>  
<tr>  
<td>

ODS metadata

identifier

</td>  
<td>

Text

</td>  
<td>

no

</td>  
<td>

</td>  
<td>

/lom/metametadata/identifi er/entry (when catalog = 'ODS')

</td> </tr>  
<tr>  
<td>

ODS file location

</td>  
<td>

Text

</td>  
<td>

no

</td>  
<td>

</td>  
<td>

\-

</td> </tr>  
<tr>  
<td>

General Language

</td>  
<td>

Term reference

</td>  
<td>

no

</td>  
<td>

ODS AP Languages

</td>  
<td>

/lom/general/language

</td> </tr>  
<tr>  
<td>

Language

</td>  
<td>

language selection

</td>  
<td>

no

</td>  
<td>

(from internal vocabulary language)

</td>  
<td>

/lom/general/language

</td> </tr>  
<tr>  
<td>

Resource Link

</td>  
<td>

link

</td>  
<td>

</td>  
<td>

</td>  
<td>

/lom/technical/location

</td> </tr>  
<tr>  
<td>

Educational

TypicalAgeRange

</td>  
<td>

Text

</td>  
<td>

no

</td>  
<td>

</td>  
<td>

/lom/educational/typicalAge

Range/string

</td> </tr>  
<tr>  
<td>

Rights Copyright

</td>  
<td>

Term reference

</td>  
<td>

no

</td>  
<td>

ODS AP Rights.Copyright

</td>  
<td>

/lom/rights/copyrightAndOth erRestrictions/value

</td> </tr>  
<tr>  
<td>

Rights Cost

</td>  
<td>

Term reference

</td>  
<td>

no

</td>  
<td>

ODS AP Rights.Cost

</td>  
<td>

/lom/rights/cost/value

</td> </tr>  
<tr>  
<td>

Classification

TaxonPath

</td>  
<td>

Text

</td>  
<td>

yes

</td>  
<td>

</td>  
<td>

/lom/classification/taxonpat h/taxon/entry/string

</td> </tr>  
<tr>  
<td>

Classification Discipline

</td>  
<td>

Term reference

</td>  
<td>

</td>  
<td>

ODS AP

Classification.Discipli ne

</td>  
<td>

calculated from

/lom/classification/taxonpat h/taxon/entry/string

</td> </tr> </table>  
<table>  
<tr>  
<th>

Data Provider

</th>  
<th>

Term reference

</th>  
<th>

</th>  
<th>

Repository

</th>  
<th>

\-

</th> </tr>  
<tr>  
<td>

Educational Context

</td>  
<td>

Term reference

</td>  
<td>

</td>  
<td>

ODS AP Educational.Context

</td>  
<td>

/lom/educational/context/va lue

</td> </tr>  
<tr>  
<td>

Edu Tags

</td>  
<td>

Term reference

</td>  
<td>

</td>  
<td>

Edu Tags

</td>  
<td>

/lom/general/keyword/string

</td> </tr>  
<tr>  
<td>

EO Update Date

</td>  
<td>

Date

</td>  
<td>

</td>  
<td>

</td>  
<td>

/lom/lifeCycle/contribute/da te/dateTime

</td> </tr>  
<tr>  
<td>

Aggregation Level

</td>  
<td>

Term reference

</td>  
<td>

no

</td>  
<td>

ODS AP Aggregation Level

</td>  
<td>

/lom/general/aggregationLev el/value

</td> </tr>  
<tr>  
<td>

Media Type

</td>  
<td>

Term reference

</td>  
<td>

</td>  
<td>

ODS AP Technical.Format

</td>  
<td>

/lom/technical/format

</td> </tr>  
<tr>  
<td>

Learning Resource Type

</td>  
<td>

Term Reference

</td>  
<td>

</td>  
<td>

ODS AP

Educational.Learning ResourceType

</td>  
<td>

/lom/educational/learningRe sourceType/value

</td> </tr> </table>

**Table 6: Facets used to apply searching in the portal content using ODS AP
elements**

###  2.1.4 Clear versioning

Dynamic versioning will be provided for the Projects created by the Teachers
and edited by the Students on the metadata description and the actual content.
Versioning of information makes a revision of datasets uniquely identifiable
and this feature can be used to determine whether and how data has changed
over time and to define specifically which version the creators / editors are
working with.

Effective data versioning enables understand if a newer version of a dataset
is available and which are the changes between the different versions enabling
comparisons, and preventing confusion. Providing this possibility for OSOS
Projects also the possibility of rolling back in a previous version will be
available to ensure that the creators and editors will effectively and easily
create their content. For this purpose, a version indicator will be used to
identify the separate versions of the Projects. The final method for providing
versioning information is yet definite but specific guidelines will be
followed:

  * A unique version number or date as part of the metadata for the dataset will be used. 

  

  * A consistent numbering scheme will be used with a meaningful approach to incrementing digits, such as [  SchemaVer]  4  . 

  

  * Since a metadata schema will accompany the Projects a URI will be used that will not change as the versions change, but it will be possible to request a specific version through of it. 

  

  * Memento [  RFC7089]  5  will be used, to express temporal versioning of a dataset and to access the version that was operational at a given datetime. The Memento protocol aligns closely with the approach for assigning URIs to versions that is used for W3C specifications  6  . 

  

In this context, the Web Ontology Language [  OWL2-QUICK-REFERENCE]  7  and
the Provenance, Authoring and versioning Ontology [  PAV]  8  will be
considered to provide a number of annotation properties for version
information.

###  2.1.5 Metadata creation standards

For the metadata description of the educational content and the classification
for the definition of other content type elements in the portal, the ODS
Application Profile is applied. The **Open Discovery Space LOM Application
Profile** is an IEEE LOM based application profile that enables the
classification and retrieval of learning resources based on their learning
context of use, capable of supporting the demands put forward from the
educational design. The ODS AP does not cover only metadata authored by the
designers of the educational content but also user generated metadata such as
social tags and user reviews including appropriate social tags categories and
evaluative metadata elements.

The main features of the ODS AP are the following:

  * The ODS AP includes **all elements** of the IEEE LOM Standard 

  

  * The ODS AP includes as **mandatory elements:** (a) the metadata element **1.2 General.Title** , (b) the metadata element **4.3 Technical.Location,** which is used to store the location (e.g URL) of an educational resource and it is a crucial element for accessing an educational resource and (c) the metadata elements **9.1 Classification.Purpose** and **9.2 Classification.Taxon Path,** which are considered as key elements for classifying educational resources, lesson plans and educational scenarios based on learning context of use. These elements are commonly used by the searching mechanisms of existing repositories, collections/federations and in ISE portal too, for the various content types that adopt this classification. 

  

  * The ODS AP includes as recommended elements the metadata elements that are used to store the learning context information of educational resources, lesson plans and educational scenarios (except from those considered as mandatory elements) and these are: 1.1 General.Identifier, 1.3 General.Language, 1.5 General.Keyword, 1.8 General.Aggregation Level, 5.6 Educational.Context, 5.7 Educational.Typical Age Range, 5.8 Educational. Difficulty, and 5.9 Educational. Typical Learning Time. Moreover, ODS AP includes as recommended elements additional metadata elements that are frequently used by the searching mechanisms of existing repositories, collections/federations and they have not previously considered for storing learning context information. These additional elements are: 1.4 General.Description, 2.3 LifeCycle.Contribute, 5.2 Educational.Learning Resource Type. Finally, ODS AP includes as recommended elements those elements that are frequently used as mandatory in the examined APs used as basis and these elements are: 3.1 Meta-Metadata.Identifier, 3.2 MetaMetadata.Contribute, 6.1 Rights.Cost, 6.2 Rights.Copyright and Other Restrictions and 6.3 Rights.Description 

  

  * All other IEEE LOM elements are included in the ODS AP as **optional elements.**

  

  * For the classifications, a vocabulary is available at  : _http://vocbank.opendiscoveryspace.eu/_

  

In **Table 7, Table 8, Table** 9 **and Table** **10** the not-standardized
elements used in ODS AP are presented since the **Appendix 7.2** presents an
example of a valid ODS AP compatible educational resources.  
  
<table>  
<tr>  
<th>

**General.Language – 1.3**

</th>  
<th>

**Educational.Context – 5.6**

</th> </tr>  
<tr>  
<td>

**Value Space**

</td>  
<td>

**Value Space**

</td> </tr>  
<tr>  
<td>

en

</td>  
<td>

primary education

</td> </tr>  
<tr>  
<td>

nl

</td>  
<td>

secondary education

</td> </tr>  
<tr>  
<td>

fi

</td>  
<td>

informal context

</td> </tr>  
<tr>  
<td>

fr

</td>  
<td>

</td> </tr>  
<tr>  
<td>

de

</td>  
<td>

**Classification.Purpose – 9.1**

</td> </tr>  
<tr>  
<td>

it

</td>  
<td>

**Value Space**

</td> </tr>  
<tr>  
<td>

el

</td>  
<td>

assessment

</td> </tr>  
<tr>  
<td>

pt

</td>  
<td>

discipline

</td> </tr>  
<tr>  
<td>

lv

</td>  
<td>

</td>  
<td>

educational objective

</td> </tr>  
<tr>  
<td>

et

</td>  
<td>

</td>  
<td>

learning environment

</td> </tr>  
<tr>  
<td>

lt

</td>  
<td>

</td>  
<td>

special need

</td> </tr>  
<tr>  
<td>

es

</td>  
<td>

</td>  
<td>

teaching approach

</td> </tr>  
<tr>  
<td>

hr

</td>  
<td>

</td>  
<td>

</td> </tr>  
<tr>  
<td>

sr

</td>  
<td>

</td>  
<td>

</td> </tr>  
<tr>  
<td>

bg

</td>  
<td>

</td>  
<td>

</td> </tr>  
<tr>  
<td>

da

</td>  
<td>

</td>  
<td>

</td> </tr>  
<tr>  
<td>

</td>  
<td>

**General. Aggregation Level – 1.8**

</td> </tr>  
<tr>  
<td>

**Value Space**

</td>  
<td>

</td>  
<td>

**Definition**

</td> </tr>  
<tr>  
<td>

1

</td>  
<td>

</td>  
<td>

The smallest level of aggregation, namely, an educational resource

</td> </tr>  
<tr>  
<td>

2

</td>  
<td>

</td>  
<td>

A collection of level 1 learning objects, namely, a lesson plan

</td> </tr>  
<tr>  
<td>

3

</td>  
<td>

</td>  
<td>

A collection of level 2 learning objects, namely an educational scenario

</td> </tr>  
<tr>  
<td>

</td>  
<td>

**9.2.1 Classification. TaxonPath.Source**

</td> </tr>  
<tr>  
<td>

</td>  
<td>

**Value Space**

</td> </tr>  
<tr>  
<td>

</td>  
<td>

ODS Assessment Vocabulary

</td> </tr>  
<tr>  
<td>

</td>  
<td>

ODS Arts Vocabulary

</td> </tr>  
<tr>  
<td>

</td>  
<td>

ODS Arts Vocabulary

</td> </tr>  
<tr>  
<td>

</td>  
<td>

ODS ICT Vocabulary

</td> </tr>  
<tr>  
<td>

</td>  
<td>

ODS Language Learning Vocabulary

</td> </tr>  
<tr>  
<td>

</td>  
<td>

ODS Mathematics Vocabulary

</td> </tr>  
<tr>  
<td>

</td>  
<td>

ODS Science Vocabulary

</td> </tr>  
<tr>  
<td>

</td>  
<td>

ODS Social Studies Vocabulary

</td> </tr>  
<tr>  
<td>

</td>  
<td>

ODS Learning Outcomes Vocabulary

</td> </tr>  
<tr>  
<td>

</td>  
<td>

ODS Learning Environment Vocabulary

</td> </tr>  
<tr>  
<td>

</td>  
<td>

ODS Special Needs Vocabulary

</td> </tr>  
<tr>  
<td>

</td>  
<td>

ODS Teaching Approaches Vocabulary

</td> </tr> </table>

**Table 7: ODS AP non-standardized elements (1 of 4)**  
  
<table>  
<tr>  
<th>

</th>  
<th>

</th>  
<th>

**Value Space**

</th> </tr>  
<tr>  
<td>

_**Element** _

</td>  
<td>

9.1 Classification. Purpose

</td>  
<td>

9.2.1 Classification. TaxonPath.Source

</td>  
<td>

9.2.2.1 Classification.

TaxonPathTaxon.Id

</td>  
<td>

9.2.2.2 Classification. TaxonPathTaxon.Entry

</td> </tr>  
<tr>  
<td>

_**Value** _

</td>  
<td>

assessment

</td>  
<td>

ODS Assessment Vocabulary

</td>  
<td>

ODS-Assess-1

</td>  
<td>

Diagnostic-assessment

</td> </tr>  
<tr>  
<td>

ODS-Assess-2

</td>  
<td>

Peer-assessment

</td> </tr>  
<tr>  
<td>

ODS-Assess-3

</td>  
<td>

Self-assessment

</td> </tr>  
<tr>  
<td>

ODS-Assess-4

</td>  
<td>

Summative assessment

</td> </tr>  
<tr>  
<td>

ODS-Assess-5

</td>  
<td>

Not assessed

</td> </tr>  
<tr>  
<td>

</td>  
<td>

</td>  
<td>

**“9.1 Classification.Purspose” = “Assessment”**

</td> </tr>  
<tr>  
<td>

</td>  
<td>

</td>  
<td>

**Value Space**

</td> </tr>  
<tr>  
<td>

_**Element** _

</td>  
<td>

9.1 Classification. Purpose

</td>  
<td>

9.2.1 Classification. TaxonPath.Source

</td>  
<td>

9.2.2.1

Classification. TaxonPath.

Taxon.Id

</td>  
<td>

9.2.2.2 Classification. TaxonPathTaxon.Entry

</td> </tr>  
<tr>  
<td>

_**Value** _

</td>  
<td>

discipline

</td>  
<td>

ODS Arts Vocabulary

</td>  
<td>

ODS Curriculum – Based Vocabularies

</td> </tr>  
<tr>  
<td>

</td>  
<td>

</td>  
<td>

**“9.1 Classification.Purpose” = “Discipline: Arts”**

</td> </tr> </table>  
<table>  
<tr>  
<th>

</th>  
<th>

**Value Space**

</th> </tr>  
<tr>  
<td>

_**Element** _

</td>  
<td>

9.1 Classification. Purpose

</td>  
<td>

9.2.1 Classification. TaxonPath.Source

</td>  
<td>

9.2.2.1

Classification. TaxonPath.

Taxon.Id

</td>  
<td>

9.2.2.2 Classification. TaxonPathTaxon.Entry

</td> </tr>  
<tr>  
<td>

_**Value** _

</td>  
<td>

discipline

</td>  
<td>

ODS ICT Vocabulary

</td>  
<td>

ODS Curriculum – Based Vocabularies

</td> </tr>  
<tr>  
<td>

</td>  
<td>

**“9.1 Classification.Purpsose” = “Discipline: ICT”**

</td> </tr>  
<tr>  
<td>

</td>  
<td>

**Value Space**

</td> </tr>  
<tr>  
<td>

_**Element** _

</td>  
<td>

9.1 Classification. Purpose

</td>  
<td>

9.2.1 Classification. TaxonPath.Source

</td>  
<td>

9.2.2.1

Classification. TaxonPath.

Taxon.Id

</td>  
<td>

9.2.2.2 Classification. TaxonPath.Taxon.Entry

</td> </tr>  
<tr>  
<td>

_**Value** _

</td>  
<td>

discipline

</td>  
<td>

ODS Language Learning Vocabulary

</td>  
<td>

ODS Curriculum – Based Vocabularies

</td> </tr>  
<tr>  
<td>

</td>  
<td>

**“9.1 Classification.Purpsose = “Discipline: Language Learning”**

</td> </tr>  
<tr>  
<td>

</td>  
<td>

**Value Space**

</td> </tr>  
<tr>  
<td>

_**Element** _

</td>  
<td>

9.1 Classification. Purpose

</td>  
<td>

9.2.1 Classification. TaxonPath.Source

</td>  
<td>

9.2.2.1 Classification.

TaxonPathTaxon.Id

</td>  
<td>

9.2.2.2 Classification. TaxonPathTaxon.Entry

</td> </tr>  
<tr>  
<td>

_**Value** _

</td>  
<td>

discipline

</td>  
<td>

ODS Mathematics Vocabulary

</td>  
<td>

ODS Curriculum – Based Vocabularies

</td> </tr>  
<tr>  
<td>

</td>  
<td>

**“9.1 Classification.Purpsose” = “Discipline: Mathematics”**

</td> </tr>  
<tr>  
<td>

</td>  
<td>

**Value Space**

</td> </tr>  
<tr>  
<td>

_**Element** _

</td>  
<td>

9.1 Classification. Purpose

</td>  
<td>

9.2.1 Classification. TaxonPath.Source

</td>  
<td>

9.2.2.1 Classification.

TaxonPathTaxon.Id

</td>  
<td>

9.2.2.2 Classification. TaxonPathTaxon.Entry

</td> </tr>  
<tr>  
<td>

_**Value** _

</td>  
<td>

discipline

</td>  
<td>

ODS Science Vocabulary

</td>  
<td>

ODS Curriculum – Based Vocabularies

</td> </tr>  
<tr>  
<td>

</td>  
<td>

**“9.1 Classification.Purpsose” = “Discipline: Science”**

</td> </tr> </table>

**Table 8: ODS AP non-standardized elements (2 of 4)**  
  
<table>  
<tr>  
<th>

</th>  
<th>

</th>  
<th>

**Value Space**

</th> </tr>  
<tr>  
<td>

_**Element** _

</td>  
<td>

9.1

Classification Purpose

</td>  
<td>

.

</td>  
<td>

9.2.1 Classification. TaxonPath.Source

</td>  
<td>

9.2.2.1 Classification. TaxonPath. Taxon.Id

</td>  
<td>

9.2.2.2 Classification. TaxonPath.Taxon.Entry

</td> </tr>  
<tr>  
<td>

_**Value** _

</td>  
<td>

discipline

</td>  
<td>

</td>  
<td>

ODS Social Studies Vocabulary

</td>  
<td>

ODS Curriculum – Based Vocabularies

</td> </tr>  
<tr>  
<td>

</td>  
<td>

</td>  
<td>

**“9.1 Classification.Purpsose” = “Discipline: Social Studies”**

</td> </tr>  
<tr>  
<td>

</td>  
<td>

</td>  
<td>

**Value Space**

</td> </tr>  
<tr>  
<td>

_**Element** _

</td>  
<td>

9.1

Classification.

Purpose

</td>  
<td>

9.2.1 Classification.

TaxonPath.Source

</td>  
<td>

9.2.1

Classification.TaxoPath. Taxon

</td>  
<td>

9.2.2.1 Classification.

TaxonPathTaxon.Id

</td>  
<td>

9.2.2.2 Classification. TaxonPathTaxon.Entry

</td> </tr>  
<tr>  
<td>

_**Value** _

</td>  
<td>

educational objective

</td>  
<td>

ODS Learning

Outcomes

Vocabulary

</td>  
<td>

\-

</td>  
<td>

**ODS-EO-01**

</td>  
<td>

**Cognitive**

</td> </tr>  
<tr>  
<td>

ODS-EO-01-01

</td>  
<td>

Knowledge

</td> </tr>  
<tr>  
<td>

ODS-EO-01-01-01

</td>  
<td>

Factual

</td> </tr>  
<tr>  
<td>

ODS-EO-01-01-02

</td>  
<td>

Conceptual

</td> </tr>  
<tr>  
<td>

ODS-EO-01-01-03

</td>  
<td>

Procedural

</td> </tr>  
<tr>  
<td>

ODS-EO-01-01-04

</td>  
<td>

Meta – cognitive

</td> </tr>  
<tr>  
<td>

**ODS-EO-01-02**

</td>  
<td>

**Process**

</td> </tr>  
<tr>  
<td>

</td>  
<td>

</td>  
<td>

</td>  
<td>

</td>  
<td>

ODS-EO-01-02-01

</td>  
<td>

To remember

</td> </tr>  
<tr>  
<td>

ODS-EO-01-02-02

</td>  
<td>

To understand

</td> </tr>  
<tr>  
<td>

ODS-EO-01-02-03

</td>  
<td>

To apply

</td> </tr>  
<tr>  
<td>

ODS-EO-01-02-04

</td>  
<td>

To think critically and creatively

</td> </tr>  
<tr>  
<td>

**ODS-EO-02**

</td>  
<td>

**Affective**

</td> </tr>  
<tr>  
<td>

ODS-EO-02-01

</td>  
<td>

To pay attention

</td> </tr>  
<tr>  
<td>

ODS-EO-02-02

</td>  
<td>

To respond and participate

</td> </tr>  
<tr>  
<td>

ODS-EO-02-03

</td>  
<td>

To organize values

</td> </tr>  
<tr>  
<td>

ODS-EO-02-04

</td>  
<td>

To form and follow a system of values

</td> </tr>  
<tr>  
<td>

**ODS-EO-03**

</td>  
<td>

**Psychomotor**

</td> </tr>  
<tr>  
<td>

ODS-EO-03-01

</td>  
<td>

To imitate and try

</td> </tr>  
<tr>  
<td>

ODS-EO-03-02

</td>  
<td>

To perform confidentially following instructions

</td> </tr>  
<tr>  
<td>

ODS-EO-03-03

</td>  
<td>

To perform independently, skillfully and precisely

</td> </tr>  
<tr>  
<td>

ODS-EO-03-04

</td>  
<td>

To adapt and perform creatively

</td> </tr>  
<tr>  
<td>

**element “9.1 Classification.Purpsose” = “Educational Objective”**

</td>  
<td>

</td> </tr> </table>

**Table 9: ODS AP non-standardized elements (3 of 4)**  
  
<table>  
<tr>  
<th>

</th>  
<th>

**Value Space**

</th> </tr>  
<tr>  
<td>

_**Element** _

</td>  
<td>

9.1

Classification.

Purpose

</td>  
<td>

9.2.1 Classification.

TaxonPath.Source

</td>  
<td>

9.2.2.1 Classification.

TaxonPathTaxon.Id

</td>  
<td>

9.2.2.2 Classification. TaxonPathTaxon.Entry

</td> </tr>  
<tr>  
<td>

_**Value** _

</td>  
<td>

learning environment

</td>  
<td>

ODS Learning

Environment

Vocabulary

</td>  
<td>

ODS-LE-1

</td>  
<td>

Audio-based

</td> </tr>  
<tr>  
<td>

ODS-LE-2

</td>  
<td>

Computer-based

</td> </tr>  
<tr>  
<td>

ODS-LE-3

</td>  
<td>

Field-based

</td> </tr>  
<tr>  
<td>

ODS-LE-4

</td>  
<td>

Lab-based

</td> </tr>  
<tr>  
<td>

ODS-LE-5

</td>  
<td>

Lecture-based

</td> </tr>  
<tr>  
<td>

ODS-LE-6

</td>  
<td>

Simulator

</td> </tr>  
<tr>  
<td>

ODS-LE-7

</td>  
<td>

Video

</td> </tr>  
<tr>  
<td>

ODS-LE-8

</td>  
<td>

Work-based

</td> </tr>  
<tr>  
<td>

</td>  
<td>

**“9.1 Classification.Purpsose” = “Learning Environment”**

</td> </tr>  
<tr>  
<td>

</td>  
<td>

**Value Space**

</td> </tr>  
<tr>  
<td>

_**Element** _

</td>  
<td>

9.1

Classification.

Purpose

</td>  
<td>

9.2.1 Classification.

TaxonPath.Source

</td>  
<td>

9.2.2.1 Classification.

TaxonPathTaxon.Id

</td>  
<td>

9.2.2.2 Classification. TaxonPathTaxon.Entry

</td> </tr>  
<tr>  
<td>

_**Value** _

</td>  
<td>

special need

</td>  
<td>

ODS Special Needs Vocabulary

</td>  
<td>

ODS-SP-1

</td>  
<td>

Visual

</td> </tr>  
<tr>  
<td>

ODS-SP-2

</td>  
<td>

Auditive

</td> </tr>  
<tr>  
<td>

ODS-SP-3

</td>  
<td>

Psychomotor

</td> </tr>  
<tr>  
<td>

ODS-SP-4

</td>  
<td>

Behavioural

</td> </tr>  
<tr>  
<td>

</td>  
<td>

**“9.1 Classification.Purpsose” = “Special Need”**

</td> </tr> </table>  
<table>  
<tr>  
<th>

</th>  
<th>

**Value Space**

</th> </tr>  
<tr>  
<td>

_**Element** _

</td>  
<td>

9.1

Classification.

Purpose

</td>  
<td>

9.2.1 Classification.

TaxonPath.Source

</td>  
<td>

9.2.2.1 Classification.

TaxonPathTaxon.Id

</td>  
<td>

9.2.2.2 Classification. TaxonPathTaxon.Entry

</td> </tr>  
<tr>  
<td>

_**Value** _

</td>  
<td>

teaching approach

</td>  
<td>

ODS Teaching

Approaches

Vocabulary

</td>  
<td>

ODS-TA-01

</td>  
<td>

Behaviourist

</td> </tr>  
<tr>  
<td>

ODS-TA-01-01

</td>  
<td>

Programmed instruction

</td> </tr>  
<tr>  
<td>

ODS-TA-01-02

</td>  
<td>

Drill and practise

</td> </tr>  
<tr>  
<td>

ODS-TA-02

</td>  
<td>

Cognitivist

</td> </tr>  
<tr>  
<td>

ODS-TA-02-01

</td>  
<td>

Direct instruction

</td> </tr>  
<tr>  
<td>

ODS-TA-02-02

</td>  
<td>

Collaborative learning

</td> </tr>  
<tr>  
<td>

ODS-TA-02-03

</td>  
<td>

Inquiry learning

</td> </tr>  
<tr>  
<td>

ODS-TA-02-04

</td>  
<td>

Problem – based

</td> </tr>  
<tr>  
<td>

ODS-TA-02-05

</td>  
<td>

Reciprocal teaching

</td> </tr>  
<tr>  
<td>

ODS-TA-03

</td>  
<td>

Constructivist

</td> </tr>  
<tr>  
<td>

ODS-TA-03-01

</td>  
<td>

Cognitive apprenticeship

</td> </tr>  
<tr>  
<td>

ODS-TA-03-02

</td>  
<td>

Socratic instruction

</td> </tr>  
<tr>  
<td>

ODS-TA-03-03

</td>  
<td>

Experiential learning

</td> </tr>  
<tr>  
<td>

ODS-TA-03-04

</td>  
<td>

Action research

</td> </tr>  
<tr>  
<td>

ODS-TA-03-05

</td>  
<td>

Communities of practice

</td> </tr>  
<tr>  
<td>

ODS-TA-03-06

</td>  
<td>

Design-based learning

</td> </tr>  
<tr>  
<td>

</td>  
<td>

**“9.1 Classification.Purpsose” = “Teaching Approach”**

</td> </tr> </table>

**Table 10: ODS AP non-standardized elements (4 of 4)**

###  Definitions related to the ODS AP

**Metadata Model:** A **metadata model** is a structure description about the
characteristics and properties of any given information resource, and allows
the creation of catalogs and indexes for information resources, along with
searching information on the basis of these characteristics. The metadata
specification used widely for the description of digital resources is Dublin
Core (DC) (Greenberg, 2001).

**Educational Metadata:** In the case of LOs, generic metadata models for
digital resources (such as the Dublin Core model) are not sufficient, because
they do not include information about the educational characteristics of a
given LO. Consequently, specialized models that lay emphasis on the
educational metadata of digital resources have been developed. **Educational
metadata** represent the educational characteristics of a LO, such as the
target groups it involves, or the educational context it addresses. The
metadata model widely used for the description of LOs is the IEEE Learning
Object Metadata (LOM) (IEEE LOM, 2005).

**Application Profile:** An Application Profile (AP) is a metadata scheme,
which consists of metadata elements selected from one or more standard
metadata schemes and it is created for allowing a given application to meet
its functional requirements (Heery and Patel, 2000). The European Committee
for Standardization (CEN/ISSS) defines an Application Profile (AP) as: “an
assemblage of metadata elements selected from one or more metadata schemas and
combined in a compound schema. Application profiles provide the means to
express principles of modularity and extensibility. The purpose of an
Application Profile is to adapt or combine existing schemas into a package
that is tailored to the functional requirements of a particular application,
while retaining interoperability with the original base schemas” (Duval et
al., 2006).

**Social Tagging:** The act of adding keywords, also known as tags, to any
type of digital resource by users (rather than resources’ authors) (Bonino,
2009) is referred to as Social Tagging. The term of Social Tagging has emerged
for those applications that encourage groups of individuals to openly share
their private descriptions (or tags) of digital resources with other users,
either by using a collection of tags created by the individuals for their
personal use (referred to as folksonomy) (Anderson, 2007).

##  2.2 Making data openly Accessible

###  2.2.1 Openly available and Closed Data

A pilot deployment of the Open Learning Content Infrastructure of the OSOS
Infrastrucute allows all future educational content resources to be linked to
portal learning metadata and hosts a subset of the educational content and
metadata repositories at a virtual e-Infrastructure. To this aim, a virtual
e-infrastructure is provided and a full set of portal metadata (around 600,000
e-learning resources) which all were structured according to the ODS AP
schema, are exposed as Linked Open Data.

The full RDF dump of portal includes about 594K metadata records exposed as
Linked Data with about 14M triples. The format of the RDF (see **Figure 14** )
exposed is available to be downloaded at the following links:
_http://data.opendiscoveryspace.eu/ODS_LOM2LD/ODS_SecondDraft.html_ .  The
linked data exposure is available at  _http://data.opendiscoveryspace.eu_ .
The SPARQL endpoint is also available at
_http://data.opendiscoveryspace.eu/sparql.tpl_ .

Apart from this way of making the educational resources openly available, also
specific APIs are provided and fully described in **subsection 2.2.2**

###  2.2.2 Data availability ways

####  2.2.2.1 Open APIs of the OSOS Infrastrucure

For accessing the data of OSOS Infrastructure, a number of open APIs are
available to support further integration and collaboration of the portal with
external tools that are properly authorized to use these services and access
the data.

The first step for a “tool” or third-party application to het access on the
integration services is to be registered and authenticated by the
administrators of the portal.

These APIs enable all educational data produced in the OSOS Infrastructure to
be shared with other projects/initiatives/entities. The APIS along with their
features and attributes are presented in **Tables 11-19.**

###  • User Management Services  
  
<table>  
<tr>  
<th>

**Method:**

</th>  
<th>

**getUser**

</th> </tr>  
<tr>  
<td>

**Description**

</td>  
<td>

</td>  
<td>

Retrieves data of specific user participating in the external tools’ community

</td> </tr>  
<tr>  
<td>

**Method Input:**  
  
<table>  
<tr>  
<th>

Parameter Name

</th> </tr>  
<tr>  
<td>

Community_id

</td> </tr>  
<tr>  
<td>

User_id

</td> </tr> </table>

</td>  
<td>

  
<table>  
<tr>  
<th>

Parameter Type

</th>  
<th>

Description

</th> </tr>  
<tr>  
<td>

String

</td>  
<td>

The id of the external tools’ community node.

</td> </tr>  
<tr>  
<td>

String

</td>  
<td>

The id of the user

</td> </tr> </table>

</td> </tr>  
<tr>  
<td>

**Method Output:**

</td>  
<td>

</td> </tr>  
<tr>  
<td>

</td>  
<td>

  
<table>  
<tr>  
<th>

Parameter Type

</th> </tr> </table>

</td>  
<td>

  
<table>  
<tr>  
<th>

Description

</th> </tr> </table>

</td>  
<td>

</td> </tr>  
<tr>  
<td>

JSON

</td>  
<td>

The user data are provided in the following format

{"username":"","mail":"","gender":"","full_name":"","organization":""}

</td> </tr>  
<tr>  
<td>

</td>  
<td>

**Fault:**

</td>  
<td>

</td> </tr>  
<tr>  
<td>

Exception Name

</td>  
<td>

</td>  
<td>

Description

</td>  
<td>

</td> </tr>  
<tr>  
<td>

DBOperationException

</td>  
<td>

</td>  
<td>

Thrown in case the operation fails to be executed

</td> </tr> </table>

**Table 11: User Management Services Open API (1 of 4)**  
  
<table>  
<tr>  
<th>

**Method:**

</th>  
<th>

**notify**

</th> </tr>  
<tr>  
<td>

**Description**

</td>  
<td>

</td>  
<td>

Used for notification when a user account is deleted

</td> </tr>  
<tr>  
<td>

**Method Input:**

</td>  
<td>

</td> </tr>  
<tr>  
<td>

</td>  
<td>

Parameter Name

</td>  
<td>

Parameter Type

</td>  
<td>

Description

</td>  
<td>

</td> </tr>  
<tr>  
<td>

User_id

</td>  
<td>

String

</td>  
<td>

The id of the user account deleted.

</td> </tr>  
<tr>  
<td>

</td>  
<td>

**Method Output:** N/A

</td>  
<td>

</td>  
<td>

</td> </tr>  
<tr>  
<td>

</td>  
<td>

**Fault:**

</td>  
<td>

</td> </tr>  
<tr>  
<td>

Exception Name

</td>  
<td>

</td>  
<td>

Description

</td>  
<td>

</td> </tr>  
<tr>  
<td>

DBOperationException

</td>  
<td>

</td>  
<td>

Thrown in case the operation fails to be executed

</td> </tr>  
<tr>  
<td>

</td>  
<td>

</td>  
<td>

</td> </tr> </table>

**Table 12: User Management Services Open API (2 of 4)**  
  
<table>  
<tr>  
<th>

**Method: getUsersOfCommunity**

</th> </tr>  
<tr>  
<td>

**Description**

</td>  
<td>

Retrieves all available users participated in the external tools’ community.

</td> </tr>  
<tr>  
<td>

**Method Input:**  
  
<table>  
<tr>  
<th>

Parameter Name

</th>  
<th>

Parameter Type

</th>  
<th>

Description

</th> </tr>  
<tr>  
<td>

Community_id

</td>  
<td>

String

</td>  
<td>

The id of the community node.

</td> </tr> </table>

</td> </tr>  
<tr>  
<td>

**Method Output:**

</td> </tr>  
<tr>  
<td>

</td>  
<td>

Parameter Type

</td>  
<td>

Description

</td>  
<td>

</td> </tr>  
<tr>  
<td>

</td>  
<td>

JSONArray

</td>  
<td>

The retrieved data are provided in the following format

[{"uid":"","name":"","mail":"","full_name":"","gender":"","organization"

:""}]

</td>  
<td>

</td> </tr>  
<tr>  
<td>

</td>  
<td>

**Fault:**

</td>  
<td>

</td> </tr>  
<tr>  
<td>

Exception Name

</td>  
<td>

</td>  
<td>

Description

</td>  
<td>

</td> </tr>  
<tr>  
<td>

DBOperationException

</td>  
<td>

</td>  
<td>

Thrown in case the operation fails to be executed

</td> </tr>  
<tr>  
<td>

</td>  
<td>

</td>  
<td>

</td> </tr> </table>

**Table 13: User Management Services Open API (3 of 4)**  
  
<table>  
<tr>  
<th>

**Method: createUser**

</th> </tr>  
<tr>  
<td>

**Description**

</td>  
<td>

Creates a user under the external tools’ community. If the username provided
already exists then it is considered that the user exists and the data of the
user are updated.

</td> </tr>  
<tr>  
<td>

**Method Input:**  
  
<table>  
<tr>  
<th>

Parameter Name

</th>  
<th>

Parameter Type

</th>  
<th>

Description

</th> </tr>  
<tr>  
<td>

Community_id

</td>  
<td>

String

</td>  
<td>

The id of the external tools’ community node.

</td> </tr>  
<tr>  
<td>

User_data

</td>  
<td>

JSON

</td>  
<td>

The format of the user data are as follow

{"password":"","username":"","mail":"","gender":"","full
_name":"","organization":""}

</td> </tr> </table>

</td> </tr>  
<tr>  
<td>

**Method Output:** N/A

</td>  
<td>

</td> </tr>  
<tr>  
<td>

**Fault:**

</td> </tr>  
<tr>  
<td>

</td>  
<td>

Exception Name

</td>  
<td>

Description

</td>  
<td>

</td> </tr>  
<tr>  
<td>

DBOperationException

</td>  
<td>

Thrown in case the operation fails to be executed

</td> </tr> </table>

**Table 14: User Management Services Open API (4 of 4)** • **Group Management
Services**  
  
<table>  
<tr>  
<th>

**Method: createGroup**

</th> </tr>  
<tr>  
<td>

**Description**

</td>  
<td>

Redirects user to the OSOS group creation page under the tools’ community.

</td> </tr>  
<tr>  
<td>

**Method Input:**

</td> </tr>  
<tr>  
<td>

</td>  
<td>

Parameter Name

</td>  
<td>

Parameter Type

</td>  
<td>

Description

</td>  
<td>

</td> </tr>  
<tr>  
<td>

Community_id

</td>  
<td>

String

</td>  
<td>

The id of the community node under which the group will be created.

</td> </tr>  
<tr>  
<td>

**Method Output:** N/A

</td> </tr>  
<tr>  
<td>

**Fault:**  
  
<table>  
<tr>  
<th>

Exception Name

</th>  
<th>

Description

</th> </tr>  
<tr>  
<td>

DBOperationException

</td>  
<td>

Thrown in case the operation fails to be executed

</td> </tr>  
<tr>  
<td>

</td>  
<td>

</td> </tr> </table>

</td> </tr> </table>

**Table 15: Group Management Services Open API (1 of 4)**  
  
<table>  
<tr>  
<th>

**Method: getGroup**

</th> </tr>  
<tr>  
<td>

**Description**

</td>  
<td>

Retrieves data of the specified group.

</td> </tr>  
<tr>  
<td>

**Method Input:**

</td> </tr>  
<tr>  
<td>

</td>  
<td>

Parameter Name

</td>  
<td>

Parameter Type

</td>  
<td>

Description

</td>  
<td>

</td> </tr>  
<tr>  
<td>

Group_id

</td>  
<td>

String

</td>  
<td>

The id of the group node.

</td> </tr>  
<tr>  
<td>

**Method Output:**  
  
<table>  
<tr>  
<th>

Parameter Type

</th>  
<th>

Description

</th> </tr>  
<tr>  
<td>

JSON

</td>  
<td>

The user data are provided in the following format

{"language":"","title":"","createdDate":"","number_ofParticipanrs":""}

</td> </tr> </table>

</td> </tr>  
<tr>  
<td>

**Fault:**

</td> </tr>  
<tr>  
<td>

</td>  
<td>

Exception Name

</td>  
<td>

Description

</td>  
<td>

</td> </tr>  
<tr>  
<td>

DBOperationException

</td>  
<td>

Thrown in case the operation fails to be executed

</td> </tr>  
<tr>  
<td>

</td>  
<td>

</td> </tr> </table>

**Table 16: Group Management Services Open API (2 of 4)**  
  
<table>  
<tr>  
<th>

**Method: getUsersOfGroup**

</th> </tr>  
<tr>  
<td>

**Description**

</td>  
<td>

Retrieves all available users participating in a specific group.

</td> </tr>  
<tr>  
<td>

**Method Input:**  
  
<table>  
<tr>  
<th>

Parameter Name

</th>  
<th>

Parameter Type

</th>  
<th>

Description

</th> </tr>  
<tr>  
<td>

Group_id

</td>  
<td>

String

</td>  
<td>

The id of the group node.

</td> </tr> </table>

</td> </tr>  
<tr>  
<td>

**Method Output:**  
  
<table>  
<tr>  
<th>

Parameter Type

</th>  
<th>

Description

</th> </tr>  
<tr>  
<td>

JSONArray

</td>  
<td>

The retrieved data are provided in the following format

[{"uid":"","name":"","mail":"","full_name":"","gender":"","organization"

:""}]

</td> </tr> </table>

</td> </tr>  
<tr>  
<td>

**Fault:**

</td> </tr>  
<tr>  
<td>

</td>  
<td>

Exception Name

</td>  
<td>

Description

</td>  
<td>

</td> </tr>  
<tr>  
<td>

DBOperationException

</td>  
<td>

Thrown in case the operation fails to be executed

</td> </tr>  
<tr>  
<td>

</td>  
<td>

</td> </tr> </table>

**Table 17: Group Management Services Open API (3 of 4)**  
  
<table>  
<tr>  
<th>

**Method:**

</th>  
<th>

**addUser**

</th> </tr>  
<tr>  
<td>

**Description**

</td>  
<td>

</td>  
<td>

Adds a user in a Group under the external tools’ community.

</td> </tr>  
<tr>  
<td>

**Method Input:**  
  
<table>  
<tr>  
<th>

Parameter Name

</th> </tr>  
<tr>  
<td>

Group_id

</td> </tr>  
<tr>  
<td>

User_id

</td> </tr> </table>

P

St

St

</td>  
<td>

  
<table>  
<tr>  
<th>

arameter Type

</th>  
<th>

Description

</th> </tr>  
<tr>  
<td>

ring

</td>  
<td>

The id of the external tools’ community group.

</td> </tr>  
<tr>  
<td>

ring

</td>  
<td>

The id of the user.

</td> </tr> </table>

</td> </tr>  
<tr>  
<td>

**Method Output:** N/A

</td>  
<td>

</td>  
<td>

</td> </tr>  
<tr>  
<td>

**Fault:**

</td>  
<td>

</td> </tr>  
<tr>  
<td>

</td>  
<td>

Exception Name

</td>  
<td>

Description

</td>  
<td>

</td> </tr>  
<tr>  
<td>

DBOperationException

</td>  
<td>

Thrown in case the operation fails to be executed

</td> </tr>  
<tr>  
<td>

</td>  
<td>

</td> </tr> </table>

**Table 18: Group Management Services Open API (4 of 4)**

###  • Resource sharing Services  
  
<table>  
<tr>  
<th>

**Method: postScenario**

</th> </tr>  
<tr>  
<td>

**Description**

</td>  
<td>

Post scenario as a reference in the community page.

</td> </tr>  
<tr>  
<td>

**Method Input:**  
  
<table>  
<tr>  
<th>

Parameter Name

</th>  
<th>

Parameter Type

</th>  
<th>

Description

</th> </tr>  
<tr>  
<td>

Community_id

</td>  
<td>

String

</td>  
<td>

The id of the external tools’ community node.

</td> </tr>  
<tr>  
<td>

Scenario_data

</td>  
<td>

JSON

</td>  
<td>

The format of the scenario data are as follow

{“scenario_id”:”…”, “title”:”…” , “description”:”…”, “url”:”…”}

</td> </tr> </table>

</td> </tr>  
<tr>  
<td>

**Method Output:** N/A

</td>  
<td>

</td> </tr>  
<tr>  
<td>

**Fault:**

</td> </tr>  
<tr>  
<td>

</td>  
<td>

Exception Name

</td>  
<td>

Description

</td>  
<td>

</td> </tr>  
<tr>  
<td>

DBOperationException

</td>  
<td>

Thrown in case the operation fails to be executed

</td> </tr> </table>

**Table 19: Resource Sharing Services Open API**

####  2.2.2.2 Search OSOS Infrastructure educational resources

To facilitate the external tools basic-alignment, a JavaScript component is
also availabe that offers functionality to search the ISE repository using the
SOLR search engine operating on top of it. The SOLR search engine provides
powerful searching mechanisms including full-text search and faceted search
through REST-like HTTP/XML and JSON APIs that make it easy to use from
virtually any programming language.

Figure 15 **and Figure 16** depict the use of this special JavaScript-based
component.

Figure 15 depicts the case where the component has not any search parameters
defined yet. In the left hand column, the user is able to specify various
search parameters such as a search string, the educational context, the
repository from which the desired resources should come from or the date
related to the resource. Note that these parameters are indicative and the
component can be configured to include many more.

**Figure 16** depicts a situation where a number of search parameters have
already been specified:

  * “newton law” search string 

  

  * “en” language (this stands for English) 

  

  * “Cosmos” repository 

  

The result set shown in the right-hand side corresponds to metadata records
that refer to English resources residing at the Cosmos repository that are
describing Newton’s law in physics. The user can further refine the search by
adding new parameters or delete any of the above three parameters to make the
search more general.

**Figure 16: The search page after specifying a number of search criteria**

In **Appendix 7.3** more technical details about the use of the Search API are
provided

####  2.2.3 Methods, software tools and documentation to access OSOS data

The methods software and tools that can be used for the different ways of
accessing the portal data are presented under the Training Academies of the
portal including documentation, descriptive and supporting material. The
following activities have beed made available online:

#####  2.2.3.1 Title: ODS Moodle plugin

**Description:** he main target of the current activity is to make an
introduction and give all the necessary guidelines for the Moodle Blocks that
have been developed to enable the alignment of Moodle installations with the
portal. The objective behind these modules is to facilitate the inclusion of
stakeholders that use Moodle installations in ODS, since there are several
schools that use Moodle to organize their content and support their learning
activities. In this context, two Moodle Blocks were implemented. The first one
provides access to the ODS repository search services and uses a generic
JavaScript-based component. The second Moodle block provides the necessary
functionality to enable harvesting of Moodle courses from the ODS harvester,
thus offering the capability to the users of a Moodle installations that uses
this block to publish their educational content in the ODS repository. The
first block essentially provides basic-level alignment while the second block
provides a systematic way of entry-level alignment of Moodle installations.

**URL** : _http://portal.opendiscoveryspace.eu/en/tr-activity/developing-ods-
moodle-plugin-introductionfuture-developers-834760_

#####  2.2.3.2 Title: Metadata Ingestion

**Description:** In this learning module the content providers will be
presented with the basics of metadata harvesting. The most common protocols
and technologies will be explored and foundations on how a harvesting-based
population federation works will be given. Special attention will be paid to
the concept of harvesting, the role of harvesting and OAI-PMH in ODS, and to
the implementation of learning objects collections through an OAI-PMH
endpoint.

**URL:** _http://portal.opendiscoveryspace.eu/en/tr-activity/metadata-
ingestion-ods-401764_

#####  2.2.3.3 Title: Building with ODS API

**Description:** This Training Activity focuses on the training of Technology
Developers on building authoring tools compatible with the ODS system. It most
particularly takes into consideration the development framework of ODS in
order to allow people to either develop their own authoring tools or extend
the existing metadata and scenario authoring tools.

**URL:** _http://portal.opendiscoveryspace.eu/en/tr-activity/building-
authoring-tools-compatible-odssystem-building-ods-api-668547_

For the Search API of the portal relevant documentation for the basic
architecture and features is uploaded here:
_https://github.com/evolvingweb/ajax-solr/wiki/Architectural-overview_ .

####  2.2.4 Data, metadata, code and documentations repositories

The data, metadata, code and documentation repositories are all rely on the
same infrastructure and they are hosted as virtual machines in the GRNET ViMa
9  VPS service. The full list of the repositories is presented: (i)
**Application server (** Hosts the Drupal installation (version 7.22) over a
typical Apache HTTPd/PHP stack using the prefork multi-processing module  10
. Accepts HTTP connections only from the reverse proxy. Also hosts all the
static content of the ODS portal (documents, presentations, images etc.), (ii)
**Database server (** Holds ODS portal’s data in a MySQL database (version
5.5.37) using InnoDB as storage engine. Current database size reaches 27 GB
spanning in 982 tables.), (iii) **Web server (Responsible** for serving all
HTTP user requests. Uses an Apache HTTPd in reverse proxy mode).

For the new features of OSOS Incubators, a separate virtual machine will be
engaged in the same infrastructure, and especially for the Project Authoring
tool, for several reasons:

  * It is expected that a siginificant amount of data will be produced during the creation and edit of the projects from the Teachers and the Students since also a versioning feature will be supported. So, the mass of the produced data wil be high 

  

  * The use of the tools from the students requires the concurrent use of the portal services and the tools and it is expected that the load of traffic will be significantly increased 

  

  * It will ease the better management of the load and the more effective support of the service since this division will positively affect the performance of the entire system 

  

  * Hosting the data of the Projects in a separate repository will ease and fasten the analysis to procude the proper statistics for the assessment framework of the project 

  

It is mentioned that the provider of the infrastructure already supports the
portal services for openness of data, supporting and providing the respective
services of the portal and will continue the support for the OSOS project
lifetime and features too.

####  2.2.5 Restrictions

The project actions and results are aligned with similar international
initiatives and its various phases are developed taking into account input
from key external players (educational authorities, international outreach
groups, scientific organizations).

The consortium will make an exact plan so the results of the project to be
presented in numerous conferences and workshops in Europe and beyond (e.g.
EPS, GIREP, ESERA, EHTA biennial conferences, etc.). Upon the delivery of the
first project results, papers will be submitted to scientific journals and
magazines focusing on education, innovation education, STEM education. The
papers produced by OSOS will be open access so that they can be immediately
and freely available to the wide public (using more precisely the gold open
access model). Furthermore, according to the OSOS Grant Agreement  12,  each
OSOS partner must ensure open access (free of charge online access for any
user) to all peerreviewed scientific publications relating to its results.

In particular, it must:

  * as soon as possible and at the latest on publication, deposit a machine-readable electronic copy of the published version or final peer-reviewed manuscript accepted for publication in a repository for scientific publications; Moreover, the beneficiary must aim to deposit at the same time the research data needed to validate the results presented in the deposited scientific publications. 

  

  * ensure open access to the deposited publication — via the repository — at the latest on publication, if an electronic version is available for free via the publisher, or within six months of publication 

  

  * ensure open access — via the repository — to the bibliographic metadata that identify the deposited publication. 

  

Regarding the digital research data generated in the action (‘data’), the
beneficiaries must:

  * deposit in a research data repository and take measures to make it possible for third parties to access, mine, exploit, reproduce and disseminate — free of charge for any user — the following: (i) the data, including associated metadata, needed to validate the results presented in, (ii) scientific publications as soon as possible, (iii) other data, including associated metadata, as specified and within the deadlines laid down 

  

_ 12  _ Grant Agreement number: 741572 — OSOS —
H2020-SwafS-2016-17/H2020-SwafS-

2016-1, Article 29

• provide information — via the repository — about tools and instruments at
the disposal of the beneficiaries and necessary for validating the results
(and — where possible — provide the tools and instruments themselves).

Regarding the sensitive student related data generated and collected through
questionnaires, projects and activities throughout the project, each school’s
responsible OSOS manager is able to decide if and when these data can be
shared or used.

At this case, a Creative Commons License will be used. (see **subsection
2.4.1** ).

##  2.3 Making data Interoperable

All methods, tools and standards decribed in the previous sections ensure the
interoperability aspect of the data generated in the ISE portal and the
services of the portal as well. All standards that cover this aspect are
listed:

  * **ODS LOM AP:** Metadata description of educational resources and related content 

  

  * **UNESCO ICT Competency Framework for Teachers** 11  **:** For the Teachers’ profiles, to be able to match teachers’ competences with educational resources descriptions (through IEEE LOM related metadata) 

  

  * **IEEE LOM** 12  **:** Standard’s vocabularies are used for the classification of the ODS AP elements 

  

  * **OAI-PMH:** For metadata publishing and harvesting 

  

##  2.4 Increase data re-use

###  2.4.1 License schemes of OSOS Data to permit the widest use possible

The licencing scheme that is applied in the portal for the educational content
follows and applies the framework and standard restrictions specified by the
Creative Commons License.  ( _https://creativecommons.org_ )  . The
originators of the content define the level of use and accessibility when
creating new content and the selected option is applied for all users and
visitors of the portal.

For the educational content that the originator declares that is fully open to
access and use the rules applied by the privacy levels of the community are
enforced. The selected options are recorded and defined by specific elements
in the metadata description of the educational content and thus is ensured
that all future uses and presentation of the content will follow them in case
of aggregation of the portal repository by a third, external repository.

###  2.4.2 Re-use of Data

All the four types of Data collected and generated during the project’s
lifetime and after its termination, will be re-usable by the massive community
of OSOS stakeholders. OSOS will deploy an open learning content infrastructure
that aggregates existing repositories and tools into a critical mass of
e-learning contents, covering around 1,000,000 e-learning resources from 75
educational repositories across the globe. Moreover, OSOS adopts social
networking tools and offers the opportunity for the development of lightweight
school-based portals to support the development of school-generated content,
the assessment of the school’s openness level and its cultural change.
Addtitionaly, the consortium will include a key player in the field of digital
education in Australia in order to inform the proposed OSOS framework and the
resulting services with findings and initiatives taking place in different
places of the world where school openness and innovation is at the highest
level of the educational policy agenda. More specifically the consortium
includes as partner the Curtin University of Technology (CURTIN).

Curtin University of Technology (CURTIN) has considerable research expertise
in key areas of this proposal namely, (a) in modelling schools as
organizations as well as specific school actors such as teachers (b) digital
systems for open access to education. In this framework CURTIN will contribute
to WP2 and WP6.

Furthermore, the OSOS consortium set up a collaborative scheme with the Office
for Digital Learning of the Massachusetts Institute of Technology (MIT). MIT
ODL team are the initiators of the edX platform. MIT focusing on the recent
Initiative for Learning and Teaching (TILT) that aims to bring the essence of
the MIT learning approach beyond the borders of the campus to K-12 learners
and teachers around the world. TILT looks to fill a growing need in science
education by initiating new research, design, and outreach programs that will
transform both how students learn and how we understand how students learn.
TILT is following similar approaches with OSOS and offers a unique opportunity
to follow its developments and to cooperate systematically with the MIT team
in the OSOS Strategies (WP2) and to the Open Schooling Best Practices and
Initial Pilots (WP4).

This collaboration scheme is based on the implementation of the “Arrangement
between the European Commission and the Government of the United States of
America for cooperation between researchers funded separately by the European
Union’s and the United States Framework Programmes on Research and innovation
(signed on 17/10/2016)”. Thus, the OSOS coordinating entity, EA, signed an
agreement related to the Project with MIT ODL so to a) offer specific services
to the project and b) reach a common understanding in respect of intellectual
property rights, data access, and data dissemination and other matters
considered essential to collaboration and to lay that understanding down in a
Memorandum of Understanding among themselves. The Horizon 2020 OSOS
coordinating entity (EA) ensures that any understanding reached is compatible
with the obligations under the Horizon 2020 project and the US partner (MIT)
likewise ensures it is compatible with the obligations under its funding
mechanism (e.g. National Science Foundation of USA (http://www.nsf.gov/).

#  3 Allocation of resources

##  3.1 Costs of making OSOS data FAIR

OSOS’ infrastructure will be based on the existing ODS and ISE portal and
their huge community and precious content. The costs for setting up this
infrastructure is analysed in **Table 20**  
  
<table>  
<tr>  
<th>

**Cost Item**

</th>  
<th>

**Total Investment**

</th> </tr>  
<tr>  
<td>

Development of the Open Discovery Space  ( _http://opendiscoveryspace.eu/_ )
portal (50% co-funded)

</td>  
<td>

10.000.000 €

</td> </tr>  
<tr>  
<td>

Development of Inspring Science Education (www.inspiringscience.eu) content
(50% co-funded)

</td>  
<td>

8.000.000 €

</td> </tr>  
<tr>  
<td>

OSOS Authoring Tool for student projects

</td>  
<td>

200.000 €

</td> </tr>  
<tr>  
<td>

**Total**

</td>  
<td>

**18.200.000 €**

</td> </tr> </table>

**Table 20: OSOS needed infrastructure cost**

##  3.2 Data management responsibilities in the OSOS Infrastructure

For the effective, secure and proper creation and management of the content,
the portal includes specific roles, properly assigned with access and
administration privileges

**Administrators** : they have full access in the portal content and services.
Only a few people are assigned with this role that are responsible for the
administration of the portal and support of users.

**Registered users** : these are users that participate in the implementation
of the project from the schools’ and stakeholders’ side and might be teachers
or experts. This role is defined by the user during his/her registration or by
the administrator of the portal.

**National coordinators** : The National Coordinators are mainly responsible
for the registration and management of the Schools. This role is assigned by
the administrator of the portal.

**School manager** : this role is assigned by the National Coordinators to
teachers that are responsible to manage the profile of the Schools under of
which they are registered.

**Community Managers** : this role is automatically assigned to the registered
user that creates a new community in the portal and have access to the
administration of the content of the community and also the members of it. The
Community Manager initializes among other descriptive elements, the school
under of which this community belongs to (if he/she is a Teacher) and if a
community is public or private.

**Students** : these are not regular users of the portal. They access the
projects that they participate using only a nickname and password that are
related only to the project, the url of which is shared by their teacher. No
further information or personal data is imported and kept in the portal.

**eLearning tools managers** : this role is assigned to users that are
responsible for the management of the eLearning tools in the portal. This role
is assigned by the administrator of the portal.

**Training activity contributors** : the users assigned with this role are
responsible for the management of the Training Activities. This role is
assigned by the administrator of the portal.

**Tool providers** : this role is assigned to users that are responsible for
the registering eLearning tools in the portal. This role is assigned by the
administrator of the portal.

**News editor** : the users assigned with this role are responsible for the
management of the News in the portal. This role is assigned by the
administrator of the portal.

**Analyst** : the users with this role can create queries on the analytics and
view the results in the form or reports or download them as excel files. This
role is assigned by the administrator of the portal.

##  3.3 Costs and value of long term preservation

The annual administrative costs of the OSOS Portal are estimated around 40.760
euros, while the annual maintenance costs are estimated at 13.920 euros. The
Total Annual Costs for running the Osos Portal & Support Mechanisms is
estimated at 54.680 euros and is analysed in **Table 21.**  
  
<table>  
<tr>  
<th>

**PORTAL ADMINISTRATION**

</th>  
<th>

**Calculated on monthly basis**

</th>  
<th>

</th>  
<th>

</th> </tr>  
<tr>  
<th>

# /

month

</th>  
<th>

time

(min)

</th>  
<th>

total time

(min)

</th>  
<th>

total time (hours)

</th>  
<th>

days

</th>  
<th>

**Cost /**

**month**

</th>  
<th>

**YEARLY**

</th> </tr>  
<tr>  
<td>

**Administration Support**

</td>  
<td>

</td> </tr>  
<tr>  
<td>

User registrations

</td>  
<td>

60

</td>  
<td>

2

</td>  
<td>

120

</td>  
<td>

2

</td>  
<td>

0,25

</td>  
<td>

80,00 €

</td>  
<td>

960,00 €

</td> </tr>  
<tr>  
<td>

Community requests

</td>  
<td>

25

</td>  
<td>

3

</td>  
<td>

75

</td>  
<td>

1,25

</td>  
<td>

0,16

</td>  
<td>

50,00 €

</td>  
<td>

600,00 €

</td> </tr>  
<tr>  
<td>

Users' communication

</td>  
<td>

10

</td>  
<td>

70

</td>  
<td>

700

</td>  
<td>

11,67

</td>  
<td>

1,46

</td>  
<td>

466,67 €

</td>  
<td>

5.600,00 €

</td> </tr>  
<tr>  
<td>

Community statistics

</td>  
<td>

1

</td>  
<td>

480

</td>  
<td>

480

</td>  
<td>

8

</td>  
<td>

1

</td>  
<td>

320,00 €

</td>  
<td>

3.840,00 €

</td> </tr>  
<tr>  
<td>

Portal statistics

</td>  
<td>

0,33

</td>  
<td>

2400

</td>  
<td>

800

</td>  
<td>

13,33

</td>  
<td>

1,67

</td>  
<td>

533,33 €

</td>  
<td>

6.400,00 €

</td> </tr>  
<tr>  
<td>

ISE tools statistics

</td>  
<td>

0,33

</td>  
<td>

300

</td>  
<td>

100

</td>  
<td>

1,67

</td>  
<td>

0,21

</td>  
<td>

66,67 €

</td>  
<td>

800,00 €

</td> </tr>  
<tr>  
<td>

Maintaine of statistics file

</td>  
<td>

1

</td>  
<td>

120

</td>  
<td>

120

</td>  
<td>

2,00

</td>  
<td>

0,25

</td>  
<td>

80,00 €

</td>  
<td>

960,00 €

</td> </tr>  
<tr>  
<td>

**Dissemination Support**

</td>  
<td>

</td> </tr>  
<tr>  
<td>

e-mail communication

</td>  
<td>

2

</td>  
<td>

960

</td>  
<td>

1920

</td>  
<td>

32

</td>  
<td>

4

</td>  
<td>

1.280 €

</td>  
<td>

15.360 €

</td> </tr>  
<tr>  
<td>

News admin

</td>  
<td>

3

</td>  
<td>

20

</td>  
<td>

60

</td>  
<td>

1

</td>  
<td>

0,13

</td>  
<td>

40,00 €

</td>  
<td>

480,00 €

</td> </tr>  
<tr>  
<td>

**Development Support**

</td>  
<td>

</td> </tr>  
<tr>  
<td>

New GUI of supported communities / engaged

projects

</td>  
<td>

0,5

</td>  
<td>

1440

</td>  
<td>

720

</td>  
<td>

12

</td>  
<td>

1,5

</td>  
<td>

480,00 €

</td>  
<td>

5.760,00 €

</td> </tr>  
<tr>  
<td>

**TOTAL ADMINISTRATION COSTS (€)**

</td>  
<td>

**4375**

</td>  
<td>

**72,92**

</td>  
<td>

**9,11**

</td>  
<td>

**3.396,67**

</td>  
<td>

**40.760,00**

</td> </tr>  
<tr>  
<td>

**PORTAL MAINTENANCE**

</td>  
<td>

# /

month

</td>  
<td>

time

(min)

</td>  
<td>

total time

(min)

</td>  
<td>

total time (hours)

</td>  
<td>

days

</td>  
<td>

**Cost /**

**month**

</td>  
<td>

**YEARLY**

</td> </tr>  
<tr>  
<td>

Technical support (bug fixing, cashing and

clearance steps, upgrade if necessary, restart)

</td>  
<td>

3

</td>  
<td>

240

</td>  
<td>

720

</td>  
<td>

12

</td>  
<td>

1,5

</td>  
<td>

480,00 €

</td>  
<td>

5.760,00 €

</td> </tr>  
<tr>  
<td>

Infrastructure maintainance

</td>  
<td>

3

</td>  
<td>

240

</td>  
<td>

720

</td>  
<td>

12

</td>  
<td>

1,5

</td>  
<td>

480,00 €

</td>  
<td>

5.760,00 €

</td> </tr>  
<tr>  
<td>

**TOTAL (€)**

</td>  
<td>

</td>  
<td>

</td>  
<td>

**1440**

</td>  
<td>

**24**

</td>  
<td>

**3**

</td>  
<td>

**960,00 €**

</td>  
<td>

**11.520,00**

</td> </tr>  
<tr>  
<td>

Hosting

</td>  
<td>

</td>  
<td>

</td>  
<td>

</td>  
<td>

</td>  
<td>

</td>  
<td>

**200,00 €**

</td>  
<td>

**2.400,00 €**

</td> </tr>  
<tr>  
<td>

**TOTAL MAINTENANCE COSTS (€)**

</td>  
<td>

**13.920,00**

</td> </tr>  
<tr>  
<td>

**TOTAL ANNUAL COSTS FOR RUNNING THE OSOS PORTAL & SUPPORT MECHANISMS (€) **

</td>  
<td>

**54.680,00**

</td> </tr> </table>

###  Table 21: OSOS Annual Administration & Maintenance Costs  
  
<table>  
<tr>  
<th>

**4**

</th>  
<th>

**Data security**

</th> </tr> </table>

The security & privacy for the interacting users of the platform including all
relevant stakeholders are covered from various aspects and levels throughout
all levels of portal’s infrastructure and platform:

  * **Platform:** This level targets on the seamless access of the users in the individual components of the portal services, supporting end enhancing the service in an advanced and secure manner. 

  

  * **Service / sub-system:** This level of security regards the distributed authorization and auditing processes by the individual sub-systems of the platform and allows the controlled access and guidance of the users on the available services 

  

  * **Entities organization:** This level provides the controlled access and follows the privacy mechanisms on the Schools, teachers and communities /groups data that are ensured by the organization of the relations among these entities. These levels of organization are totally respected by the implementation and provision of the relevant services and navigation of the users throughout the portal. 

  

  * **Community-based:** Due to the collaborative nature of the services provided through the grow of extended community networks, privacy settings are supported also at community level, in order to protect the privacy settings, set by the community managers on the users’ activities and content developed under the communities. The “open” and “private” modes are established as options and respected in all levels of presentation and access of the communities’ content. 

  

  * **Users’ profile-based:** The users / entities that are registered and profiled to the portal manage the partially access on their personal / public data based on their preferences and self-defined restrictions 

  

  * **Content contextual description & IPRs: ** Access on the individual educational resources, tools and other content provided in the portal follow and cover the IPRs set by their authors/creators, as these are set using the contextual descriptions of them. 

  

Regarding the privacy policy that is followed in the portal and its special
conditions are presented in the relevant policy statement in **Appendix 7.1**
and it will be online provided for the acknowledgement to the users.

#  5 Ethical aspects & Other Issues

##  5.1 Ethical Aspects

The OSOS project will comply with data protection acts, directives, and
opinions, both at European and at National level. These include: (i) Directive
95/46/EC of the European Parliament and the Council of 24 October 1995 on the
protection of individuals with regard to the processing of personal data and
on the free movement of such data, (ii) The Charter of Fundamental Rights of
the EU, specifically the article concerning the protection of personal data,
(iii) UK Data protection act 1998, reviewing the rights of UK citizens to
access personal information, (iv) The opinions of the European Group on Ethics
in Science and New Technologies in their report “Citizen Rights and New
Technologies: A European Challenge” on the Charter on Fundamental Rights
related to technological innovation. In particular, recommendations related to
ICT concerning data protection and individuals’ freedom and autonomy will be
taken into account. The Project Coordinator will ensure compliance with such
legislation. The Consortium notes that the proposed research and activities of
the project involve one area highlighted of the Ethical Issues Table: i.e. the
involvement of children.

Furthermore, OSOS will engage young people, aged 10-18, in science education
activities. Parental consent will be required for the children to participate
in the project. A series of procedures will therefore be set in motion to
secure privacy, security and ethical conduct in all our field and evaluation
studies. Specifically:

  * All researchers and mentors involved in school-based activities, or working directly with children outside school, will be required to follow all national procedures for verifying fitness to access school premises. 

  

  * All researchers will be required to have school-verified identification and a school liaison person available at all times during school visits. 

  

  * All researchers will be aware of essential health and safety issues concerning students on school premises. 

  

  * Parental consent will be obtained for each step in the activity (e.g. children’s involvement in evaluation studies, videos, photographs). 

  

##  5.2 Other data management procedures

**Handling of user personal data:** The project consortium will devise
mechanisms that comply with the rules relating to the protection of personal
data, as described in Directive 95/46/EC. This Directive regulates the
processing of personal data and stipulates, among other things, the following:

  * The data subject has the right to be informed when his/her personal data are being processed 

  

  * Data may be processed only under the following circumstances (Art 7): 

    * When the data subject has unambiguously given his/her consent. 

  

    * When the processing is necessary for the performance of or the entering into a contract. 

  

    * When processing is necessary for compliance with a legal obligation. 

  

    * When processing is necessary in order to protect the vital interests of the data subject. o When processing is necessary for the performance of a task carried out in the public interest or in the exercise of official authority vested in the controller or in a third party to whom the data are disclosed. 

  

    * When processing is necessary for the purposes of the legitimate interests pursued by the controller or by the third party or parties to whom the data is disclosed, except where such interests are overridden by the interests for fundamental rights and freedoms of the data subject. 

  

  

In summary, in all cases the project undertakes to ensure that all data used
within it will be:

  * fairly and lawfully processed 

  

  * processed for limited purposes 

  

  * adequate, relevant and not excessive 

  

  * accurate 

  

  * not kept longer than necessary 

  

  * processed in accordance with the data subject's rights, both locally and within EU legislation • secure 

  

  * not transferred to countries without adequate protection.