ENCORE Workshop Webinar 26 February 2024

2. Generative AI arrived in November 2022: Is it revolutionising our educational practice?
Interaction generated with Chapt-GPT3, February 2023
Interaction generated with Dall-E, «dialogue,
watercolour and pencil style» January 2023

3. • Rush to try ChatGPT in Ed: Webinars
(example), ideas designing with ChatGPT
(example)
• BUT as AI overall, AI in education have
been evolving in the last 50 years, from
teaching machines to learning analytics and
educational robotics.
• Recent collective letter to stop OpenAI and
ChatGPT4
https://twitter.com/ggarcialutz/status/1641037833350660096

4. Should’n we think more carefully
about the AIEd we will embrace?
Think critically
Data Ecosystems, Reserch groups behind, Transparency, Openness of
data and algorithmic procedures

5. Building Fair
Data AI
Cultures
Hypothesis for
future research &
development
(Raffaghelli & Sangrà, 2023)
• Trainers/Faculty Development to
embrace AI: not structured courses!
• Stakeholders Students’ engagement
in the debate (THEIR life in a
posthuman future)
• Observatories, Networks, Discussion
Groups towards the generation and
continuous review of data/AI policies
in universities
• Foster an Open Education Science

6. Building
Fair Data
AI
Cultures
At UNIPD
(Raffaghelli & Sangrà, 2023;
De Rossi, Raffaghelli,
Antonello, 2023) 6th months exploring
AI-powered tools in several
areas and promoting
pedagogical documentation
and reflection

7. Ethical
Guidelines
on the use
of AI and
data
(European Commission, 2023)
A compelling need to:
• Understand AI
systems before
usage
• Carefully consider
impacts
• Technologies are
not good per se

8. ENCORE
Promoting
AI-human
collaboration
in Education

9. Digital, Entrepreneurial, Green
A not so recent... but also recent way
gone
Where are the good OERs about?
DigComp 2.2 (2013/2022)
GreenComp, 2022

10. OER...
A long long way gone
...Take a look at our working document ENCORE APPROACH https://project-encore.eu, we tell the story)
The OpenEdu Framework
https://joint-research-centre.ec.europa.eu/what-open-education/openedu-framework_en

11. The ENCORE tool
Frame the QR code
or use the following link
https://dev-e4e.polyglot-edu.com/
Your focus might be OER or
Green, Entrepreneurial
and Digital Skills

13. *What is a
pedagogical
scenario?

17. This pedagogical/learning scenario relates a workshop were the teachers/educators are
invited to explore the concept of data justice and the different interpretations of this
complex idea. They are hence lead to reflect on possible applications and to design for
learning in their contexts of teaching/educational activity.
For that, we consider the different approaches to data justice, looking at their benefits and
pitfalls. We then focus on Taylor’s (2017) framework for data technologies’ design and
governance. The framework is a capability (Sen, 2009) and freedom-based approach that
examines how data technologies influence the kind of lives that people deem valuable to
live. As a complement to the notion of data justice, which is mainly a conceptual one,
both, data feminism (D'Ignazio & Klein, 2020) and seven inequities held in power are going
to be described as actionable analytical tools to address issues of data justice when
working with research in the classroom. In addition, we present the interactive Data Ethics
Canvas, from the Open Data Institute. Hence, there is an activity of reflection and debate
(that can happen in an online forum). Later on, there's a group activity of learning design,
that can end up in the adoption of a template to design a module on data justice in their
classrooms/educational contexts.
The activities are based on three main types of resources:
A theoretical Module and a presentation to support the introduction to the workshop
A digital environment or inputs to discuss
A template to design for learning (see for example:
https://docs.google.com/document/d/1dJ3Tzf6skwwwMvNt3bGX0UuJ98C1xTuAC-
gxWXNVVPs/edit)
One critical aspect is to find open educational resources relating/supporting: a)
pedagogical design; b) evaluation of learning activities: c) data justice examples/cases
Educators practice
New Educators’
Inspiration for practice
First loop: Expert Educators – Salamanca/Gotheborg

18. One critical aspect is to find open educational resources relating/supporting:
a) pedagogical design; evaluation of learning activities; c) data justice
examples/cases
Educators practice
New Educators’
Inspiration for practice
Educators
VET/HigherEd
Exploring a
new concept
Used
Theories
Sought for
resources
Were
provided
with tools
and
resources
Designed for Learning
(train other educators)
Reflected on the
problems of finding
resources

19. Elements of a Learning
Scenario
Educational Technologists
/
Metadata
Analysis Requirements
(Narratives and
Features) for the
Learning Scenarios
Enabler4Educators
Mockup Design
Partners’
Feedbacks
Experts/
Educators
Students
Enabler4Educators
(E4E)
Co-Design
Workshops &
Educathons
Learning
Scenarios
Algorithmic transparency
Co-design
Human in the loop

20. Educators practice
New Educators’
Inspiration
for practice
Second loop: Educathons – Italy, Greece, Germany, France, Spain

21. Educators practice
New Educators’
Inspiration
for practice
Second loop: Educathons – Italy, Greece, Germany, France, Spain

22. Second loop: Educathons – Italy, Greece, Germany, France, Spain

24. Preliminary Results – Summary of Sessions and Participants
Loop & Sessions Participants Topic Documented at
FIRST LOOP
UNIPD/ USAL (Feb 23) 23 Experts VET/HEIs DGE Report: ENCORE Approach
https://project-encore.eu/wp-
content/uploads/2023/11/D5.1-The-
ENCORE-approach.pdf
UNIPD/CHALMERS (Sept 23) 16 Experts VET/HEIs
SECOND LOOP
UNIPD (Nov 23) 20 Student Educators OER Planner&Report
Publication in Progress
UNIPD (Dec 23) 8 Faculty/63 Student Educators
UNIPD (Feb 23) 20 Student Educators
HOU (Jan 23) 40 Student Educators OER Planner&Report
USAL (Feb 23) Open – In Progress OER
REUT (Jan 23) 12 Faculty / Students DGE/OER
UNIPI (Jan 23) 19 Faculty/Teaching Assistant AI / DGE
CHALMERS (Jan 23) 5 Faculty DGE
ADECCO FR (Jan 23) 10 VET DGE
ADECCO IT (Jan 23) 4 VET DGE
7 preliminary
meetings for
Coaching:
UNIPD/
EDUCATHON
Leaders
(16
participants)

25. Preliminary Results – The participants’ voice – First Loop

26. Preliminary Results – The participants’ voice – Second Loop
The subscales “OER knowledge," “Using OER,” and
“Understanding and contribution to Open Knolwledge” were
significant at the cut-off level of <.001 (df = 63, t = 9.43, 9.83,
7.22, respectively).
Also, the UTAUT scale was applied, observing that the most
important variables for the students in this sample were, in
decreasing order:
1) performance expectation (avg. score 15.4) and behavioural
intentions (15.1); 2)
2) social influences (13) facilitating conditions (12.9) effort
expectation (12.3).
The results pave the way for
universities to teach and
develop educational
strategies for initial teachers
training (undergraduate
level) to embrace an open
educational perspective
through AI-mediated tools
UNIPD/Students N=63
This means that the participants believe that the impact of using
ENCORE to embrace an open educational perspective is relevant
and that they are willing to integrate it into their professional
practice.

27. Preliminary Results – The participants’ voice – Second Loop
Students at HOU and Reutlinger
“The educathlon was appreciated by the
students, as the interaction with the
ENCORE system gave them the opportunity
to explore types of resources and
instruments they were not used to work
with”
“Ten scenarios were developed (translated also to English), which covered a
wide range of academic topics, depending on the background of the team
members. (Students) showed keen interest in the ENCORE platform and
found its features very useful, particularly the search engine and its unique
way of presenting of results.
Moreover, Educathlon participants wished OERs and platforms
like ENCORE to become a dominant model in teaching and learning in the
following years.”

28. Preliminary Results – The participants’ voice – Second Loop
Faculty Staff
“For us, as trainers/university teachers,
it was relevant to see the time
requested for the proper interaction
with the system, the high expectations
and the limitations encountered. From
the other side, the system sparked
debate and creativity, so we enjoyed
the activity overall” (REUTLINGER)
…many other AI-powered systems nowadays and
therefore it is not easy to pick the right one as educator.
…Ease of use is a relevant factor. The other relevant
factor is to which extent an instrument expands the
teacher/educator capacity to design, deliver, teach,
create, etc., rather than constraining (the users) to adopt
functionalities that are offered.
…Participatory design is relevant. ENCORE has to find its
way, in this sense: for example, in liaising with the ESCO
skills.
…As an experience teacher, I’m less convinced by the
tool's possibilities than the junior colleagues. But I
appreciated the possibility to create collections of good
quality OER (UNIPD)
I liked...
Reasearch of the OERs that better
fit the topic I chose (UNIPI)
a) have an overview of educational
resources, have an interface to
create and manipulate learning
path. b) the possibility of creating
learning path as self-taught (UNIPI)

31. Credits
Commons 4.0 License BY-SA-NC
Virtual Meeting 23/01/2023
ENRICHING CIRCULAR USE OF OER FOR EDUCATION
UNIPD team:
Francesca Crudele, Laura C. Foschi, Beatrice Doria, Graziano Cecchinato, Valentina Grion, Juliana
Raffaghelli
Educathon Leaders:
Daniel Geigis (Reutlingen); Filippo Chiarello (UNIPI); Stephane Cretual (ADECCO-FR)/Serge Ravet (OREC);
Giulia Mancuso (ADECCO-IT); (Ioannis Paliokas) HOU; Andrea Vázquez-Ingelmo (USAL)
Presentation by: Juliana E. Raffaghelli (UNIPD)