OPEN CONTENT DEVELOPMENT IN ICT ENVIRONMENT

Today’s educational innovation efforts are dominated by the terms online and ICT-based teaching and learning. This inspiration approached by the last decade tackled the theoretical (Lindner, M; Hug, T. 2006; Nyíri, K. 2010) and didactic (Colons, A.; Halverson, R. 2009; Benedek, A.; Molnár, Gy. 2015, 2016) issues of ICT applications in education to activate students. Between 2012 and 2015, we implemented several education projects related to the development of digital learning environments and content development where the content and applied methods were supported by ICT environment. Two decades have passed since the introduction of the Open Access principle and its adoption in a wider context of practice put pedagogical thinking – like open - up education (Kumar, V. 2008, 2012; Santos, A. I., Punie, Y., Muñoz, I. C. 2016) - in motion as well. Our presentation focused on the current methodological renewal and we wish to introduce the construction process in the course of which we moved from our theoretical presumption through the first empiric surveys to the creation of our Open Content Development (OCD) model.

Open content can be modeled as a scale-independent graph (that connects visual and verbal knowledge elements and math representations) combined with mathematical representations to enhance both theoretical and practical approaches as well as case studies and practical examples. This approach could fit well in to the contemporary LMS in formal education. Accordingly, in the content management process, the visual representations understood easily by young people and mathematical representations adjusted to the relevant age group would be supplied to each element of the graph-like knowledge set formulating in virtual space.

Our hypothesis states that knowledge elements interlinked at the level of micro-contents will form a complex curriculum. The creation of open curricula with rich visual contents has become an important direction to the international development of contents. The process is typically characterized by the constructive contribution of learners. There is a typical feature in broad scale public access that is facilitated by modern, interactive on-line interfaces. This specific field is dominated by initiatives in the tertiary education. Micro-learning presumes the generation of micro-contents and constructing their relevance network. Using those methods, traditional learning contents may be customized in a digital format for the mobile devices screen and the context of these contents may be displayed for students like a hypertext. Knowledge elements may be collected and copied into customized sets of contents; these sets may be then analyzed, estimating the quality of the entire curriculum regarding its contents and configuration.

Another significant feature of the research regarding didactics is the use of cloud-based services, i.e. storing the complex open access didactics materials (that is being expanded continuously regarding both the number of elements and their connections) in a cloud. By presenting the experiences of the online development phase among the students of the course entitled „Introduction to Systems”, this article summarizes the steps made towards establishing a new open content development and management system teaching based on case studies that are applicable in education in a wider range.