iCamp: The Educational Web for Higher
Education in an Enlarged Europe
Barbara KIESLINGER1, Sebastian FIEDLER1, Fridolin WILD2, Stefan SOBERNIG2
1
Centre for Social Innovation - ZSI, Linke Wienzeile 246, Vienna, 1150, Austria
Tel: +43 1 495044200, Fax: + 43 1 495044240, Email:{kieslinger, fiedler}@zsi.at
2
Wirtschaftsuniversität Wien, Augasse 4-6, Vienna, 1090, Austria
Tel: +43 1 313360, Fax: + 43 1 31336746, Email: {fridolin.wild, stefan.sobernig}@wuwien-ac.at
Abstract: European higher education has started to successfully implement
technology enhanced learning strategies. The level of uptake varies however
substantially between institutions and countries. Regarding the technical solutions, a
similarly heterogeneous picture can be drawn. Whereas the variety of commercially
licensed and open source systems currently in use responds to different needs of the
users, this technical diversity faces the drawback of restricted data exchange
possibilities across systems. A recently started initiative called “iCamp” is
challenging this situation by suggesting a networked learning environment for
collaboration and networking across technical, institutional, and national borders.
The aim of this new project is to connect different learning systems, services and
content repositories via interoperable interfaces. From a pedagogical perspective the
project is focusing on scaffolding self-directed learning, collaboration and social
networking across national borders.
1. Introduction
The Lisbon strategy and its corresponding action plan for 2010 to establish a single
European information space - i2010 - forms a common basis for reforms needed in an
enlarged Europe [1]. One of the areas where a common information space is essential is in
higher education. A multidisciplinary research team of partners from old and new member
states has recently started to realise the vision of establishing a common educational web
for higher education in an enlarged Europe. The initiative is called “iCamp – innovative,
inclusive, interactive & intercultural learning campus” [2] and is co-financed by the
European Union under the IST programme of the 6th Framework Programme [3] for the
duration of three years.
One of the driving forces for this project, which is currently work in progress, is the
heterogeneity of the technological landscape that currently prevails in Europe’s higher
education. There are numerous advantages that a diversity of eLearning offers holds in
store, especially for the users. Instead of urging all users to adapt to the same system, a
variety of technical solutions allows a more individualised approach and responds better to
the different requirements of each individual and the organisational context. However, the
disadvantage that we are currently facing is the fact that the different systems are not
compatible and often they do not allow data exchange. This hinders collaboration across
systems. Thus, one of the technical challenges for a common information space in higher
education is to find ways for system interoperability. This is a main issue for iCamp.
In addition to the more traditional learning management systems recent developments
related to so called “social software” and “eLearning 2.0” [4] further enrich the
heterogeneous landscapes. With technologies such as weblogs, wikis, RSS, etc. the
production of content has become more dynamic and the individual participant has been
given greater freedom in active participation and collaboration. Social software tools are
thus going to be important elements in the learning environments of iCamp.
In this paper we would like to point out some of the main objectives of the iCamp
project, highlight the technical approach that the project pursues towards system
interoperability and argue on how it contributes to the goals set in the Lisbon agenda for
2010.
2. Objectives
The main objective of iCamp is to create open virtual learning environments for higher
education across Europe by connecting different learning systems and tools with a special
focus on open source software. We envision this networked learning environment as a
learner centred environments where participants will find scaffolds for self-directed
learning, collaboration and social networking across national borders and disciplines.
Driven by the heterogeneous landscape of systems, services and content repositories for
technology-mediated higher education the main idea behind the technical concept of iCamp
is on providing interfaces for interoperability. Instead of developing yet another learning
platform the iCamp idea is that of a networked environment which leaves room for system
heterogeneity, organisational and individual preferences. The content for this collaboration
is enriched via distributed networked repositories including content brokerage platforms,
online libraries, learning object databases, etc. Here, the Simple Query Interface (SQI), a
standard developed jointly by a group of European researchers [5] will serve as the basis for
further development and improvements with regard to system interoperability.
Since iCamp is not creating an additional eLearning system, but facilitates
interoperability, a main advantage is that institutions as well as individuals can continue to
use and further develop their preferred systems and tools, while at the same time connect to
and collaborate with others. Users will be more flexible in choosing their own preferred
tools and will be able to connect to heterogeneous landscapes.
The project also puts a strong focus on the integration of social software, such as wikis,
weblogs or social networking services. Although not originally developed for educational
purposes, these solutions have started to conquer users in a bottom-up approach and are to a
growing extent used for knowledge sharing, collaboration and networking. Bringing it
down to two main characteristics it can be emphasised that social software a) facilitates the
construction of relationships amongst individuals and groups and b) supports the active role
of the user as a producer of content [6], which qualifies social software as important tools in
the iCamp setting.
From a pedagogical perspective iCamp pursues the idea of scaffolding selforganisation, collaboration and social networking. The development, advancement and
application of these competencies need to be well supported by the technical infrastructure
that we envision. The pedagogical concept of iCamp stresses an active participation of
learners in the knowledge creation and knowledge sharing process and supports the
advancement of key competencies – self-organisation, collaboration, establishing social
capital - for life long learners. These are core competencies that enable citizens to face the
challenges of an inclusive information society.
3. Methodology
3.1 Research approach
The research approach in iCamp is characterised by an iterative interaction process between
theoretical design work, technical developments and validation trials in naturalistic
contexts. In the early 1990s a group of educational scientists trying to better account for the
educational context when drafting new theories and tools [7] created the rather young
methodological approach of design-based research. Following their tradition, iCamp
foresees three trial phases during the project. A crucial element in the design process is a
close dialogue between researchers and practitioners [8]. The empirical work will rely on
the pedagogical design concept supported by the technical infrastructure. The facts that the
envisioned learning experience will be across national borders and that the interaction will
be virtually mediated are important contextual constraints (e.g. with regard to language).
In order to get a clearer picture of the current situation regarding technological
infrastructure in European higher education a survey has been launched which tends to
identify the most commonly used systems, commercially as well as open source.
Respondents are also being asked about the future eLearning strategies of their institutions,
the identified limitations of the currently used systems and existing interoperability
challenges. The survey results will be complemented with desktop research on recent
system developments, emerging tools and services.
In addition, we will continue the successful work started in previous projects of
connecting systems via SQI. iCamp is integrating and connecting a broad range of
additional content sources such as digital libraries and social software tools.
3.2 iCamp’s approach towards EC policies
As identified in the i2010 challenges there are huge market opportunities in the
development of attractive content and services [...]. Yet, progress in this area is slow. [...] it
is important for the European Union to [...] (foster) the emergence of innovation services
[1]. iCamp offers new opportunities here by providing access to distributed repositories
including online libraries. The service itself provided by iCamp helps to identify and access
the specific content for cross-cultural learning experiences. It further explores ways to
retrieve important information from the deep web by extending the SQI and thus providing
interoperability amongst the various systems.
The Bologna Process [9] defines another important guiding policy for iCamp. The aim
of this process is to harmonise the architecture and establish the European Higher
Education Area (EHEA). The interactive and integrative approach of iCamp fosters interinstitutional co-operations amongst educators and students. By involving students and
educators across countries, a more balanced and objective opinion on the achievements by
the students as well as on the performance of the educators can be reached.
iCamp also contributes to more student mobility across Europe as it offers the
possibility to follow a course independent of the location. The creation of social networks
amongst students from different countries should help especially students from the new
member states to connect with their peers across Europe. According to the EC
benchmarking study on the 2010 objectives for education and training the mobility of
students is still below the expectations of policy makers [10]. In the acceding countries the
share of foreign students is with 1.4% currently very low. Regarding the share of students
enrolled abroad there are great differences among acceding countries. In Cyprus more than
60% of tertiary level students study abroad. This compares to below 2% in Poland. iCamp
sees itself as an important means to trigger more mobility and to enrich different national
cultures.
Finally, the cooperation and collaboration of students from different countries also
implies social challenges that are related to cross-cultural aspects and diversity. Whereas
the exchange programmes and study visits across Europe are already a very common means
for students to get in contact with other cultures, a virtual collaboration such as proposed by
iCamp is still a challenge for diversity management.
4. Technology Description
The technical approach of iCamp is concentrated around three broad topics:
interoperability, socio-constructivist learning tools and open source. The virtual learning
environment of iCamp builds on existing interfaces and integrates shared community
features. With the developments of the last few years, the eLearning market has been
(over)populated with tools and platforms to support different types of learning communities
with learning management, content management and communication tools. Open source
tools are gaining reputation and have had a high uptake in eLearning. As mentioned above,
we are currently collecting empirical data on the use of eLearning tools and services in
European higher education institutes to identify the most important tendencies.
Nevertheless, there is still a lack of interoperability between the various systems.
Standardisation work tries to overcome sub problems, but has only done so to a minor
extent. In iCamp, we build upon our experiences with the Simple Query Interface (SQI) that
provides means to interconnect and integrate learning object repositories.
Figure 1: Communication between Source and Target Repository via SQI (cf. [10]).
SQI is an interoperability infrastructure that enables heterogeneous systems to
communicate with each other for the purpose of distributed learning object retrieval.
Typically, this communication is based on web services (using SOAP messaging via HTTP
as a network protocol). To be put into practice in, e.g., a joint network of learning object
repositories, SQI relies furthermore on a common schema, defining common semantics, and
a common data model as well as a format, specifying which common query language is to
be used and how results should be encoded and represented. Communication can take place
synchronously or asynchronously (cf. [11]).
Through this abstraction of the data exchange process between different learning
systems and tools, a variety of application scenarios are enabled. At present the most
prominent examples are networked learning object repositories (both stand-alone and
integrated applications). Within iCamp, for example, the EducaNext repository (cf. [12],
[13]) has been provided with an SQI interface that enables other repositories, e.g., Ariadne
(cf. [14]) to find learning objects that fit their users’ queries within the other systems. This
distributed network search as shown in Figure 2 can currently be accessed via
www.educanext.org.
Figure 2: Network Search Interface in Educanext
So far, development has focused on querying for distributed learning resources. The
challenge for iCamp is to allow cross-collaboration of students amongst these various
eLearning systems, including social software applications, and to facilitate the joint use of
community features. The iCamp development team is e.g. working on an SQI interface for
one of the most popular open source eLearning systems currently in use, namely Moodle
[15].
5. Expected results
As previously mentioned, this paper is presenting work in progress and cannot rely on any
final outcomes. However there are already some intermediate results that are worth
highlighting and that indicate the potential of iCamp.
An initial task has been to identify the current trends regarding technical solutions for
eLearning in Europe’s higher education and to gather some empirical data, especially from
the new member states. Although not yet completed some interim results from the
eLearning survey already confirm the trend towards open source systems and the popularity
of Moodle. Not surprisingly interoperability across organisations is still very low. The
complete study results will be available in autumn on the iCamp website [2].
As iCamp envisions a more active cross-national and cross-organisational collaboration,
it has to overcome the constraints of system borders. The work on system interoperability
will result in interoperability guidelines including an interoperability check as well as open
source software modules.
Another main outcome will be the iCamp building blocks - open source software
modules - that can be arranged according to needs and preferences. The iCamp building
blocks can be integrated on a large scale in universities or they can be provided for
individual users that will then be able to arrange their personal learning environments with
iCamp-approved tools that guarantee interoperability with others.
6. Conclusions
Although not yet verified through the upcoming validation trials, the presented paper offers
a general hypothesis on how iCamp may contribute to establishing the European
information space for higher education where cross-cultural learning experiences can take
place. This entails technical, pedagogical and social science aspects and requires an
interdisciplinary research approach. While the results of the empirical work are expected to
inform specifically the further design process within the project and contribute to the
improvement of the pedagogical models and technical tools, the overall project is expected
to inspire further developments within all contributing disciplines.
Recent experiences with the implementation of the SQI have already shown some first
success and have raised great interest all over the globe. We envision contributing to an
even wider uptake of this standard by our further developmental work, especially with the
strong focus on reaching interoperability at collaboration level. A close collaboration with
partners from the PROLEARN network of excellence [16] will further add to advancements
in this respect.
Regarding the pedagogical work in iCamp we expect to contribute to the use of ICT for
higher education by suggesting some innovative pedagogical models that do reflect the
changes that we are undergoing during our transformation towards an information society.
These changes include technological progress as well as societal and economic
developments.
Overall, with the iCamp initiative we are expecting to contribute to the i2010 objectives
and support the realisation of the inclusive information society in an enlarged Europe. The
project will just be a very small piece in this mosaic, but it has its potential for contributing
to paving part of the way. The question of how the results might be implemented and what
this implies in terms of rethinking and some eventually drastic systemic changes in higher
education remains to be an open issue and shall lead to further discussions amongst
researchers, educators and policy makers.
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