mixing open learning material with ‘the publisher’s books ‘ kennisnet (edrene – may 2012)...
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Mixing open learning material with ‘the Publisher’s books ‘
Kennisnet (EDRENE – May 2012)Henk Nijstad, Kennisnet
Experiments on mixing
Mixing open resources– Commercial and not-commercial– Small granularity–…..
With publisher’s books– or ‘open’ learning lines
ES SIG wg 01-03-2012
Leo asked last time, in Poitiers:
ES SIG wg 01-03-2012
What’s the business case,
Henk!Who wants
this?
Teacher
Wants to vary on the publisher’s books F.e. for slow or fast students Extra tests, extra theory, extra
assessments Or he dislikes certain paragraphs of ‘the
books’ , or finds them not good enough
ES SIG wg 01-03-2012
Repository / Open learning materials
Without curriculum-connection, this content can not be used on large scale
Teachers use the publisher’s textbooks; without connection with ‘the books’, large-volume use will be difficult
F.e. culturel heritage content; teacher-produced content like KlasCement of Wikiwijs
ES SIG wg 01-03-2012
Publishers
Their clients (‘the teacher’) want to vary on the textbooks
To lower production costs– F.e. Educational videos are very
expensive in producing– Creating content aimed at individual
students (dyslexie, etc) can be very expensive
To improve, to strenghten the textbook:– There is so much nice, valuable open
content!ES SIG wg 01-03-2012
Schoolmanagement
Have a huge lockin with the textbooks– Teachers are dependend
Want to have choice, to have a position to be able to negotiate– Shrinking budgets in NL– Pressure to raise quality– Increasing demand from parents
ES SIG wg 01-03-2012
We see deals growing
Open content-movement in Secundary schools with certain publishers
Public broadcasting companies and the Publishers’association
ES SIG wg 01-03-2012
Linked Data experiments
ES SIG wg 01-03-2012
Most important aims
Automatic distractibility of metadata
Accountability–What’s being teached– Relation of paragraphs in ‘the books’
with learning standards and detailed curriculum
Enrichment– Adding extra learning objects and/or
expertise/knowledge in specific parts of the curriculum
ES SIG wg 01-03-2012
Skill
Learning Object
Concept
Learning Trajector
y
Achievement Standards Learning Trajectories
Body Of Knowledge Learning Materials
→ is acquired with
helps to acquire ←
→ p
ast i
n
wor
dt u
itgev
oerd
met
←
→ is acquired with
helps to acquire ←
→ is
nec
essa
ry fo
r
requ
ires
know
ledg
e of
←
→ is
aquired in
leads to kn
owledge of ←
→ is acquired with
helps to aquire ←
An experiment, ingredients: A widely used Publisher’s book on
Geography (secundary school) Videos from Public broadcasting companies
(Teleblik) Creating relations between the videos and
the (paragraphs, detailed) lesson plans (domain publisher)
By doing so, automatically creating open metadata, i.e.detailed curriculum connections
ES SIG wg 01-03-2012
ES SIG wg 01-03-2012
Statements EDRENE
ES SIG wg 01-03-2012
Statement 1
Not a single country in Europa has described its curriculum yet– in enough detail–Machine-processable to enable f.e.
‘semi-automatically’ addition of metadata
ES SIG wg 01-03-2012
Statement 2
A repository in which the learning objects are not connected in detail to some kind of learning line or textbook, is useless for teacher’s use in big numbers
ES SIG wg 01-03-2012
Statement 3
90%+ of the teachers need some kind of learning line or ‘backbone’ (textbook).
In the little time he has available to search for extra learning objects, he needs this learning line or textbook as a starting point
ES SIG wg 01-03-2012