26th Annual Management Information Systems [MIS] Conference

1. 26th Annual Management Information Systems [MIS] Conference Data Standards for Content: Granular Learning Standards, Learning Resources [Concurrent Session VI -J - Thursday February 14, 2013 - 9:00–10:00 – South Carolina] Richard Culatta Jim Goodell Doug Levin Michael Jay Since the 2012 Summer Data Conference there have been significant new developments related to learning standards, education resources (including open educational resources and assessment repositories), and corresponding data standards.  This session will examine key developments including those related to the CCSS-GIM project, the CEDS version 3 release, the Learning Registry, and the Learning Resource Metadata Initiative (LRMI).

2. GIM-CCSS: Granular Identifiers and Metadata for the Common Core February 14, 2013 Doug Levin, Executive Director State Educational Technology Directors Association (SETDA) dlevin@setda.org @douglevin www.setda.org @SETDA

3. State Educational Technology Directors Association All images used in this presentation are stock photos used with permission or created by the authors. Release for web use of all photos on file. • Serve, support, and represent U.S. state and territorial directors for educational technology • Mission to build and increase the capacity of state and national leaders to improve education through technology policy and practice • Forum for: • Advocacy for policy and practice • Professional learning • Inter-state collaboration • Public-private partnerships • Online at: www.setda.org or @SETDA

4. The Need for the Project • The shift to digital in K-12: instructional materials, assessments, professional development, courses, school models • The adoption and implementation of the Common Core State Standards • The need and opportunity – in academic standards-based systems – to align resources to the standards with fidelity • The opportunity and obligation to share across state lines, e.g., RTTA

5. Granular Alignment: Assessment Use Case Example #1 • CCSS.Math.Content.6.RP.A.2 (Ratios & Proportional Relationships – Grade 6) • Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship. Can you write one assessment item to fully address the standard? Is it more likely that an assessment item might address only part of the standard? If so, how many instructionally meaningful permutations exist?

6. Granular Alignment: Assessment Use Case Example #1 CCSS.Math.Content.6.RP.A.2 (Ratios & Proportional Relationships – Grade 6) Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship. 1

7. Granular Alignment: Assessment Use Case Example #1 CCSS.Math.Content.6.RP.A.2 (Ratios & Proportional Relationships – Grade 6) Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship. 2

8. Granular Alignment: Assessment Use Case Example #2 • CCSS.ELA-Literacy.RL.6.4 (Reading: Literature – Grade 6) • Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone Can you write one assessment item to fully address the standard? Is it more likely that an assessment item might address only part of the standard? If so, how many instructionally meaningful permutations exist?

9. Granular Alignment: Assessment Use Case Example #2 CCSS.ELA-Literacy.RL.6.4 (Reading: Literature – Grade 6) Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone 1

10. Granular Alignment: Assessment Use Case Example #2 CCSS.ELA-Literacy.RL.6.4 (Reading: Literature – Grade 6) Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone 2

11. Granular Alignment: Assessment Use Case Example #2 CCSS.ELA-Literacy.RL.6.4 (Reading: Literature – Grade 6) Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone 3

12. Granular Alignment: Assessment Use Case Example #2 CCSS.ELA-Literacy.RL.6.4 (Reading: Literature – Grade 6) Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone 4

13. Granular Alignment: Assessment Use Case Example #2 CCSS.ELA-Literacy.RL.6.4 (Reading: Literature – Grade 6) Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone 5

14. Themes • Mapping, not authoring • Extending, not rewriting or restructuring • Mechanism for assessing quality of alignments and coverage of standards • Offers mechanism to address inter-state variation in adoptions (15% additions) • Ability to crosswalk from PARCC to Smarter Balanced and vice versa

15. The Project • Steering Committee: SETDA, PARCC, and Smarter Balanced with CCSSO’s EIMAC • Consultants/Working Groups: Content and Technical • Stakeholder Review • Publish solution as open source with attention to sustainability/implementation and role in ecosystem

16. The Technical Approach • Posted for public review: • Scope, Technical Requirements, Approaches and Recommendations (v.08 2/6/13) • Creating a digital representation of the Common Core State Standards (CCSS) based on a well-defined information architecture. • Assigning, using and managing identifiers associated with statements within the CCSS. • Providing metadata describing the statements within the CCSS. • Online at: http://assess4ed.net/group/gim-ccss-public-updates

17. Project Milestones and Planned Activities • February - March 2013: Refine and finalize technical solution to publish learning standards • February - May 2013: Iteratively release, review and refine granularity specification in the Common Core for all grade levels • April - May 2013: Implement technical solution; develop documentation • May - June 2013: Deploy and test technical solution; refine documentation • June 2013: Release technical solution

18. Stay Connected GIM-CCSS Public Updates online at: http://assess4ed.net/group/gim-ccss-public-updates

19. GIM-CCSS: Granular Identifiers and Metadata for the Common Core February 14, 2013 Doug Levin, Executive Director State Educational Technology Directors Association (SETDA) dlevin@setda.org @douglevin www.setda.org @SETDA

20. LRMI NCES MIS Washington, D.C. — 14 February 2013 Michael Jay, Educational Systemics

21. LOM, DC, MLR, LRMI, OMG

26. But nothing about learning.

27. MOMA vs.

28. So, why do we need a standard?

30. Goal: Make it easier and more convenient to find learning resources that meet specific student and class needs. Curriculum Standards Resource Registries (Learning Registry) Schema.org Why Now? Kinda’ Perfect Storm Intersection of three opportunities LRMI from a representation by Brandt Redd, Gates Foundation

32. Sheryl Abshire, Calcasieu Parish Public School System • Phil Barker, JISC CETIS • Kurt Bollacker, Applied Minds • Brian Carver, UC Berkeley School of Information • Cable Green, Creative Commons • Greg Grossmeier, Creative Commons • Charlie Jiang, Microsoft • Michael Johnson, Full Potential Associates • Mike Linksvayer, Creative Commons • Joshua Marks, Curriki • Brandt Redd, Gates Foundation • Colin Smythe, IMS Global • Stuart Sutton, Dublin Core Metadata Initiative • Randy Wilhelm, netTrekker • Lee Wilson, PCI Educational Publishing

33. The Tagging Challenge • “There is nothing worse than a sharp image of a fuzzy concept.” • - Ansel Adams

34. The LRMI Properties v1 (lrmi.net/the-specification) • General Terms (Schema.org): • title/name • URL • Description • Image • Topic • created (date) • Creator • Publisher • inLanguage • Mediatype • technologiesRequired • technologiesRecommended • Use RightsURL • is based on • Educational Terms: • intendedEndUserRole • educationalUse • timeRequired • typicalAgeRange • interactivityType • learningResourceType • Competency related: • educationalAlignment • Description • URL • Alignment Type • educationalFramework • targetDescription • targetName • targetURL

35. The Act of Tagging

37. Resource Registry Your Data What is the Process? 2. Publish Tagger output is pushed to The Learning Registry and embedded in your page(s) to make your content much more easily discoverable. 3. Search 1. Tag Your content tagged with LRMI metadata is more easily discovered, accessed and purchased. Use the Open Source Tagger to create LRMI metadata for your educational resources.

38. AEP Support

39. Phase II • March 2012 – February 2013 • Awareness building • Proof of Concept • Collaboration on Tagger/Search • Educator/publisher surveys • Encouraging/supporting Schema.org adoption • Hands-on Publisher Tagging Support

41. Phase III • March 2013 – February 2014 • Awareness building • Educator/publisher surveys • Continued support for Schema.org adoption • Publisher Tagging Support • Service Provider’s Program • Test Environment for Publishers

42. Implications

43. Why Tag to the LRMI Objects? Discovery LRMI is designed to make content discoverable Commerce Contextual relevance drives value. Relevance at the level of the learner facilitates the move to new learning models

44. Not just for topical application... • Use to capture and communicate instructional intent as part of product conceptualization and design • Tag, you’re it!

45. Shifting Move from… Resource Institution Media Adopted to to to to Learning Learner Engagement Discovered

46. So, How Can Your Organization Participate?

47. Ask us • Here to help you... • Gain support for LRMI within your organizations • Provide support in finding ways to integrate this into your existing processes • Facilitate access to technical resources if needed • To do this we can... • Present to you and those teams with whom you work • Review and provide feedback on metadata you are creating • Provide information to show benefit to your organization for participation www.lrmi.net

48. Questions & Contacts Presenter: Michael Jay michael@edusystemics.com To Get Started: Dave Gladney – AEP LRMI Contact dgladney@AEPweb.org Teila Evans, Project Manager teila@edusystemics.com

49. http://youtu.be/-1QEkA9qbwA  See video at : http://lrmi.net

50. LRMI in CEDS