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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.
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Mixing open learningmaterialwith ‘the Publisher’sbooks ‘ Kennisnet (EDRENE – May 2012) Henk Nijstad, Kennisnet
Experiments on mixing Mixing • open resources • Commercial andnot-commercial • Small granularity • ….. • Withpublisher’sbooks • or ‘open’ learninglines ES SIG wg 01-03-2012
Leo asked last time, in Poitiers: What’s the business case, Henk! Who wants this? ES SIG wg 01-03-2012
Teacher • Wants tovary on the publisher’sbooks • F.e. for slow or faststudents • Extra tests, extra theory, extra assessments • Or he dislikescertainparagraphs of ‘the books’ , or findsthemnotgoodenough ES SIG wg 01-03-2012
Repository / Open learningmaterials • Without curriculum-connection, this content cannotbeused on large scale • Teachers use the publisher’stextbooks; without connectionwith ‘the books’, large-volume usewillbedifficult • F.e. culturelheritage content; teacher-produced content like KlasCement of Wikiwijs ES SIG wg 01-03-2012
Publishers • Theirclients (‘the teacher’) want tovary on the textbooks • To lowerproductioncosts • F.e. Educationalvideos are veryexpensive in producing • Creating content aimed at individualstudents(dyslexie, etc) canbeveryexpensive • To improve, tostrenghten the textbook: • There is somuchnice, valuable open content! ES SIG wg 01-03-2012
Schoolmanagement • Have a hugelockinwith the textbooks • Teachers are dependend • Want to have choice, to have a positiontobeabletonegotiate • Shrinking budgets in NL • Pressuretoraisequality • Increasingdemandfromparents ES SIG wg 01-03-2012
We see deals growing • Open content-movement in Secundary schools withcertainpublishers • 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’sbeingteached • Relation of paragraphs in ‘the books’ withlearningstandardsanddetailed curriculum • Enrichment • Adding extra learningobjectsand/or expertise/knowledge in specificparts of the curriculum ES SIG wg 01-03-2012
Achievement Standards Learning Trajectories Skill Learning Trajectory → is acquiredwith helps toacquire ← → is acquiredwith → is aquired in leads toknowledge of ← → is necessaryfor requiresknowledge of ← wordt uitgevoerd met ← → past in helps toaquire ← Concept Learning Object → is acquiredwith helps toacquire ← Body Of Knowledge Learning Materials
An experiment, ingredients: • A widelyusedPublisher’sbook on Geography (secundary school) • VideosfromPublic broadcasting companies (Teleblik) • Creating relations between the videosand the (paragraphs, detailed) lessonplans (domain publisher) • Bydoingso, automaticallycreating open metadata, i.e.detailed curriculum connections ES SIG wg 01-03-2012
Statements EDRENE ES SIG wg 01-03-2012
Statement 1 • Not a single country in Europa has describedits curriculum yet • in enough detail • Machine-processabletoenablef.e. ‘semi-automatically’ addition of metadata ES SIG wg 01-03-2012
Statement 2 • A repository in which the learningobjects are notconnected in detail tosome kind of learning line or textbook, is uselessforteacher’suse in big numbers ES SIG wg 01-03-2012
Statement 3 • 90%+ of the teachersneedsome kind of learning line or ‘backbone’ (textbook). • In the little time he has availableto search for extra learningobjects, he needsthislearning line or textbook as a starting point ES SIG wg 01-03-2012