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Pilot: mixing open-own-methodical content
26-10-2011Henk Nijstad, Kennisnet
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Contents Update on ECK2 programma
Mixing open, own and methodical content
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ECK2 programma 2011 – 2012
ECK = educational content chain Partners:– SLO – curriculum authority in NL (primary/secundary
education)
– Educational Publishers Association (de GEU)– Kennisnet
2011, and possibly to be continued in 2012 Sponsored by the Ministery of Education in 2011
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ECK2 – 9 projects
Exchange of learning results (based on IMS LIS)
Exchange of learning assessments (Dutch application profile for QTI 2.1)
UPI (unique & persistent id) for learning objects and metadata
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ECK2 – 9 projects
Distribution & Access:– Process from orientation, ordering, distribution,
access, use– Single sign-on (SSO) access, payments,
identification, user profiles, licencing, etc etc– Principles and architecture
Vocabularies: development and maintenance
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ECK2 – 9 projects
Working with the Publishers to:– Use NL LOM metadata & relevant vocabularies
for describing their catalogue material– Deliver via OAI PMH– Offer their metadata to the Content Chain (and
specifically a portal for Publisher’s methods)
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Pilot ‘Mixing open, own & commercial content’
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Imagine a Publisher’s (digital) textbook allowing to easily mix-in other learning objects …
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Why
Teachers want to vary on the textbooks– F.e. extra learning material for fast/slow
students
Facilitating teachers to create their own learning trajectories for (individual) students
So many wonderfull (smaller) learning objects waiting to be used ….
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2 starting points
Using the publisher’s (digital) textbook and mixing-in extra learning objects in specific parts
‘open domain’ / own ‘lesson plan’
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Relevant business cases
for the educational
publishers to be
investigated
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For the moment we limit ourselves to ‘mixing’ based on neutral curriculum descriptions
F.e. we do not pretend to address other aspects relevant for learning lines, like
– Sequence of learning elements; repetition– Student’s learning style– Didactical approach– Working methods / style (group or individual,
etc)– …..
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‘Mixing’ is based on the ‘neutral backbone’ (generally accepted vocab. terms provided by the curriculum authority – SLO)
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subject
Learning objectives
level
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Mixing (‘arrangeren’)
LearningSubjects
Or (detailed) Learningobjectives
SLOLeerplan in Beeld
CollectieB
CollectieA
CollectieC
CollectieD
Basis-Collectie
E
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Ingredients
Usefull (detailed) curriculum vocabularies– Scoop: Math & Geography / secundary / 12 - 15
Partners who:– Offer relevant learning objects (via Edurep)– Have a portal to search & present learning objects and
(if possible) methods/lesson plan-structures• Specific for the pilot subjects math + geography
Tooling:– Edurep– MetaPlus
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Leerlingen en docentenPortal/Intranet/VLE/Methodesite
Edurep
Arc
hite
ctuur Pr
oeftuin
en L
eerm
iddel
enm
ix
MetaPlus
Aanbieder A
Leerobjecten
Metadata
Aanbieder C
Leerobjecten
Metadata
Aanbieder B
Leerobjecten
Metadata
Leermaterialenbank
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Portal/Intranet/ELO/Methodesite
Edurep
Leermaterialenbank
Meta-Plus
Pilot Aardrijkskunde
Malmberg WikiwijsDigischo
ol
Schooltvbeeldba
nk
Wikiwijs
Digi-school
Codename
Future
VO-content- OVC
Les 2.0
Edu GIS
ThiemeMeulenhoff
Codename
Future
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Classic (Edurep / MetaPlus)
vs.
Linked Data approach
… only ‘classic’, LinkedData-variant postponed to 2012
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Skill
Learning Object
Concept
Learning Trajector
y
Achievement Standards Learning Trajectories
Body Of Knowledge Learning Materials
→ is acquired with
helps to acquire ←
→ p
ast
in
word
t uit
gevoerd
met
←
→ is acquired with
helps to acquire ←
→ is
nece
ssary
for
requir
es
know
ledge o
f ←
→ is a
quire
d in
lea
ds to
kno
wledg
e of
←→ is acquired with
helps to aquire ←
Rem
embe
r ED
RENE
/ Jun
e / T
he
Hag
ue
- Pilo
t ‘s
eman
tic c
urric
ulum
brow
sing
’
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Status All preparations finished by October
Starting the mixing November 1st
Pilot to last ~ 3 months
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Skill
Learning Object
Concept
Learning Trajector
y
Achievement Standards Learning Trajectories
Body Of Knowledge Learning Materials
→ is acquired with
helps to acquire ←
→ p
ast
in
word
t uit
gevoerd
met
←
→ is acquired with
helps to acquire ←
→ is
nece
ssary
for
requir
es
know
ledge o
f ←
→ is a
quire
d in
lea
ds to
kno
wledg
e of
←→ is acquired with
helps to aquire ←