CourseOn - Online courses metadata standard & Online courses agent for learners

Application for “Innovation in Higher education” Canvas Grants

www.courseon.orgwww.courseon.infowww.courseon.ru

We have a problem:

increasing number of online students and online courses (OCs) differs by

• providers • platforms• disciplines• education technologies• pedagogies

…

http://www.insidehighered.com/news/2013/01/08/survey-finds-online-enrollments-slow-continue-grow

http://www.insidehighered.com/news/2013/01/08/survey-finds-online-enrollments-slow-continue-grow

Disruptive online students number last two years

Disruptive OCs number last two years

How to choose right OCs?Machine LearningPedro Domingos, University of Washingtonhttps://www.coursera.org/course/machlearning

Machine LearningAndrew Ng, Associate Professor, Stanford Universityhttps://www.coursera.org/course/ml

Machine LearningRohit Singh(Teaching Assistant), MIT OpenCourseWarehttp://ocw.mit.edu/courses/electrical-engineering-and-computer-science/6-867-machine-learning-fall-2006

How to choose right OCs?Let’s develop at least an open Online

Course Metadata Standard

Provider’s OCs meta database field description

Categories:• Course passport• Curriculum characterization• Access characterization• Education technology characterization• Outcomes characterization• Administration characterization

Course passport

• Course name • Provider’s course code• Unified agent code• Course brand, trademark, teaser, video

trailer• Short course description, keywords, tags• Author characterization

Curriculum characterization• Formal education level• Recommended age for informal training• Fields of Education and Training • Learning language• Course time limits

– Course beginning– Course termination– Opportunity to enter after the beginning

• Type of learning (synchronous/asynchronous)• Module unit• Modules number in course• Type of assessment• Number of tests (examinations)• Personal learning path possibility• Special needs possibility

Access characterization• Educational Prerequisite

– Knowledge level entrance requirements – Previous courses entrance requirements – Entrance test– Restrictions on participant number

• Financial – Course cost– Currency

• Technical requirements– OS– Browsers– Educational gadget– Peripheries

Education technology characterization

• Groups formation on readiness level• Teachers presence• Tutors presence• Facilitators presence• Form of training materials representation• Interactivity• Collaborative learning• Practical activities • Forums, discussions• Webinars, videoconferencing• Informal communication, meetup• Educational technologies - pedagogies

Outcomes characterization

• Output knowledge, abilities, skills• Competencies• Certification presence

–Types of certification –Certificate name–Certificate levels–Certificates recognition

Administration characterization

• Provider characterization– Institute requisites–Agency commission on the contract

• LMS integration• Learning analytics presence• Web presence• OCs administrator (name, email, social net

account)

Example: Fields of Education and Training (ISCED)

Broad field 00 Generic programmes and qualifications01 Education 02 Arts and humanities03 Social sciences, journalism and information04 Business, administration and law 05 Natural sciences, mathematics and statistics06 Information and Communication Technologies (ICTs)07 Engineering, manufacturing and construction 08 Agriculture, forestry, fisheries and veterinary 09 Health and welfare 10 ServicesNarrow field001 Basic programmes and qualificationsDetailed field0011 Basic programmes and qualifications…

Other standards to correspondClassification of Instructional Programs: 2000 Edition

http://nces.ed.gov/pubs2002/cip2000/Joint Academic Coding System (JACS) Version 3.0

http://www.hesa.ac.uk/content/view/1787/281/RFCD classification (Australia)http://www.abs.gov.au/ausstats/abs@.nsf/66f306f503e529a5ca25697e0017661f/955FFA4EB1B23847CA25697E0018FB14?opendocumentDewey Decimal Classification

http://www.oclc.org/dewey/versions/print.en.htmlUniversal Decimal Classification

http://www.udcc.org/

Example: Competencies

https://wiki.mozilla.org/Learning/WebLiteracyStandard

Example:Educational technologies• Instructivism, • Radical behaviourism, • Educational objectives, • Mastery learning, • Multiple Intelligence, • Meaningful learning, • Discovery Learning, • Scaffolding, • Expansive Learning, • Zone of proximal

development, • Genetic Epistemology, • Social Constructivism, • Connectivism,

Constructionism, • Radical

Constructivism, • Expressive

Constructivism,

http://www.edudemic.com/a-visual-guide-to-every-single-learning-theory/

• Experiental education, • Scientific Pedagogy, • Montessori Education, • Interpersonal relations, • Critical pedagogy, • Homeschooling,

unschooling, • De-schooling society, • Learning styles, • Double loop learning, • Organizational

learning, • Text & Conversation

Theory, • Conversation Theory, • Situated Learning, • Communities of

practice, • Gamification, • Virtual worlds

Tools to make a choice:

• OCs classification • Search engines, • Consultant in course choice, • Individual path map• Individual OCs ranking based on learners,

consumers, employers, educators, consultants expertise

OCs agent for learners

The goals

To meet the growing demand for• consumers: advisory agent in growing

segment of OCs from different OCs suppliers

• providers: promotion of OCs

OCs agent for learners

The range of product and services• Present the most significant and essential

OCs information for the consumer • Possibility of discount model.• OCs orders center. OCs search engine.

OCs discovery (I’ll know it when I see it).

OCs agent for learners

Strategy• The researches of mutually advantageous

network communication tools between the agent and provider.

• Ensuring updating and accuracy of OCs information on the agent site.

• Mutual financial accountings for OCs marketing.

OCs agent for learners

Targeted Audience• Parents of schoolers, schoolers, students,

the post-diploma students, life-long learners.

• Providers of OCs.• Employers, recruiting agencies.

Summary of CourseOn

Innovation

is that we suggest to set up the community of Online Courses description standard for the purpose of easier

• OCs search, make a choice for learners, customers, employers;

• OCs integrate for agents• OCs promote for educators

Summary of CourseOnPractical application• OCs Search engine.• OCs Consultant• OCs Orders Center• OCs aggregator (integrator) for other agents• OCs promotion for the big companies on the

agency commission basis• OCs Premium services in small groups• OCs personal (individualized) ranking depending

on the customer’s goals and tasks

Summary of CourseOn

Adherence to open standards• The OCs metadata standard development

project is established as opened • The development of other open standards which

can enter as a field of OCs meta database.• The purpose of the project is to create the open

standard for all OCs industry.

Summary of CourseOnBreadth of applicationThe OCs Metadata Standard Development will contribute to:• facilitate solutions of the following questions: OCs search,

making a choice, adjustment to objectives and goals of all target groups (students, customers including state and employers);

• current education problems solution as needs in educational path flexibility and personalization;

• OCs providers communities collaboration on the basis of compromise approaches elaboration to OCs quality assessment;

• API development for others to use the created OCs description database.

Summary of CourseOn

Provided Categories• New models of content and curriculum

development and sharing

Experience/expertise of teamValeriy Platonov Tel. +7(499)5038778, 5038787, +7(910) 4687936 email: platonov.valeriy@gmail.com

@valeriy_platon

https://plus.google.com/u/0/+ValeriyPlatonov/

http://ru.linkedin.com/pub/valeriy-platonov/26/14a/a13/

● Specialst Diploma in physics from Lomonosov Moscow State University (1975). ● PhD in Mathematical Physics (Image Processing, 1978). ● Science Education and Innovation company executive with 20 years of research and higher

education experience and 18 years of educational business, innovation, science-to-education integration, research education developments.

● Research experience in General Physics Institute of Russian Academy of Sciences. ● Lecturing experience in Computer Science Department of Moscow State University and

Plekhanov Russian Academy of Economics. ● Education Business and Managing experience in Educational center "Universities for all", ANEO

"Higher University of Science and Technologies". ● General director of Concern Agat R&D Center Ltd (Skolkovo Innovation center resident), ● nominee for the future school project competition on “School for the Future Science and

Technologies”, the leader of a number of projects in Strategic Initiatives Agency of Russian Federation,

● Current skills and expertise: Education reforms and Networked collaboration, Internship development, IT in education, Startups in science and education, Marketing in Science and Education, MOOC experience in edX, Udemy, Coursera etc.

Experience/expertise of teamGrigory Sapunov • Tel. +7(495)6569269, +7(903)7838285

email: grigory.sapunov@gmail.com

https://plus.google.com/u/0/+GrigorySapunov/

http://www.linkedin.com/in/grigorysapunov

• PhD in Computer Science

• Teaching Experience (3 years of lecturing in Moscow State Institute of Electronics and Mathematics)

• Extensive MOOC experience (taken successfully 30+ courses from different providers)

• 20+ years in Software development

• 5+ years of work and leadership experience in development of large-scale specialized web-search (Yandex.News)

• Founder of eclass.cc, an online course aggregator