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EdReNe 2011 ASN
EdReNe 2011 ASN
EdReNe 2011 ASN
EdReNe 2011 ASN
EdReNe 2011 ASN
EdReNe 2011 ASN
EdReNe 2011 ASN
EdReNe 2011 ASN
EdReNe 2011 ASN
EdReNe 2011 ASN
EdReNe 2011 ASN
EdReNe 2011 ASN
EdReNe 2011 ASN
EdReNe 2011 ASN
EdReNe 2011 ASN
EdReNe 2011 ASN
EdReNe 2011 ASN
EdReNe 2011 ASN
EdReNe 2011 ASN
EdReNe 2011 ASN
EdReNe 2011 ASN
EdReNe 2011 ASN
EdReNe 2011 ASN
EdReNe 2011 ASN
EdReNe 2011 ASN
EdReNe 2011 ASN
EdReNe 2011 ASN
EdReNe 2011 ASN
EdReNe 2011 ASN
EdReNe 2011 ASN
EdReNe 2011 ASN
EdReNe 2011 ASN
EdReNe 2011 ASN
EdReNe 2011 ASN
EdReNe 2011 ASN
EdReNe 2011 ASN
EdReNe 2011 ASN
EdReNe 2011 ASN
EdReNe 2011 ASN
EdReNe 2011 ASN
EdReNe 2011 ASN
EdReNe 2011 ASN
EdReNe 2011 ASN
EdReNe 2011 ASN
EdReNe 2011 ASN
EdReNe 2011 ASN
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EdReNe 2011 ASN

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Presentation of the Achievement Standards Network at EdReNe at The Hague, 18 May 2011.

Presentation of the Achievement Standards Network at EdReNe at The Hague, 18 May 2011.

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  • SEE ALSO:skos:broaderPartitiveskos:narrowerPartitive
  • COGNITIVE TERRAINRELATIVE MOTION --- PHASES OF THE MOON --- OBSERVATIONS OF THE SKY --- THE PLANETS --- TELESCOPES“Wherever possible, increasing sophistication of a single idea or skill is represented by a sequence of learning goals connected by vertical arrows… . Connections between learning goals that imply mutual support but no proposed sequence are represented by horizontal arrows. Many arrows in the maps, however, are oblique, implying both development over time and movement across different lines of development, or indicating constraints in the graphic design of the map.
  • COGNITIVE TERRAINRELATIVE MOTION --- PHASES OF THE MOON --- OBSERVATIONS OF THE SKY --- THE PLANETS --- TELESCOPES“Wherever possible, increasing sophistication of a single idea or skill is represented by a sequence of learning goals connected by vertical arrows… . Connections between learning goals that imply mutual support but no proposed sequence are represented by horizontal arrows. Many arrows in the maps, however, are oblique, implying both development over time and movement across different lines of development, or indicating constraints in the graphic design of the map.
  • COGNITIVE TERRAINRELATIVE MOTION --- PHASES OF THE MOON --- OBSERVATIONS OF THE SKY --- THE PLANETS --- TELESCOPES“Wherever possible, increasing sophistication of a single idea or skill is represented by a sequence of learning goals connected by vertical arrows… . Connections between learning goals that imply mutual support but no proposed sequence are represented by horizontal arrows. Many arrows in the maps, however, are oblique, implying both development over time and movement across different lines of development, or indicating constraints in the graphic design of the map.
  • COGNITIVE TERRAINRELATIVE MOTION --- PHASES OF THE MOON --- OBSERVATIONS OF THE SKY --- THE PLANETS --- TELESCOPES“Wherever possible, increasing sophistication of a single idea or skill is represented by a sequence of learning goals connected by vertical arrows… . Connections between learning goals that imply mutual support but no proposed sequence are represented by horizontal arrows. Many arrows in the maps, however, are oblique, implying both development over time and movement across different lines of development, or indicating constraints in the graphic design of the map.
  • COGNITIVE TERRAINRELATIVE MOTION --- PHASES OF THE MOON --- OBSERVATIONS OF THE SKY --- THE PLANETS --- TELESCOPES“Wherever possible, increasing sophistication of a single idea or skill is represented by a sequence of learning goals connected by vertical arrows… . Connections between learning goals that imply mutual support but no proposed sequence are represented by horizontal arrows. Many arrows in the maps, however, are oblique, implying both development over time and movement across different lines of development, or indicating constraints in the graphic design of the map.
  • COGNITIVE TERRAINRELATIVE MOTION --- PHASES OF THE MOON --- OBSERVATIONS OF THE SKY --- THE PLANETS --- TELESCOPES“Wherever possible, increasing sophistication of a single idea or skill is represented by a sequence of learning goals connected by vertical arrows… . Connections between learning goals that imply mutual support but no proposed sequence are represented by horizontal arrows. Many arrows in the maps, however, are oblique, implying both development over time and movement across different lines of development, or indicating constraints in the graphic design of the map.
  • COGNITIVE TERRAINRELATIVE MOTION --- PHASES OF THE MOON --- OBSERVATIONS OF THE SKY --- THE PLANETS --- TELESCOPES“Wherever possible, increasing sophistication of a single idea or skill is represented by a sequence of learning goals connected by vertical arrows… . Connections between learning goals that imply mutual support but no proposed sequence are represented by horizontal arrows. Many arrows in the maps, however, are oblique, implying both development over time and movement across different lines of development, or indicating constraints in the graphic design of the map.
  • COGNITIVE TERRAINRELATIVE MOTION --- PHASES OF THE MOON --- OBSERVATIONS OF THE SKY --- THE PLANETS --- TELESCOPES“Wherever possible, increasing sophistication of a single idea or skill is represented by a sequence of learning goals connected by vertical arrows… . Connections between learning goals that imply mutual support but no proposed sequence are represented by horizontal arrows. Many arrows in the maps, however, are oblique, implying both development over time and movement across different lines of development, or indicating constraints in the graphic design of the map.
  • COGNITIVE TERRAINRELATIVE MOTION --- PHASES OF THE MOON --- OBSERVATIONS OF THE SKY --- THE PLANETS --- TELESCOPES“Wherever possible, increasing sophistication of a single idea or skill is represented by a sequence of learning goals connected by vertical arrows… . Connections between learning goals that imply mutual support but no proposed sequence are represented by horizontal arrows. Many arrows in the maps, however, are oblique, implying both development over time and movement across different lines of development, or indicating constraints in the graphic design of the map.
  • COGNITIVE TERRAINRELATIVE MOTION --- PHASES OF THE MOON --- OBSERVATIONS OF THE SKY --- THE PLANETS --- TELESCOPES“Wherever possible, increasing sophistication of a single idea or skill is represented by a sequence of learning goals connected by vertical arrows… . Connections between learning goals that imply mutual support but no proposed sequence are represented by horizontal arrows. Many arrows in the maps, however, are oblique, implying both development over time and movement across different lines of development, or indicating constraints in the graphic design of the map.
  • Transcript

    • 1. ASN Framework<br />» Atomize» Describe» Relate<br />» RDF Modeling of Learning Outcomes» Global Connecting of Learning Resources<br />» Stuart A. Sutton<br /> JES & Co. / University of Washington sasutton@uw.edu <br />» DinyGolder JES & Co. dinyg@jesandco.org<br />
    • 2. What is the Achievement Standards Network (ASN)<br /><ul><li>ASN is a lightweight, powerful model and set of practices for describing and relating learning outcomes (outcome-to-outcome, outcome-to-learning outcome document, and outcome-to-learning resources, etc.)
    • 3. ASN is a learning outcomes repository currentlycontaining:</li></ul>->992 published learning outcomes document representations<br />->360,000 entities (descriptions of learning outcomes documents and learning outcomes)<br />->Approximately3.5 million triples<br />» Atomize» Describe» Relate<br />
    • 4. » Atomize» Describe» Relate<br />
    • 5. Central Role of Learning Outcomes<br /><ul><li>We educate for a purpose—learning outcomes express that purpose in a form meaningful to humans
    • 6. Learning outcomes are inherent to the definition of a learning resource or activity
    • 7. Learning outcomes in machine-readable form provide a powerful means for:</li></ul>->learning resource discover<br />->aligning what is taught with what is assessed <br />->tracking what has been learned in a meaningful way<br />->customizing learning to individual student needs<br />» Atomize» Describe» Relate<br />
    • 8. Central Role of Learning Outcomes<br />LearningResources<br />LearningAssessments<br />TightCoupling<br />LearningOutcomes<br />» Atomize» Describe» Relate<br />
    • 9. Global Linking<br />LearningResources<br />Australia<br />LearningResources<br />U.S.<br />Implied <br />Map<br />AustralianLearningOutcomes<br />U.S.<br />LearningOutcomes<br />Direct <br />Map<br />Assessment Resources<br />U.S.<br />Assessment Resources<br />Australia<br />Implied <br />Map<br />» Atomize» Describe» Relate<br />
    • 10. GlobalLinking<br />Private & public sector cooperation to link learning resources through learning outcomes <br />» Atomize» Describe» Relate<br />
    • 11. Atomize / Describe / Relate<br />Creation of an ASN RDF graph of a learning outcomes ‘document’ consists of three steps: (1) analysis and atomization of the text into meaningful semantic units, (2) creation of a metadata description for each atom and the document as a whole, and (3) relating the atoms (semantic units) in meaningful ways for both humans and machines<br />Atomize<br />DescribeRelate<br />» Atomize» Describe» Relate<br />
    • 12. Atomize / Describe / Relate<br /><ul><li>Atomization::Atomization involves analyzingthe source learning outcomes ‘publication’ and extractingall learning outcome assertions as separate semantic units
    • 13. Loyaltyto Text :: The purpose of analysis and atomization is to accurately represent the learning assertions in machine-readable form
    • 14. Loyalty to Granularity :: Atomization takes place at the level of the source ‘publication’—never more, never less
    • 15. Representation Not Reproduction:: The goal of atomization is to represent the source ‘publication’ as data, not to reproduce it as narrative</li></ul>Atomize<br />» Atomize» Describe» Relate<br />
    • 16. Example:AAAS Benchmarks for Science Literacy<br />» The Physical Setting<br />» The Universe<br />By the end of the 5th grade, students should know that<br /><ul><li>The patterns of stars in the sky stay the same, although they appear to move across the sky nightly, and different stars can be seen in different seasons.
    • 17. Planets change their positions against the background of stars.
    • 18. The earth is one of several planets that orbit the sun, and the moon orbits around the earth.</li></ul>» Atomize» Describe» Relate<br />
    • 19. Example:AAAS Benchmarks for Science Literacy<br />Moving air and water can be used to run machines<br />Some sources of energy cost less than others and some cause less pollution than others<br />Make and interpret scale drawings<br />Find and describe locations on maps with rectangular and polar coordinates.<br />Planets change their positions against the background of stars.<br />Make sketches to aid in explaining procedures and ideas.<br />Many materials can be recycled and used again, sometimes in different forms.<br />Some source of “energy” is needed for all organisms to stay alive and grow.<br />» Atomize» Describe» Relate<br />
    • 20. Atomize / Describe / Relate<br /><ul><li>Rich Description::Learning outcomes assertions are richly described so they can be meaningfully referenced (i.e., linked to)
    • 21. Lightweight Model :: The ASN abstract model is simple and defines only two types of entities—«Documents» & «Statements» Extensible Model :: Extensions to meet community needs through subclass and subproperty declarations that conform to RDF and Linked Data principles are expected
    • 22. Application Profile::Development of jurisdictional/organizational application profiles to meet community needs that are based on the ASN framework are expected</li></ul>Describe<br />» Atomize» Describe» Relate<br />
    • 23. Describing:AAAS Benchmarks for Science Literacy<br />Planets change their positions against the background of stars.<br />» Atomize» Describe» Relate<br />
    • 24. Describing:AAAS Benchmarks for Science Literacy<br />Planets change their positions against the background of stars.<br />» Atomize» Describe» Relate<br />
    • 25. Mapping Relationships<br />Administration<br />Description<br />Author<br />Comment <br />Description<br />Publisher<br />Spatial (aspects)<br />Statement Label<br />Statement Notation<br />Temporal (aspects)<br />Concept Term (topicality)**<br />Education Level**<br />Jurisdiction**<br />Skill Embodied**<br />Subject (learning area subject)**<br />Change Note<br />Date Created<br />Date Copyrighted<br />Date Valid<br />Editorial Note<br />History Note<br />License<br />Publication Status<br />Rights<br />Rights Holder<br />Authority Status**<br />Indexing Status**<br />Derived From<br />Has Child (skos:broader)<br />Is Child Of (skos:narrower)<br />Source<br />Logically Subsequent<br />Logically Antecedent<br />Logically Coincident<br />Close Match<br />Exact Match<br />Broad Match<br />Narrow Match<br />hasPart<br />isPartOf<br />…<br />+ Additional mapping predicates…<br />** Controlled Vocabularies (SKOS) <br />» Atomize» Describe» Relate<br />
    • 26. Controlled Vocabularies<br /><ul><li>ASN encourages the use of jurisdictionally specific controlled vocabularies with concepts identified using URI (e.g., expressed using SKOS) and available for linking in public namespaces
    • 27. A few specific vocabularies for ASN descriptions:</li></ul>-> Education levels<br />->Jurisdictions (political subdivisions & organizations); e.g.,<br />http://id.loc.gov/vocabulary/countries/ne<br />http://id.loc.gov/vocabulary/countries/fr<br />http://id.loc.gov/vocabulary/countries/at<br />http://purl.org/ASN/scheme/ASNJurisdiction/AAAS<br />» Atomize» Describe» Relate<br />
    • 28. U.S. Controlled Vocabularies<br />Learning Area Subject<br />» Atomize» Describe» Relate<br />
    • 29. Australia Controlled Vocabulary<br />Used with the asn:conceptTerm property<br />» Atomize» Describe» Relate<br />
    • 30. Atomize / Describe / Relate<br /><ul><li>Learning planesare the class of maps /graphs that define relationships between existing ASN learning assertion «atoms»
    • 31. A set of ASN «atoms» may have 1-n learning planes created by 1-n organizations and individuals (teachers, students etc.)
    • 32. Learning planes are variously called things like ‘learning trajectories’ in the Netherlands and ‘strand maps’ in the U.S. (AAAS)…
    • 33. Learning planes may take the form of individual student learning maps and ePortfolios…
    • 34. Learning planes can be derived from contexts where they are otherwise latent—e.g., in a publisher’s textbook or a teacher’s syllabus</li></ul>Relate<br />» Atomize» Describe» Relate<br />
    • 35. Learning Planes:Atoms to Molecules<br />Context Mappings <br />» Atomize» Describe» Relate<br />
    • 36. Learning Planes{ Selection, Sequence, Content }i.e., «molecules»<br />Learning Outcomesi.e., «atoms»<br />Learning Planes<br />» Atomize» Describe» Relate<br />
    • 37. Strand Dimension<br />AAAS Strand Maps<br />Learning planes (molecules) made up of signposts (atoms) in a learning progression<br />Grade Dimension<br />» Atomize» Describe» Relate<br />
    • 38. Learning Planes<br />Plane B<br />Plane A<br />» Atomize» Describe» Relate<br />
    • 39. Learning Planes:Mapping Across Multiple Sets <br />» Atomize» Describe» Relate<br />
    • 40. Publisher (3rd Party) Refinements:Derived Learning Outcomes<br />Publisher BOpenSystem<br />Derived<br />Publisher AClosed System<br />Derived<br />Original<br />» Atomize» Describe» Relate<br />
    • 41. Pearson Derived Statements<br />» Atomize» Describe» Relate<br />
    • 42. «atoms» & «molecules» <br />First Class Citizens of the Web<br /> Individual learning outcomes exist as first class citizensanywhere on the Web!<br /> Individual learning planes exist as first class citizensanywhere on the Web!<br /> Learning outcomes and their related learning planes eachhave provenance & authority!<br />-> But…not always a shared provenance & authority<br />» Atomize» Describe» Relate<br />
    • 43. Atomize / Describe / Relate<br />Learning planes use a minimum of four classes of relationship:->Requisite ::Class of relationships that define the dependencies of two «atoms» (e.g., one «atom» is a pre-requisite to another…a co-requisite to another) in 1-n learning outcome graphs<br />->Identity :: Class of relationships defining the degree of similarity between two «atoms» in 1-n learning outcome graphs<br />-> Structural:: Class of relationships that identify a hierarchical structure between two «atoms»<br />-> Associative:: Class of relationships that identifies developmental and other associative paths between «atoms»<br />PlaneRelationships<br />» Atomize» Describe» Relate<br />
    • 44. Plane Relationships: Top-Level ‘’Requisite’<br />» Subsequent<br />» Logically Subsequent<br />» Antecedent<br />» Logically Antecedent<br />» Coincident<br />» Logically Coincident<br />asn:logicalSubsequent<br />asn:logicalCoincident<br />sn:logicalAnecedent<br />» Atomize» Describe» Relate<br />
    • 45. Plane Relationships: Top-Level ‘’Identity’<br />skos:closeMatch<br />skos:exactMatch<br />» Close Match<br />» Exact Match<br />» Broad Match<br />» Narrow Match<br />skos:broadMatch<br />skos:narrowMatch<br />» Atomize» Describe» Relate<br />
    • 46. Plane Relationships: Top-Level ‘Structural’<br />dct:isPartOf<br />skos:broader<br />skos:narrower<br />dct:hasPart<br />Partitive Hierarchies (Part-Whole)<br />Generic-Specific Hierarchies <br />» Atomize» Describe» Relate<br />
    • 47. ASN Structural Properties: <br />source<br />« Documents » <br />« Statements » <br />Representing the AAAS Benchmarks for Science Literacy<br />Arbitrary levels of granularity<br />» Atomize» Describe» Relate<br />
    • 48. Strand Dimension<br />Plane Relationships: Top-Level ‘Associative’<br />”[AAAS Strand Map] arrows can imply a development of sophistication within one scientific idea, a relationship across topics or disciplines, a joining of multiple learning goals into some more complex understanding, or a single learning goal contributing to multiple subsequent learning goals. ”<br />—Andrew Ahlgren and Soren Wheeler (2002). “Mapping the Steps toward Basic Understanding of Scientific Inquiry” Science & Education, Volume 11, Number 3 / May 2002<br />» furtherDevelopment» crossSubjectRelation» conceptMerger» contributesToUnderstanding<br />Grade Dimension<br />» Atomize» Describe» Relate<br />
    • 49. Entity Mapping Predicates<br />hasChild (narrower)<br />isChildOf (broader)<br />logicalAntecedent<br />Broad Linking Properties (formally declared subproperty extensions expected)<br />logicalSubsequent<br />logicalCoincident<br />closeMatch<br />alignToalignFrom<br />exactMatch<br />«etc…» <br />isPartOf<br />« Statements » <br />« Documents » <br />hasPart (hasChild)<br />» Atomize» Describe» Relate<br />
    • 50. Atomize / Describe / Relate<br /> Supporting resource :: Relationship that identifies aresource (i.e., some real or conceptual thing in the world) that supports or addresses the learning outcome embodied in an «atom»<br />Relate<br />» Atomize» Describe» Relate<br />
    • 51. » Atomize» Describe» Relate<br />
    • 52. » Atomize» Describe» Relate<br />
    • 53. » Atomize» Describe» Relate<br />
    • 54. » Atomize» Describe» Relate<br />
    • 55. » Atomize» Describe» Relate<br />
    • 56. » Atomize» Describe» Relate<br />
    • 57. Desire2Learn Competencies <br />and ePortfolio<br />» Atomize» Describe» Relate<br />
    • 58. Activity Example (Rubric)<br />Desire2Learn Competencies <br />and ePortfolio<br />» Atomize» Describe» Relate<br />
    • 59. Activity Example (Rubric)<br />Desire2Learn Competencies <br />and ePortfolio<br />ePortfolio Artifact<br />» Atomize» Describe» Relate<br />
    • 60. Important Conclusions<br /><ul><li>All learning outcomes documents are built from atomic learning outcomes assertions and all curricula are learning plane expressions built on top of those atomic assertions
    • 61. Learning outcomes ‘documents’ must be atomized at the level defined by their source
    • 62. Regardless of how learning outcomes data is stored locally, expose that data to the open web as RDF
    • 63. Diligently use Linked Data principles:</li></ul>->UseURIs as identifiers for resources—learning outcomes and learning outcomes documents<br />->Use HTTP URIs so that people and machines can look up those resources on the web (and link to them)<br />->When humans or machines look up a URI using standards (e.g. RDF, SPARQL), provide useful information (e.g., a description of the learning outcome or learning outcome document)<br />->Include in the resources links to other URIs so that they can discover more things—other learning outcomes and concepts <br />» Atomize» Describe» Relate<br />
    • 64. Questions?<br />» Atomize» Describe» Relate<br />» Stuart A. Sutton<br /> JES & Co. / University of Washington sasutton@uw.edu <br />» DinyGolder JES & Co. dinyg@jesandco.org<br />

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