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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
      » Atomize» Describe» Relate
      » RDF Modeling of Learning Outcomes» Global Connecting of Learning Resources
      » Stuart A. Sutton
      JES & Co. / University of Washington sasutton@uw.edu
      » DinyGolder JES & Co. dinyg@jesandco.org
    • 2. What is the Achievement Standards Network (ASN)
      • 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:
      ->992 published learning outcomes document representations
      ->360,000 entities (descriptions of learning outcomes documents and learning outcomes)
      ->Approximately3.5 million triples
      » Atomize» Describe» Relate
    • 4. » Atomize» Describe» Relate
    • 5. Central Role of Learning Outcomes
      • 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:
      ->learning resource discover
      ->aligning what is taught with what is assessed
      ->tracking what has been learned in a meaningful way
      ->customizing learning to individual student needs
      » Atomize» Describe» Relate
    • 8. Central Role of Learning Outcomes
      LearningResources
      LearningAssessments
      TightCoupling
      LearningOutcomes
      » Atomize» Describe» Relate
    • 9. Global Linking
      LearningResources
      Australia
      LearningResources
      U.S.
      Implied
      Map
      AustralianLearningOutcomes
      U.S.
      LearningOutcomes
      Direct
      Map
      Assessment Resources
      U.S.
      Assessment Resources
      Australia
      Implied
      Map
      » Atomize» Describe» Relate
    • 10. GlobalLinking
      Private & public sector cooperation to link learning resources through learning outcomes
      » Atomize» Describe» Relate
    • 11. Atomize / Describe / Relate
      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
      Atomize
      DescribeRelate
      » Atomize» Describe» Relate
    • 12. Atomize / Describe / Relate
      • 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
      Atomize
      » Atomize» Describe» Relate
    • 16. Example:AAAS Benchmarks for Science Literacy
      » The Physical Setting
      » The Universe
      By the end of the 5th grade, students should know that
      • 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.
      » Atomize» Describe» Relate
    • 19. Example:AAAS Benchmarks for Science Literacy
      Moving air and water can be used to run machines
      Some sources of energy cost less than others and some cause less pollution than others
      Make and interpret scale drawings
      Find and describe locations on maps with rectangular and polar coordinates.
      Planets change their positions against the background of stars.
      Make sketches to aid in explaining procedures and ideas.
      Many materials can be recycled and used again, sometimes in different forms.
      Some source of “energy” is needed for all organisms to stay alive and grow.
      » Atomize» Describe» Relate
    • 20. Atomize / Describe / Relate
      • 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
      Describe
      » Atomize» Describe» Relate
    • 23. Describing:AAAS Benchmarks for Science Literacy
      Planets change their positions against the background of stars.
      » Atomize» Describe» Relate
    • 24. Describing:AAAS Benchmarks for Science Literacy
      Planets change their positions against the background of stars.
      » Atomize» Describe» Relate
    • 25. Mapping Relationships
      Administration
      Description
      Author
      Comment
      Description
      Publisher
      Spatial (aspects)
      Statement Label
      Statement Notation
      Temporal (aspects)
      Concept Term (topicality)**
      Education Level**
      Jurisdiction**
      Skill Embodied**
      Subject (learning area subject)**
      Change Note
      Date Created
      Date Copyrighted
      Date Valid
      Editorial Note
      History Note
      License
      Publication Status
      Rights
      Rights Holder
      Authority Status**
      Indexing Status**
      Derived From
      Has Child (skos:broader)
      Is Child Of (skos:narrower)
      Source
      Logically Subsequent
      Logically Antecedent
      Logically Coincident
      Close Match
      Exact Match
      Broad Match
      Narrow Match
      hasPart
      isPartOf

      + Additional mapping predicates…
      ** Controlled Vocabularies (SKOS)
      » Atomize» Describe» Relate
    • 26. Controlled Vocabularies
      • 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:
      -> Education levels
      ->Jurisdictions (political subdivisions & organizations); e.g.,
      http://id.loc.gov/vocabulary/countries/ne
      http://id.loc.gov/vocabulary/countries/fr
      http://id.loc.gov/vocabulary/countries/at
      http://purl.org/ASN/scheme/ASNJurisdiction/AAAS
      » Atomize» Describe» Relate
    • 28. U.S. Controlled Vocabularies
      Learning Area Subject
      » Atomize» Describe» Relate
    • 29. Australia Controlled Vocabulary
      Used with the asn:conceptTerm property
      » Atomize» Describe» Relate
    • 30. Atomize / Describe / Relate
      • 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
      Relate
      » Atomize» Describe» Relate
    • 35. Learning Planes:Atoms to Molecules
      Context Mappings
      » Atomize» Describe» Relate
    • 36. Learning Planes{ Selection, Sequence, Content }i.e., «molecules»
      Learning Outcomesi.e., «atoms»
      Learning Planes
      » Atomize» Describe» Relate
    • 37. Strand Dimension
      AAAS Strand Maps
      Learning planes (molecules) made up of signposts (atoms) in a learning progression
      Grade Dimension
      » Atomize» Describe» Relate
    • 38. Learning Planes
      Plane B
      Plane A
      » Atomize» Describe» Relate
    • 39. Learning Planes:Mapping Across Multiple Sets
      » Atomize» Describe» Relate
    • 40. Publisher (3rd Party) Refinements:Derived Learning Outcomes
      Publisher BOpenSystem
      Derived
      Publisher AClosed System
      Derived
      Original
      » Atomize» Describe» Relate
    • 41. Pearson Derived Statements
      » Atomize» Describe» Relate
    • 42. «atoms» & «molecules»
      First Class Citizens of the Web
       Individual learning outcomes exist as first class citizensanywhere on the Web!
       Individual learning planes exist as first class citizensanywhere on the Web!
       Learning outcomes and their related learning planes eachhave provenance & authority!
      -> But…not always a shared provenance & authority
      » Atomize» Describe» Relate
    • 43. Atomize / Describe / Relate
      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
      ->Identity :: Class of relationships defining the degree of similarity between two «atoms» in 1-n learning outcome graphs
      -> Structural:: Class of relationships that identify a hierarchical structure between two «atoms»
      -> Associative:: Class of relationships that identifies developmental and other associative paths between «atoms»
      PlaneRelationships
      » Atomize» Describe» Relate
    • 44. Plane Relationships: Top-Level ‘’Requisite’
      » Subsequent
      » Logically Subsequent
      » Antecedent
      » Logically Antecedent
      » Coincident
      » Logically Coincident
      asn:logicalSubsequent
      asn:logicalCoincident
      sn:logicalAnecedent
      » Atomize» Describe» Relate
    • 45. Plane Relationships: Top-Level ‘’Identity’
      skos:closeMatch
      skos:exactMatch
      » Close Match
      » Exact Match
      » Broad Match
      » Narrow Match
      skos:broadMatch
      skos:narrowMatch
      » Atomize» Describe» Relate
    • 46. Plane Relationships: Top-Level ‘Structural’
      dct:isPartOf
      skos:broader
      skos:narrower
      dct:hasPart
      Partitive Hierarchies (Part-Whole)
      Generic-Specific Hierarchies
      » Atomize» Describe» Relate
    • 47. ASN Structural Properties:
      source
      « Documents »
      « Statements »
      Representing the AAAS Benchmarks for Science Literacy
      Arbitrary levels of granularity
      » Atomize» Describe» Relate
    • 48. Strand Dimension
      Plane Relationships: Top-Level ‘Associative’
      ”[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. ”
      —Andrew Ahlgren and Soren Wheeler (2002). “Mapping the Steps toward Basic Understanding of Scientific Inquiry” Science & Education, Volume 11, Number 3 / May 2002
      » furtherDevelopment» crossSubjectRelation» conceptMerger» contributesToUnderstanding
      Grade Dimension
      » Atomize» Describe» Relate
    • 49. Entity Mapping Predicates
      hasChild (narrower)
      isChildOf (broader)
      logicalAntecedent
      Broad Linking Properties (formally declared subproperty extensions expected)
      logicalSubsequent
      logicalCoincident
      closeMatch
      alignToalignFrom
      exactMatch
      «etc…»
      isPartOf
      « Statements »
      « Documents »
      hasPart (hasChild)
      » Atomize» Describe» Relate
    • 50. Atomize / Describe / Relate
       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»
      Relate
      » Atomize» Describe» Relate
    • 51. » Atomize» Describe» Relate
    • 52. » Atomize» Describe» Relate
    • 53. » Atomize» Describe» Relate
    • 54. » Atomize» Describe» Relate
    • 55. » Atomize» Describe» Relate
    • 56. » Atomize» Describe» Relate
    • 57. Desire2Learn Competencies
      and ePortfolio
      » Atomize» Describe» Relate
    • 58. Activity Example (Rubric)
      Desire2Learn Competencies
      and ePortfolio
      » Atomize» Describe» Relate
    • 59. Activity Example (Rubric)
      Desire2Learn Competencies
      and ePortfolio
      ePortfolio Artifact
      » Atomize» Describe» Relate
    • 60. Important Conclusions
      • 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:
      ->UseURIs as identifiers for resources—learning outcomes and learning outcomes documents
      ->Use HTTP URIs so that people and machines can look up those resources on the web (and link to them)
      ->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)
      ->Include in the resources links to other URIs so that they can discover more things—other learning outcomes and concepts
      » Atomize» Describe» Relate
    • 64. Questions?
      » Atomize» Describe» Relate
      » Stuart A. Sutton
      JES & Co. / University of Washington sasutton@uw.edu
      » DinyGolder JES & Co. dinyg@jesandco.org

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