Information about LRMI and the Learning Registry, presented by Sue Cowder and Jason Hoekstra of inBloom, Jim Klo of SRI, and Thor Prichard of Clarity Innovations
Greg Grossmeier, Education Technology and Policy Coordinator for Creative Commons and Co-Chair of the Learning Resource Metadata Initiative (LRMI) technical working group, presented a background and update on the project to create a common metadata specification for online learning resources. Grossmeier presented at the Content in Context Metadata Lab, presented by the Association of Educational Publishers (AEP) on June 4, 2012.
The paper was presented at ICALT 2013: http://infoscience.epfl.ch/record/185963?ln=en
This paper proposes a novel approach to build and deploy learning analytics dashboards in multiple learning environments. Existing learning dashboards are barely portable: once deployed on a learning platform, it requires considerable effort to deploy the dashboard elsewhere. We suggest constructing dashboards from lightweight web applications, namely widgets. Our approach allows to port dashboards with no additional cost between learning environments that implement open specifications (OpenSocial and ActivityStreams) for data access and use widget APIs. We propose to facilitate reuse by sharing the dashboards and widgets via a centralized analytics repository.
Combining content analytics and activity tracking to mine user interests and ...Andrii Vozniuk
The paper was presented at UMAP PALE 2016: goo.gl/5cJsSK
Finding relevant content is one of the core activities of users interacting with a content repository, be it knowledge workers using an organizational knowledge management system at a workplace or self-regulated learners collaborating in a learning environment. Due to the number of content items stored in such repositories potentially reaching millions or more, and quickly increasing, for the user it can be challenging to find relevant content by browsing or relying on the available search engine. In this paper, we propose to address the problem by providing content and people recommendations based on user interests, enabling relevant knowledge discovery. To build a user interests profile automatically, we propose an approach combining content analytics and activity tracking. We have implemented the recommender system in Graasp, a knowledge management system employed in educational and humanitarian domains. The conducted preliminary evaluation demonstrated an ability of the approach to identify interests relevant to the user and to recommend relevant content.
Campus-Wide Response to Captioning: Moving Towards Full CompliancePatrick Loftus
When it comes to video captioning in higher ed, one of the biggest questions on campus is, "Who’s going to own this?"
Is it the Disability Resource Center, the department creating or hosting the media, or the institution?
At the University of Arizona (UA), the answer is: All the above. UA is moving towards a fully captioned campus through a prioritization approach.
During this webinar, you'll learn how UA approaches captioning and the criteria used to determine allocation of funds for video captioning. Additionally, discover how successfully building trust and working closely with key personnel across campus units increases access to captioned media. Options for developing processes to ensure media are created accessibly across your campus will also be discussed.
Topics this session will cover include:
How UA approaches captioning and the criteria used to determine allocation of funds for captioning
How successfully building trust and working closely with key personnel across campus increases access
Options for developing processes to ensure media is created accessibly across campus
Teaching & Learning Online: It's All About the Pedagogy!! Day 2Leigh Zeitz
This is the 2nd day presentation used for the the 1/2 day online learning workshop delivered by Mary Herring, Lois Lindell and Leigh Zeitz at the University of Northern Iowa.
It was delivered to assist professors at UNI in the process of transferring their face-to-face courses to online courses.
Information about LRMI and the Learning Registry, presented by Sue Cowder and Jason Hoekstra of inBloom, Jim Klo of SRI, and Thor Prichard of Clarity Innovations
Greg Grossmeier, Education Technology and Policy Coordinator for Creative Commons and Co-Chair of the Learning Resource Metadata Initiative (LRMI) technical working group, presented a background and update on the project to create a common metadata specification for online learning resources. Grossmeier presented at the Content in Context Metadata Lab, presented by the Association of Educational Publishers (AEP) on June 4, 2012.
The paper was presented at ICALT 2013: http://infoscience.epfl.ch/record/185963?ln=en
This paper proposes a novel approach to build and deploy learning analytics dashboards in multiple learning environments. Existing learning dashboards are barely portable: once deployed on a learning platform, it requires considerable effort to deploy the dashboard elsewhere. We suggest constructing dashboards from lightweight web applications, namely widgets. Our approach allows to port dashboards with no additional cost between learning environments that implement open specifications (OpenSocial and ActivityStreams) for data access and use widget APIs. We propose to facilitate reuse by sharing the dashboards and widgets via a centralized analytics repository.
Combining content analytics and activity tracking to mine user interests and ...Andrii Vozniuk
The paper was presented at UMAP PALE 2016: goo.gl/5cJsSK
Finding relevant content is one of the core activities of users interacting with a content repository, be it knowledge workers using an organizational knowledge management system at a workplace or self-regulated learners collaborating in a learning environment. Due to the number of content items stored in such repositories potentially reaching millions or more, and quickly increasing, for the user it can be challenging to find relevant content by browsing or relying on the available search engine. In this paper, we propose to address the problem by providing content and people recommendations based on user interests, enabling relevant knowledge discovery. To build a user interests profile automatically, we propose an approach combining content analytics and activity tracking. We have implemented the recommender system in Graasp, a knowledge management system employed in educational and humanitarian domains. The conducted preliminary evaluation demonstrated an ability of the approach to identify interests relevant to the user and to recommend relevant content.
Campus-Wide Response to Captioning: Moving Towards Full CompliancePatrick Loftus
When it comes to video captioning in higher ed, one of the biggest questions on campus is, "Who’s going to own this?"
Is it the Disability Resource Center, the department creating or hosting the media, or the institution?
At the University of Arizona (UA), the answer is: All the above. UA is moving towards a fully captioned campus through a prioritization approach.
During this webinar, you'll learn how UA approaches captioning and the criteria used to determine allocation of funds for video captioning. Additionally, discover how successfully building trust and working closely with key personnel across campus units increases access to captioned media. Options for developing processes to ensure media are created accessibly across your campus will also be discussed.
Topics this session will cover include:
How UA approaches captioning and the criteria used to determine allocation of funds for captioning
How successfully building trust and working closely with key personnel across campus increases access
Options for developing processes to ensure media is created accessibly across campus
Teaching & Learning Online: It's All About the Pedagogy!! Day 2Leigh Zeitz
This is the 2nd day presentation used for the the 1/2 day online learning workshop delivered by Mary Herring, Lois Lindell and Leigh Zeitz at the University of Northern Iowa.
It was delivered to assist professors at UNI in the process of transferring their face-to-face courses to online courses.
me.edu.au provides Australian education and training professionals with an online profile and networking space. Members of the education community are encouraged to use me.edu.au to create an online professional profile, connect with educators who have similar interests, share resources and publish ideas and opinions. me.edu.au puts the individual at the centre of the service and encourages them to collect, connect and publish beyond faculty, institution, state and sector boundaries.
The Canadian Linked Data Initiative: Charting a Path to a Linked Data FutureNASIG
As libraries prepare to shift away from MARC to a linked data framework, new convergences in the metadata production activities of our libraries' technical services units, special collections, and digital libraries are becoming possible. In September 2015, the Canadian Linked Data Initiative (CLDI) was formed to leverage the existing collaboration between the Technical Services departments of Canada’s top 5 research libraries and the Library and Archives of Canada. Working cooperatively, our objective is to provide a path to linked data readiness for our institutions and leadership for the adoption of linked data by libraries across Canada. To achieve this goal, partner libraries are working across departments and institutions to create new workflows and tools and adapt to a new conceptual understanding of descriptive metadata. This presentation is a preliminary report on the progress made in five key areas of interest: digital collections, education and training, MARC record enhancement, evaluation of linked data tools and vendor supplied metadata. Building on existing initiatives, the CLDI is investigating the potential of integrating linked data elements into digitized collections, as well as MARC-based bibliographic and authority records, with the aim of fostering new and interesting pathways for resource discovery. To strengthen and expand the professional knowledge of staff, partner institutions are collaborating in the production of educational and training materials related to linked data principles and practices. The evaluation and potential development of linked data tools is another area of concentration. Finally, with the goal of changing workflows upstream, the CLDI is working to engage publishers and vendors in the linked data conversation. In addition to reporting on the work undertaken in the first year of the project, this presentation will also cover lessons learned and outline some of the new opportunities gained from working on a collaborative project that spans across multiple boundaries.
Marlene van Ballegooie, Metadata Librarian,
University of Toronto
Juliya Borie, University of Toronto Libraries
Andrew Senior, Coordinator,
E-Resources and Serials, McGill University
CloudSocial: A New Approach to Enabling Open-Content for Broad ReuseCharles Severance
This was a presentation of my "inverted learning management system" which I gave to the Conexions conference in February 2009.
2009-02-20-cloudsocial-cnx
Presentation on leveraging and scaling MOOCs as assets in teacher professional development programs for a
research panel on Professional Development for Online/Blended Teaching at the 2015 Society for Information Technology and Teacher Education (SITE) conference in Las Vegas, NV, March 5, 2015.
Brandt Redd of the Bill & Melinda Gates Foundation discussed the Learning Resource Metadata Initiative (LRMI) and how it realtes to other major education projects including the Shared Learning Collaborative, Learning Registry, etc.
me.edu.au provides Australian education and training professionals with an online profile and networking space. Members of the education community are encouraged to use me.edu.au to create an online professional profile, connect with educators who have similar interests, share resources and publish ideas and opinions. me.edu.au puts the individual at the centre of the service and encourages them to collect, connect and publish beyond faculty, institution, state and sector boundaries.
The Canadian Linked Data Initiative: Charting a Path to a Linked Data FutureNASIG
As libraries prepare to shift away from MARC to a linked data framework, new convergences in the metadata production activities of our libraries' technical services units, special collections, and digital libraries are becoming possible. In September 2015, the Canadian Linked Data Initiative (CLDI) was formed to leverage the existing collaboration between the Technical Services departments of Canada’s top 5 research libraries and the Library and Archives of Canada. Working cooperatively, our objective is to provide a path to linked data readiness for our institutions and leadership for the adoption of linked data by libraries across Canada. To achieve this goal, partner libraries are working across departments and institutions to create new workflows and tools and adapt to a new conceptual understanding of descriptive metadata. This presentation is a preliminary report on the progress made in five key areas of interest: digital collections, education and training, MARC record enhancement, evaluation of linked data tools and vendor supplied metadata. Building on existing initiatives, the CLDI is investigating the potential of integrating linked data elements into digitized collections, as well as MARC-based bibliographic and authority records, with the aim of fostering new and interesting pathways for resource discovery. To strengthen and expand the professional knowledge of staff, partner institutions are collaborating in the production of educational and training materials related to linked data principles and practices. The evaluation and potential development of linked data tools is another area of concentration. Finally, with the goal of changing workflows upstream, the CLDI is working to engage publishers and vendors in the linked data conversation. In addition to reporting on the work undertaken in the first year of the project, this presentation will also cover lessons learned and outline some of the new opportunities gained from working on a collaborative project that spans across multiple boundaries.
Marlene van Ballegooie, Metadata Librarian,
University of Toronto
Juliya Borie, University of Toronto Libraries
Andrew Senior, Coordinator,
E-Resources and Serials, McGill University
CloudSocial: A New Approach to Enabling Open-Content for Broad ReuseCharles Severance
This was a presentation of my "inverted learning management system" which I gave to the Conexions conference in February 2009.
2009-02-20-cloudsocial-cnx
Presentation on leveraging and scaling MOOCs as assets in teacher professional development programs for a
research panel on Professional Development for Online/Blended Teaching at the 2015 Society for Information Technology and Teacher Education (SITE) conference in Las Vegas, NV, March 5, 2015.
Brandt Redd of the Bill & Melinda Gates Foundation discussed the Learning Resource Metadata Initiative (LRMI) and how it realtes to other major education projects including the Shared Learning Collaborative, Learning Registry, etc.
From the Education Metadata Meetup on 7/30/14 in Washington DC - Melissa Wadman and Darren Milligan talk about how the Smithsonian is using LRMI to combat the current chaotic organizational state of its educational resources.
Jack Buckley, Commissioner for the National Center for Education Statistics, presented at the Content in Context Metadata Lab on the work the U.S. Department of Education has done on the Common Education Data Standards.
Career day 2014 at Queens Vocational and Technical HSKristen T
I had the wonderful opportunity to give a talk on Career Day at Queens Vocational and Technical HS this past Friday (6/6/14), these are the slides that I used. I also posted some resources for the students here: http://www.protopage.com/ktreglia#Untitled/Career_Day_2014
FAIR Assessment for Repositories and Researchers EOSCpilot .eu
FAIR Assessment for Repositories and Researchers by Eliane Fankhauser - DANS, delivered during the FAIR Data Session at the EOSC Stakeholders Forum 2018
Interested in delivering webinars, but don't know where to start? This PowerPoint is from a one hour TechSoup webinar by program manager Kyla Hunt and independent library consultant, author, and trainer Stephanie Gerding on the basics of providing effective webinars.
Discover:
How is online training different from ace-to-face or in-person training?
What planning is involved in designing and delivering a webinar?
How do you encourage audience participation and interaction?
What are the differences between webinar platforms?
Archive available at: http://techsoupforlibraries.org/events/training-an-invisible-audience-delivering-effective-webinars
Guest lecture at Brooklyn College 10/6/14Kristen T
Slides used during guest lecture session at Brooklyn College 10/6/14 (SEED 7500X MQ5, Perspectives on Education: Teaching Children and Adolescents in Cultural Context)
For Resources: http://kristentreglia.wordpress.com/mentions-publications-and-talks/guest-lecture-at-brooklyn-college/
This was my lecture to my colleagues upon receipt of the 2011 Excellent Instructor award for the University of Michigan School of Information. It roughly parallels my "Sakai - Free as in Freedom" book - http://www.dr-chuck.com/sakai-book/ and describes my motivation for over 15 years of investment into teaching and learning for the purpose of ultimately empowering teachers and learners to have more control over their educational experience.
The process of integrating accessibility into the core WordPress development process has been challenging, but also rewarding. This presentation talks about the path we've taken in building the process, what steps we take to handle accessibility in WordPress, and where we're going in the future.
A Virtual Infrastructure for Data intensive Analysis (VIDIA)Alexandra M. Pickett
The presentation will overview a the establishment of a collaborative virtual community, focusing initially on data-intensive computing education in the social sciences.
Presentation of "Reusing Linguistic Resources: Tasks and Goals for a Linked Data Approach", March 9, DGfS 34, Frankfurt Germany.
Find the paper at: http://www.springerlink.com/content/k535323272457913
Hall, R. H., Digennaro, A., Ward, J., Havens, N., Ricca, J. (2003). Usability assessment of a web-based learning system for teaching web development: A progressive scaffolding approach. Under Review. E-Journal of Instructional Science and Technology.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
A Survey of Techniques for Maximizing LLM Performance.pptx
STATSDCLRMI
1. WHAT'S NEW WITH THE
LEARNING RESOURCE METADATA INITIATIVE
(… & why I should care)
STATS-DC — 17 July 2013
Tim Farquer, Superintendent, Williamsfield Schools
Jim Goodall, Sr Ed Analyst, Quality Information Partners
Jason Hoekstra, Director, Developer Engagement, inBloom
Michael Jay, President, Educational Systemics, Inc.
All images used in this presentation are stock photos used with permission or created by the authors. Release for web use of all photos on file.
2. SESSION OUTLINE
• Context
• Use Case
• CEDS & what’s new for LRMI…more than
tagging webpages
• Reflection
• Making instructional resources available
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3. CONTEXT
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4. Goal: Make it easier and more convenient to find learning resources that meet
specific student and class needs.
Curriculum
Standards
Schema.org
Intersection of three
opportunities
Resource
Registries
(Learning Registry)
LRMI
Why Now? Kinda’ Perfect Storm
from a representation by Brandt Redd, Gates Foundation
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5. So, why do we need a standard?
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6. All images used in this presentation are stock photos used with permission or created by the authors. Release for web use of all photos on file.
7. OUTLINE THE USE CASE
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8. Classroom THEN & NOW
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9. Transitioning to…
• Key skill progressions vs. content delivery
• Personalized resources/feedback vs. whole
group instruction and advancement
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10. Learning Resources
• Resources are structured for a content driven
classroom
• Skill-based resources are by and large
unstructured &/or difficult to discover
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11. Content walls have cracked
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12. Flood of available resources
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13. But available content is not tied to
the skills we look to help kids build
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14. All images used in this presentation are stock photos used with permission or created by the authors. Release for web use of all photos on file.
NSDL Strand Maps
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NSDL Strand Maps
16. Personalized Content NOW
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17. Personalized Content TOMORROW
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18. CEDS & WHAT'S NEW FOR LRMI
MORE THAN TAGGING WEBPAGES
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19. All images used in this presentation are stock photos used with permission or created by the authors. Release for web use of all photos on file.
What’s new in LRMI
1. Accessibility (http://www.a11ymetadata.org)
…derived from: IMS Global Learning
Consortium’s Access for All specification
2. Implementation and vocabulary…
20. All images used in this presentation are stock photos used with permission or created by the authors. Release for web use of all photos on file.
21. Learning Resource Metadata
Multi-State
Tagging Initiative
• Arizona
• Colorado
• Delaware
• Georgia
• Illinois
• Massachusetts
• New Jersey
• New York
• North Carolina
• Ohio
• Rhode Island
Learning
Registry
Index
Many use scenarios many
implementations, common
vocabulary.
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CEDS informed by other initiatives
• LRMI
• Multi-State Tagging Initiative
• Learning Registry
• …and many others
And in turn serves as common vocabulary across
implementations and organizations.
23. All images used in this presentation are stock photos used with permission or created by the authors. Release for web use of all photos on file.
Tools at ceds.ed.gov
• Total Users = 1,012
• ALIGN Maps Being Worked On = 306
• Public Align Maps = 54
• CONNECTions Being Worked On = 313
• Public Connections = 35
24. All images used in this presentation are stock photos used with permission or created by the authors. Release for web use of all photos on file.
More about…
Thursday
Thurgood Marshall
Ballroom — West
Concurrent
Session VIII
3:00–4:00
Got Metadata?
Multiple-State
Common
Instructional
Tagging
Initiative
Thursday Wilson A
Concurrent
Session IX
4:15–5:15
Common Education
Data Standards(CEDS):
101 Tools and Use
Multi-State
Tagging Initiative
CEDS
Friday Wilson A
Concurrent
Session X
9:00–10:00
Hands-On
“CONNECT-a-thon”
Help
Create Useful Data Metrics
for Publication Via Common
Education Data Standards
(CEDS) CONNECT
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CEDS V4 Candidates
• Learning Resource Accessibility from LRMI
• Updated option sets to reflect the multistate
tagging initiative
• Peer rating vocabulary from the Learning
Registry
• Minor refinements based on comments
submitted via ceds.ed.gov
26. All images used in this presentation are stock photos used with permission or created by the authors. Release for web use of all photos on file.
CEDS Schedule
• Public review period – September
• Stakeholder groups review of public
comments
• Finalize version 4 and DES and NDS logical
model updates – Fall
• Version 4 release – January 2014
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For more information,
visit:
http://ceds.ed.gov
28. All images used in this presentation are stock photos used with permission or created by the authors. Release for web use of all photos on file.
CONTACTS:
Jim Goodell
jimgoodell @ qi-partners.com
29. MORE LRMI UPDATES
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30. A few more updates on LRMI
• LRMI Properties are published as part of
Schema.org
• Governance
• Gaming
• Nearly 200,000 resources described by LRMI
• Interest by companies to produce tools
– Awareness among publishers increased from 47%
to 86% over the past year
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31. Hard Core Common-ers
• Major Pro:
– Ability to aggregate and compare data
• Major Con:
– Qualitative, descriptive information
The LRMI sits as a major bridge between the two
• The role of paradata
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32. MOMA
Where is the value?
vs.
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33. Where are we in the cycle?
…Or is there an alternative to the
swinging of the pendulum?
Quantitative
Measurable
Qualitative
Descriptive
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34. TECHNOLOGIES FOR MAKING
INSTRUCTIONAL RESOURCES AVAILABLE
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35. Pulling it All Together
• Multiple efforts + multiple years = actionable
today
• Strategies and patterns now to tie together
CCSS, LRMI, LR and LRI
• Application development underway, now is
the right time to tag and publish
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36. Common Core State Standards
(CCSS)
• Provides standards alignment to learning
material
• Important to digital tools:
–Shareable material across states
–Provides unique identifiers so computers
can catalog, search and relate
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37. Learning Resource Metadata Initiative
(LRMI)
• Common data format to describe metadata
about resources
• Title, description, educational usage,
standards alignment
• Builds on existing work; modern format
supported by major search engines
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38. Learning Registry
(LR)
• Technology framework to receive and store:
–Metadata for digital resources – LRMI, DC,
etc.
–Paradata for how content is used – ratings
• US Depts of Education and Defense funded;
community supported; open source
All images used in this presentation are stock photos used with permission or created by the authors. Release for web use of all photos on file.
39. Learning Registry Index
(LRI)
• Built on top of Learning Registry
• Provides search interface for applications
• Useful for finding both metadata and
paradata
• inBloom sponsored; Soon to be released as
open source
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40. How This Works Together
LRMI
Tags
Publisher
Content
Catalog
Learning
Registry
LR
Index
LMS
Portals
Applications
Recomm.
Engines
Paradata
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41. Examples: FREE.Ed.Gov
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42. Examples: ISLE OER Search
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43. Examples: inBloom Tagger and Search
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44. WANTED: These Applications
• Recommendation engines
• Learning maps
• Adaptive text and assessments
• Other innovations
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45. Getting Involved
• LRMI.net discussion list
• LearningRegistry.org email lists + monthly calls
• LR and inBloom.org LRI source code at GitHub
• Contact us, we’ll get in touch w/ community
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46. Q&A & CONTACT INFO
• Jason Hoekstra
• Director of Developer Engagement, inBloom
• jason.hoekstra@inbloom.org
• 312-420-5300
• Twitter: @jasonhoekstra
47. NOT SQUANDERING THE OPPORTUNITY
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48. What happens when these tunnels join… ?
Brain
Research
Learning
Data
Cognitive Range
Support for the Science
Build a tunnel to connect the two
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49. Homage to the Art
• Support communities of practitioners
• Invite the learner to play an active role in their
learning
• Create representations of data that can inform
instruction
• Describe context to clarify
• What has traditionally been considered soft
data is actually quite hard… to codify.
All images used in this presentation are stock photos used with permission or created by the authors. Release for web use of all photos on file.
50. Data Gourmet or Data Gourmand
• Balance between Quantity and Quality
• Extends beyond borders…
– Classroom
– School
– State
– Country
– Culture
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51. Shift
Move from…
Resource to Learning
Institution to Learner
Media to Engagement
Adopted to Discovered
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52. Q&A & CONTACT INFO
STATS-DC — 17 July 2013
Tim Farquer, tim.farquer@billtown.org, @timfarquer
Jim Goodell, jimgoodell @ qi-partners.com
Jason Hoekstra, jason.hoekstra@inbloom.org @jasonhoekstra
Michael Jay, michael @ edusystemics.com, @EdReflector
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Editor's Notes
And floods have a tendency to be pretty unorganized. Floodwaters have formed into numerous isolated drinking holes.
Pools of available resources are loosely aligned to the progressive skills we are working to develop.
In Illinois, we want to embed less restrictive content search within “learning maps”. OER & proprietary. Let the best resources win.
LRMI is not alone in the Learning Resource metadata space…