2013 NCES-Stats conference session; facilitated by Michael Jay, Jim Goodall, Jason Hoekstra, & Tim Farquer

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.
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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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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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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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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…

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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.

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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

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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

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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

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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
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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.
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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
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.