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Presentation to COSL Overview of www.curriki.org & A Wiki Approach to Learning Objectives, Frameworks Creation, and Alignment Joshua Marks – CTO Bobbi Kurshan – Executive Director. Quick Overview of Curriki. CURRIKI = Curriculum + Wiki
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Presentation to COSL Overview of www.curriki.org & A Wiki Approach to Learning Objectives, Frameworks Creation, and Alignment Joshua Marks – CTO Bobbi Kurshan – Executive Director
Quick Overview of Curriki CURRIKI = Curriculum + Wiki _______________________________________________________________________________________ The first K-12 Curriculum focused Open Source Collaborative Development Site • Single repository for validated curricula • Support for all asset and media types from text and images to fully interactive learning objects • Designed for group collaborative development of organized, leveled and sequenced learning resources • Review & comments by subject matter experts • Founded by Sun Microsystems in 2004 and created as an independent 501(c)(3) in 2006
Edit HTML asset in the NEW “Currikulum Builder”- Source and WYSIWYG
Future Developments- • Learning Objectives Standards frameworks • Why they are important (to K-12 in particular) • A Wiki approach to Alignment and Creation
K-12 is a different environment • K-12 Curriculum (In the US in particular) is significantly different then Higher Education in several ways: • Period of instruction: Students progress in all core subject areas, level by level, and are expected to grow from non-readers to prepared for college, over a 13 year period. • Compliance Requirements: Each state requires material be aligned to their own set of Learning Standards (particularly in “adoption states”). • Measurement: Students are measured using standardized criterion referenced tests aligned to these standards and benchmarks. • Proficiency and Mastery Model: Teachers are expected, under NCLB (No Child Left Behind) to attain some basic level of proficiency in the core areas of Math, Reading/Language Arts, Science, and Social Studies. • Efficacy Requirements: Educational programs (also under NCLB) are expected to be “Scientifically Based” and have some level of proof of efficacy (again as measured by standardized tests).
What are Learning Standards Frameworks? An (usually) organized and hierarchical list of intended outcomes a student is to achieve in each subject and level. For example: • A “Strand Statement” or “Benchmark” – “Understand numbers, ways of representing numbers, relationships among numbers, and number systems” • A “Skill Statement” - “Name and write (in numerals) whole numbers to 1000, identify the place values of the digits, and order the numbers.” Represents the underlying expectations for learning gains: • Critical to creation of criterion based assessment of proficiency and mastery • Central to “Adoptions” of textbook and related materials • Increasingly used within LMS environments to enable prescriptive remediation • Increasingly used by textbook publishers to enable semi-automated assembly from source materials (Customized Editions) • Represents the official option of what it means to be educated and proficient
Some Examples • Topic: (M) Mathematics • Level: (M.1) Lower Elementary (Grades 1-3) • Strand: (M.1.1) Numbers and Numbers Sense • Benchmark: (M.1.1.1) – Estimation • GLE: (M.1.1.1.1) – 1st grade expectation - Student will be able to estimate the number of familiar objects, up to 20, using grouping strategies. • GLE: (M.1.1.1.2) – 2nd grade expectation - Student will be able to estimate the sum of two and three digit numbers using rounding techniques. • GLE: (M.1.1.1.3) - 3rd grade expectation - Student will be able to estimate the solutions to arithmetic problems up to 1000 using a variety of techniques including rounding, grouping, and modeling.
How are they Expressed • Standards are published periodically in a wide variety of forms and structures which makes it very difficult to align to: • PDF and Doc files • Web pages • XML Data (SIF and IMS Standards) • Custom Databases • Published and updated on 5 or 7 year cycles
How are they expressed • Some real examples: • Virginia Math – By Grade http://www.pen.k12.va.us/VDOE/Instruction/Math/math_framework.html • Massachusetts Math – By Topic then Grade http://www.doe.mass.edu/frameworks/math/2000/toc.html • California – By Grade form K-7, then Topic for 8-12 • http://www.cde.ca.gov/be/st/ss/mthmain.asp • McREL Compendium Math – By Subject and Topic, then by Level, Benchmark and Skill • http://www.mcrel.org/compendium/SubjectTopics.asp?SubjectID=1
A better and more “Open” solution is needed • The publishing and e-learning industry has struggled to support alignment to such a varied and ever changing data set. • Publishers have turned to expensive alignment and data management service providers like Academic Benchmarks and Smart Pro 3 to provide up-to-date standards in a common database format and provide alignment services for content. • States, Organizations and LEAs that produce and publish standards need a better way to include educators in the creation and review of their standards in development. • Tools are needed to provide this critical public data in a usable digital form (SIF XML data interoperability standards - www.sifinfo.org ). • Teachers need a way to have a “Dialog” about their local standards and how to apply them when selecting or creating materials.
Using the Currikulum Builder interface to Collaboratively create frameworks • Curriki plans to apply its “Currikulum Builder” application to enable: • Alignment of Open Curriculum Resources to any published standards framework • Group collaborative creation and editing of Learning Standards Frameworks • Dialog by educators about the meaning and intent of their local standards • Export of Learning Standards data in SIF XML format (Learning_Standards_Doc.XML and Learning_Standards_Item.XML) • Import of standards published in SIF format. • Inclusion of Standards Alignment metadata when exporting Curriki content collections as SCORM or IMS Common Cartridge Learning Object Package formats.
