1 / 17

Mixing open learning material with ‘the Publisher’s books ‘

Mixing open learning material with ‘the Publisher’s books ‘ . Kennisnet (EDRENE – May 2012) Henk Nijstad, Kennisnet. Experiments on mixing. Mixing open resources Commercial and not -commercial Small granularity ….. With publisher’s books or ‘open’ learning lines.

palmer
Download Presentation

Mixing open learning material with ‘the Publisher’s books ‘

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Mixing open learningmaterialwith ‘the Publisher’sbooks ‘ Kennisnet (EDRENE – May 2012) Henk Nijstad, Kennisnet

  2. Experiments on mixing Mixing • open resources • Commercial andnot-commercial • Small granularity • ….. • Withpublisher’sbooks • or ‘open’ learninglines ES SIG wg 01-03-2012

  3. Leo asked last time, in Poitiers: What’s the business case, Henk! Who wants this? ES SIG wg 01-03-2012

  4. Teacher • Wants tovary on the publisher’sbooks • F.e. for slow or faststudents • Extra tests, extra theory, extra assessments • Or he dislikescertainparagraphs of ‘the books’ , or findsthemnotgoodenough ES SIG wg 01-03-2012

  5. Repository / Open learningmaterials • Without curriculum-connection, this content cannotbeused on large scale • Teachers use the publisher’stextbooks; without connectionwith ‘the books’, large-volume usewillbedifficult • F.e. culturelheritage content; teacher-produced content like KlasCement of Wikiwijs ES SIG wg 01-03-2012

  6. Publishers • Theirclients (‘the teacher’) want tovary on the textbooks • To lowerproductioncosts • F.e. Educationalvideos are veryexpensive in producing • Creating content aimed at individualstudents(dyslexie, etc) canbeveryexpensive • To improve, tostrenghten the textbook: • There is somuchnice, valuable open content! ES SIG wg 01-03-2012

  7. Schoolmanagement • Have a hugelockinwith the textbooks • Teachers are dependend • Want to have choice, to have a positiontobeabletonegotiate • Shrinking budgets in NL • Pressuretoraisequality • Increasingdemandfromparents ES SIG wg 01-03-2012

  8. We see deals growing • Open content-movement in Secundary schools withcertainpublishers • Public broadcasting companies and the Publishers’association ES SIG wg 01-03-2012

  9. Linked Data experiments ES SIG wg 01-03-2012

  10. Most important aims • Automatic distractibility of metadata • Accountability • What’sbeingteached • Relation of paragraphs in ‘the books’ withlearningstandardsanddetailed curriculum • Enrichment • Adding extra learningobjectsand/or expertise/knowledge in specificparts of the curriculum ES SIG wg 01-03-2012

  11. Achievement Standards Learning Trajectories Skill Learning Trajectory → is acquiredwith helps toacquire ← → is acquiredwith → is aquired in leads toknowledge of ← → is necessaryfor requiresknowledge of ← wordt uitgevoerd met ← → past in helps toaquire ← Concept Learning Object → is acquiredwith helps toacquire ← Body Of Knowledge Learning Materials

  12. An experiment, ingredients: • A widelyusedPublisher’sbook on Geography (secundary school) • VideosfromPublic broadcasting companies (Teleblik) • Creating relations between the videosand the (paragraphs, detailed) lessonplans (domain publisher) • Bydoingso, automaticallycreating open metadata, i.e.detailed curriculum connections ES SIG wg 01-03-2012

  13. ES SIG wg 01-03-2012

  14. Statements EDRENE ES SIG wg 01-03-2012

  15. Statement 1 • Not a single country in Europa has describedits curriculum yet • in enough detail • Machine-processabletoenablef.e. ‘semi-automatically’ addition of metadata ES SIG wg 01-03-2012

  16. Statement 2 • A repository in which the learningobjects are notconnected in detail tosome kind of learning line or textbook, is uselessforteacher’suse in big numbers ES SIG wg 01-03-2012

  17. Statement 3 • 90%+ of the teachersneedsome kind of learning line or ‘backbone’ (textbook). • In the little time he has availableto search for extra learningobjects, he needsthislearning line or textbook as a starting point ES SIG wg 01-03-2012

More Related