LRMI: Using Education Metadata to Support Learning
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This document discusses using education metadata standards like LRMI (Learning Resource Metadata Initiative) to make instructional resources more discoverable. It provides an overview of the LRMI fields of metadata like general information, education specifics, alignments to standards, and examples of how resources can be tagged. Attendees participated in a hands-on activity to tag sample resources using LRMI fields in order to make the content more searchable based on criteria like standards, age, and type. Questions from educators are addressed, and how publishers and organizations can get involved with the metadata standards is discussed.
LRMI: Using Education Metadata to Support Learning
- 1. Using Education Metadata to Support Learning LRMI: SXSWedu, 5 March 2014 Trilby Berger, MetaMetrics Sue Buesing, Buesing & Associates Michael Jay, Educational Systemics With guest appearances by: Dave Gladney, AAP PreK-12 Learning Group Teila Evans, Educational Systemics
- 3. Imagine if you will… Imagine… Imagine… Imagine… Imagine… Imagine… Imagine… Imagine… Imagine… 3 We Now Return to our Regular Programming
- 4. Metadata Tagging ~ Changing Gears A Shift in Purpose: Marketing ~ Broad coverage of the standards to show some level of coverage Discoverability ~ Alignments are used to locate specific resources directly connected to needs of students and teachers
- 5. The Problem? Finding Resources That Fit a Need About 33,400,400 results (0.25 seconds) 47,300,600 results
- 7. Search by criteria, valuable results!
- 8. Shifts in Education From the learner & parent’s perspective: 1. How can I do better? 2. How can I differentiate myself? 3. How can I get what I need based on how I learn? 4. How can I do well on qualifying tests? From the educator & institution’s perspective: 1. How do I address the needs of an increasingly diverse set of learners? 2. How do I engage learners who have access to rich resources and media? 3. How do I compete with educational alternatives? 8
- 9. Shifts in Education From the content developer & publisher’s perspective: 1. How do I provide coherent offerings that address the needs of an increasingly diverse set of students? 2. How do make the most of the instructional assets I have? 3. How do I make the value of my product(s) evident in a educational environment where learning objects are more prevalent? 4. How do I transition my organization to leverage emerging business models without losing what makes us unique? 9
- 10. Judging a Book by its Cover Not a good idea but we all do it 10
- 11. 11 Some attributes we want in our Instructional Resources? EdNET Insight Survey © 2011, Market Data Retrieval
- 12. 12 So, why do we need a standard?
- 13. Long History of Classification 13
- 14. So why is this different? • We need a common set of descriptors that allow us to structure our searches. • Common is not so common! • Education benefits from not going it alone… even with the trade-offs. 14 • We have lived in a world with different standards. The internet changes all that. • Individualized learning and teacher collaboration depends on it!
- 15. Striking a balance – looking for a needle THE TOWER OF BABEL, PIETER BRUEGEL, 1563 15
- 17. Why Now? Kinda’ Perfect Storm 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 17 Resource Registries (Learning Registry) LRMI from a representation by Brandt Redd, Gates Foundation
- 18. “Why?”
- 22. MOMA 22 vs.
- 23. Our Challenge “There is nothing worse than a sharp image of a fuzzy concept.” - Ansel Adams 23
- 24. AEP Program
- 25. Phase I June 2011 - March 2012 Convene Technical Working Group Convene Advisory Group to inform/review TWG’s work Draft properties Inform general public, decision-, and policy-makers Encourage community feedback and discussion Submit draft specification to Schema.org 25
- 26. Phase II March 2012 – April 2013 Awareness building Proof of Concept Collaboration on Tagger/Search Educator/publisher surveys Encouraging/supporting Schema.org adoption Hands-on Publisher Tagging Support 26
- 27. Phase III May 2013 – April 2014 Publisher Tagging Support LR Sandbox for Publishers LRMI Governance LRMI Ecosystem Service Provider’s Program Awareness Building Publisher and Educator Surveys 27
- 28. 5. State of the LRMI 28
- 29. Happenings LRMI Properties are now part of Schema.org Others related metadata is emerging: Accessibility (A11y) led by Benetech, professional development (iPD) led by ISKME Publisher awareness has increased from 47% to 86% over the past year Increasing interest among companies producing tools for publishers LRMI (schema.org) can now be EPUB3 requirements 29
- 30. Happenings Discussion at Schema.org level around relationships between CreativeWorks, collections, ordered collections, etc. (public-vocabs@w3.org and lrmi@googlegroups.com) Discussion around governance for the spec beyond 2014 Increasing global outreach 30
- 31. Implications 31
- 32. Shifting 32 Resource Institution Media Adopted Learning Learner Engagement Discovered to to to to Move from…
- 33. What is the Solution? Educational Standards LRMI Tagging 5
- 34. • Created with input from teachers, parents and community leaders • Consistent, clear understanding of what students are expected to learn • Designed to be robust and relevant to the real world • Focus on core conceptual understandings and procedures • Reflect the knowledge and skills needed for success in college and careers. • Adopted by 45 states and District of Columbia
- 35. Referencing the Standards Dot Notation • Published and Adopted Standards – Math.6.EE.1 • Including Cluster Headings for Math – Math.6.EE.A.1 URL - http://corestandards.org/2010/math/content/6/EE/1 Globally Unique Identifier (GUID) - C3D4E8BB80BF43E3A1EA57DD2B56C334 LRMI Uses Dot Notation (with Cluster Headings)
- 36. Hierarchy of CCSS Math ELA/Literacy Initiative Initiative Framework Framework Set Set (optional) Grade Strand + Domain Domain Grade Cluster Standard Standard Component (optional) Component (optional) CCSS.Math.Content.4.NF.B.3a CCSS.Math.Content.4.NF.B.3a CCSS.ELA-Literacy.L.4.1a CCSS.ELA-Literacy.L.4.1a
- 37. Other Standard Sets • Next Generation Science Standards • CCSS 15% Change states • Texas and other states that did not adopt the CCSS • Lexile • Range of Subject Standards • Other Professions Standards
- 38. What is the Solution? 10 Common Core State Standards LRMI Tagging
- 39. General: Title URL Language Created On Usage Rights URL Publisher Is Based On URL LRMI Fields of Metadata Education: End User Age Range Educational Use Interactive Type Learning Resource Type Time Required Alignment: Educational Alignment Alignment Type Dot Notation Item URL Description
- 40. Alignment in LRMI Educational Alignment – Currently Common Core State Standards (National Only) Alignment Type – Teaches, Assesses, Requires (also other choices but these are most appropriate at this point) Dot Notation – from either CCSSO site or ASN Item URL – location of the standard on the CCSSO site (auto-populates) Description – text of the standard (auto-populates)
- 41. Making Alignments • Decide how you want your material to be discovered • Think like the person searching for your materials • Because CCSS Standards are so broad, an asset can address a portion of the standard • Use all three types of alignments: Teaches, Assesses, Requires
- 42. “… Districts, administrators, and teachers are seeking ways to turn the corner toward Common Core… what’s needed in classrooms all over the U.S. as we make this historic shift to the Common Core is “Content, Content, Content.” Robert Romano, “Meeting the Needs of the Common Core Standards: Content, Content, Content”, EdNet Insight, January 11, 2013 The KEY is to make your content DISCOVERABLE!
- 43. Making the Content Search Instructionally Relevant Trilby Berger SVP, Strategic Partnerships MetaMetrics, Inc. SXSWedu March 5, 2014
- 44. EducationalAlignment 44 Competencies (Objectives, Frameworks, Achievement Standards) Learning Resources (Content) LRMI
- 45. 45 EducationalAlignment • AlignmentObject: “An intangible item that describes an alignment between a learning resource and a node in an educational framework.” • Examples of Educational Frameworks – Achievement Standards like the Common Core, individual state standards (TX, VA, AK, as examples) – Organizational frameworks such as grade level or age range – Text Complexity (e.g. F&P, AR, Fog Factor, Lexile Framework for Reading) – Content area frameworks, as in mathematics with NCTM Focal Points and Quantile Framework for Mathematics – Activity Types (e.g. Bloom’s Taxonomy) – Subject classifications like those used in higher education – Library classifications such as LCC, or Dewey Decimal Classification • Properties – alignmentType – targetDescription – targetName – targetUrl
- 46. 46 EducationalAlignment Samples alignmentType: teaches targetName: Rounding targetDescription: Use place value understanding to round whole numbers… targetUrl: http://corestandards.org/Math/Content/3/NBT/A/1 Important caveat: EducationalAlignment supports richer markup than current practice. The Common Core example matches the Identifiers and URLs published on http://corestandards.org. However, official names have not been set for individual standards. The names and URLs in the other examples are samples of what might be done. To date, MetaMetrics has not published a URL format for Lexile measures, Massachusetts has not assigned URLs for grade levels and Contoso College doesn’t exist. Markup tags match the LRMI 1.0 specification.
- 47. Lexile – AlignmentObjectProperties • alignmentType: textComplexity • educationalFramework: Lexile • targetDescription: http://map.lexile.com/lexilemap • targetName: 600L • targetURL: http://map.lexile.com/600 47
- 48. So, why is this important? • Range of learners in every classroom makes instruction challenging for teachers • Targeting to a particular instructional need • Personalization • Simplifies the search for educators, parents and learners • Result = more meaningful, instructionally relevant content searches 48
- 49. The LRMI Properties v1 (lrmi.net/the-specification) General Terms (Schema.org): – title/name – URL – description – image – about – created (date) – Creator – Publisher – inLanguage – useRightsUrl* – isBasedOnUrl Educational Terms: – educationalRole – educationalUse – timeRequired – typicalAgeRange – interactivityType – learningResourceType Competency related: – educationalAlignment – educationalFramework – Alignment Type – targetDescription – targetName – targetURL 49 * part of LRMI spec but not yet adopted by Schema.org
- 50. Educational Role Administrator Mentor Parent Peer Tutor Specialist Student Teacher Team 50
- 51. Educational Use Activity Analogies Assessment Auditory Brainstorming Classifying Comparing Cooperative Learning Creative Response Demonstration Differentiation Discovery Learning Discussion/Debate Drill & Practice Experiential Field Trip Game Generating hypotheses Guided questions Hands-on Homework ID similarities & differences Inquiry Interactive Interview/Survey Interviews Introduction Journaling Kinesthetic Laboratory Lecture Metaphors Model & Simulation Musical Nonlinguistic Note taking Peer Coaching Peer Response Play Presentation Problem Solving Problem-based Project Questioning Reading Reciprocal teaching Reflection Reinforcement Research Review Role Playing Service learning Simulations Summarizing Technology Testing hypotheses Thematic instruction Visual/Spatial Word association 51
- 52. Interactivity Type Active Expositive Mixed 52
- 53. Typical Age Range 0-2 2-5 5-8 8-10 10-12 12-14 14-16 16-18 18+ 53
- 54. Learning Resource Type Activity Audio Broadcast Calculator Discussion E-Mail Field Trip Hands-on In-Person/Speaker Kinesthetic Lab Material Manipulative MBL Model On-Line Podcast Presentation Printed Robotics Still Image Video Wiki Worksheet Lesson Plan Test Quiz 54
- 55. Alignment Type assesses teaches requires textComplexity readingLevel educationalSubject educationLevel 55
- 56. FAQs From the Field ® Teila Evans, Project Manager 56 From this… to this!
- 57. Support Process 1. Introduction meeting 2. Provide you with LRMI data dictionaries and template 3. Review sample metadata 4. Technical support 5. You’ve got it! 57
- 58. FAQ 58 What if we have print products? I’m missing metadata! Age & Grade
- 59. FAQ 59 What’s the best level of granularity? Use Rights
- 60. Contact Teila Evans, Project Manager E-mail: teila@edusystemics.com Phone: 253-514-2748 Twitter: @teilaevans 60
- 61. Hands-on Tagging Activity 61
- 62. The task Complete one or more set of metadata for an instructional resource. Discuss issues associated with resource digestion and representation. Share initial thoughts for different types of resources. 62
- 63. Select A Resource Either: Supplied by us or One you have with you or A digital resource you can access Ideally groups of 4 or 5 25 minutes to work 20 Minutes to share 63
- 64. BrainPOP Math > Algebra > Angles http://www.brainpop.com/math/geometryandmeasure ment/angles/ Math > Algebra > Interest http://www.brainpop.com/math/ratioproportionandperc ent/interest/ English > Writing materials http://www.brainpop.com/english/writing/mainidea/ English > Parts of Speech http://www.brainpop.com/english/grammar/partsofspe ech/ 64
- 65. Rosen Publishing Chameleons: Masters of Disguise http://booksample.net/Chameleons http://booksample.net/resources/textfile.html Causes and Effects of the Texas Revolution http://www.booksample.net/Causeeffects 65
- 66. Illinois Shared Learning Environment (ISLE) Visit: http://www.ilsharedlearning.org. Select ‘resources.’ Select ‘search’ to filter through tagged resources. Tag an asset that you’ve brought to the workshop or use one that the workshop has provided. To tag using the ISLE tool, you must sign-up, and select ‘contribute’ in the main menu. For further information and a link to the OER tools, visit: http://ilsharedlearning.org/Pages/Illinois-Open- Education-Resources.aspx 66
- 67. Discussion 67
- 68. So, How Can You or Your Organization Participate? 68
- 69. Ask us We’re here to help you... •Gain support for LRMI within your organizations • Provide support in finding ways to integrate this into your existing processes • Facilitate access to technical resources if needed To do this we can... • Present to you and those teams with whom you work • Review and provide feedback on metadata you are creating • Provide information to show benefit to your organization for participation 69
- 70. More Information Schema.org: http://schema.org Joint Google/Yahoo/Bing project to define common metadata to enhance search effectiveness. LRMI: http://lrmi.net Schema.org extensions specific to education. Learning Registry: http://learningregistry.org Another way to distribute metadata about content, standards, effectiveness, etc. A11Y Accessibility metadata standards 70
Editor's Notes
- #18: Goal Make it easier and more convenient to find learning resources that meet specific student and class needs. Intersection of three opportunities Adoption of the Common Core State Standards by 45 States, DC and 3 Territories (http://corestandards.org) Schema.org joint initiative by Google, Yahoo and Microsoft Bing (http://schema.org) Advent of the Learning Registry (http://learningregistry.org) Informed by previous education and metadata efforts IEEE LOM Dublin Core SCORM Many others
- #58: Introduction meeting “All things LRMI” Give you a background on the LRMI Understand your business and resources, project timeline/implementation What’s your organization’s objectives for metatagging? What are your organization’s objectives for metatagging? (C) Provide LRMI data dictionaries & template We send you the dictionaries Review the LRMI and Schema properties Fill it out with a few sample resources & schedule another meeting (C) Review the sample Walkthrough, offer recommendations, hear why you associated those tags Rethink product offerings. How do educators purchase, access and use your content? (C) Technical Support See if you have the technical background to automate the tagging process of integrate the tags into your existing CMS OR we will offer you a list of vendors that are familiar with tagging to the LRMI (C) You’ve got it! Now you’re off and running. Feel free to follow up with us to discuss your progress.
- #59: Print Products: Create a landing page. “typicalAgeRange” would often be used to represent what publishers refer to as “interest level” Missing metadata: The implementation of LRMI metadata is quite flexible. There are no “required” elements of LRMI. For example, if you don’t have any formal usage rights or terms of use, you can omit this element from your metatagging. “There needs to be a property to indicate the main subject area (aka curriculum area) of the product— About property
- #60: Granularity: Discoverability: Determining the level of granularity of the items to be metatagged typically involves breaking up a product into smaller component parts. Determining the size of those chunks is the crux of this issue. Discoverability refers to the ease with which a resource or its component parts can be found in a networked environment or on the Internet. Including a URL that points to conditions of usage ensures that the accuracy and currency of this information is maintained in the metadata.