Online course metadata standard 2
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The document proposes developing an Open Course Metadata Standard (OCMS) to address problems with choosing online courses. It notes the increasing number and variety of online courses and providers. An OCMS would define standard metadata categories and fields to facilitate searching for and comparing online courses. This would help students, employers, and others select suitable courses. The proposed standard would be open to encourage participation and compatibility across providers and systems. Sample metadata fields and categories are outlined. The goals are to help all stakeholders through improved discovery and personalization of online learning options.
Online course metadata standard 2
- 1. Online courses metadata standard (OCMS)
- 2. We have a problem: increasing number of online students and online courses (OCs) differs by • providers • platforms • disciplines • education technologies • pedagogies …
- 4. Disruptive online students number last two years
- 5. Disruptive OCs number last two years
- 6. How to choose right OCs? Machine Learning Pedro Domingos, University of Washington https://www.coursera.org/course/mac hlearning Machine Learning Andrew Ng, Associate Professor, Stanford University https://www.coursera.org/course/ml Machine Learning Rohit Singh(Teaching Assistant), MIT OpenCourseWare http://ocw.mit.edu/courses/electrical- engineering-and-computer-science/6-867- machine-learning-fall-2006
- 7. How to choose right OCs? Let’s develop at least an open Standard of Online Course Metadata
- 8. Internal and external measurement We face two problems with making an online course choice: • how to get information about online course • how to choose or how to give preference to this or that course. If we describe online course metadata, usually we have two types of OC metadata • Metadata formed by provider (internal measurement, the objective information which could be checked – formative) • Metadata received from third-party sources – students, customers, consultants, employers, etc. (external estimation – summative) Both types of OC metadata can be used to answer a question: how to choose suitable OC
- 9. Proposal Let’s develop at least Online Course Metadata Standard (OCMS)
- 10. OCMS vs. SCORM • OCMS - the collection of specifications and requirements for Online Courses metadata submission to provide compatibility of online courses meta databases from different providers. • SCORM - the collection of specifications and standards for the organization of a training material and web-based e-learning system to provide components compatibility and transferable content format.
- 11. OCMS vs LOMS (learning object metadata standard) OCMS LOMS (IEEE & IMS) Online Courses Metadata Standard Standard for the description of “learning objects” Online Course - the unit of an educational program usually in one discipline (subject) having a certain duration where on-campus teacher’s presence isn't required. A learning object is "a collection of content items, practice items, and assessment items (educational resources) that are combined based on a single learning objective. Defines categories and content of OCM. Defines syntaxes and semantics of LOM OCMS purpose – facilitate OC search and choice in favor of students, users, customers, consultants, agents, consumers, employers LOMS purpose – support of reusability of learning objects, to aid discoverability, and to facilitate their interoperability, usually in the context of online learning management systems
- 12. Provider’s OCs meta database field description Categories: • Course passport • Curriculum characterization • Access characterization • Education technology characterization • Outcomes characterization • Administration characterization
- 13. Course passport • Course name • Provider’s course code • Unified agent code • Course brand, trademark, teaser, video trailer • Short course description, keywords, tags • Author characterization
- 14. Curriculum characterization • Formal education level • Recommended age for informal training • Fields of Education and Training • Learning language • Course time limits – Course beginning – Course termination – Opportunity to enter after the beginning • Type of learning (synchronous/asynchronous) • Module unit • Modules number in course • Type of assessment • Number of tests (examinations) • Personal learning path possibility • Special needs possibility
- 15. Access characterization • Educational Prerequisite – Knowledge level entrance requirements – Previous courses entrance requirements – Entrance test – Restrictions on participant number • Financial – Course cost – Currency • Technical requirements – OS – Browsers – Educational gadget – Peripheries
- 16. Education technology characterization • Groups formation on readiness level • Teachers presence • Tutors presence • Facilitators presence • Form of training materials representation • Interactivity • Collaborative learning • Practical activities • Forums, discussions • Webinars, videoconferencing • Informal communication, meetup • Educational technologies - pedagogies
- 17. Outcomes characterization • Output knowledge, abilities, skills • Competencies • Certification presence –Types of certification –Certificate name –Certificate levels –Certificates recognition
- 18. Administration characterization • Provider characterization –Institute requisites –Agency commission on the contract • LMS integration • Learning analytics presence • Web presence • OCs administrator (name, email, social net account)
- 19. Example: Fields of Education and Training (ISCED) Broad field 00 Generic programmes and qualifications 01 Education 02 Arts and humanities 03 Social sciences, journalism and information 04 Business, administration and law 05 Natural sciences, mathematics and statistics 06 Information and Communication Technologies (ICTs) 07 Engineering, manufacturing and construction 08 Agriculture, forestry, fisheries and veterinary 09 Health and welfare 10 Services Narrow field 001 Basic programmes and qualifications Detailed field 0011 Basic programmes and qualifications …
- 20. Other standards to correspond Fields of Education and Training Classification of Instructional Programs: 2000 Edition http://nces.ed.gov/pubs2002/cip2000/ Joint Academic Coding System (JACS) Version 3.0 http://www.hesa.ac.uk/content/view/1787/281/ RFCD classification (Australia) http://www.abs.gov.au/ausstats/abs@.nsf/66f306f503e529 a5ca25697e0017661f/955FFA4EB1B23847CA25697E0 018FB14?opendocument Dewey Decimal Classification http://www.oclc.org/dewey/versions/print.en.html Universal Decimal Classification http://www.udcc.org/
- 22. Example:Educational technologies • Instructivism, • Radical behaviourism, • Educational objectives, • Mastery learning, • Multiple Intelligence, • Meaningful learning, • Discovery Learning, • Scaffolding, • Expansive Learning, • Zone of proximal development, • Genetic Epistemology, • Social Constructivism, • Connectivism, Constructionism, • Radical Constructivism, • Expressive Constructivism, http://www.edudemic.com/a-visual-guide-to-every-single-learning-theory/ • Experiental education, • Scientific Pedagogy, • Montessori Education, • Interpersonal relations, • Critical pedagogy, • Homeschooling, unschooling, • De-schooling society, • Learning styles, • Double loop learning, • Organizational learning, • Text & Conversation Theory, • Conversation Theory, • Situated Learning, • Communities of practice, • Gamification, • Virtual worlds
- 23. The OCMS project objectives • To facilitate OC search and choice by different target groups • To help in setting up the personal training path • The basis of multiple OC quality model – personal ranking on the basis students, customers, teachers, designers, founders, employers, agents, consultants assessments
- 24. Whether the standard is obligatory? The standard is a desirable ethos. Providers, probably, can not provide a full set of OC metadata, for example, if • they don't have all data • it is unprofitable to fill in the data standard list. In these cases, the metadata set provided by provider will be incomplete.
- 25. Project Summary Adherence to open standards • The OCs metadata standard development project is established as opened • The development of other open standards which can enter as a field of OCs meta database. • The purpose of the project is to create the open standard for all OCs industry.
- 26. Project Summary Scopes The OCs Metadata Standard Development will contribute to: • facilitate solutions of the following questions: OCs search, making a choice, adjustment to objectives and goals of all target groups (students, customers and employers); • current education problems solution as needs in educational path flexibility and personalization; • OCs providers communities collaboration on the basis of compromise approaches elaboration to OCs quality assessment; • API development for others to use the created OCs meta database.
- 27. Experience/expertise of team Valeriy Platonov Tel. +7(499)5038778, 5038787, +7(910) 4687936 email: platonov.valeriy@gmail.com @valeriy_platon https://plus.google.com/u/0/+ValeriyPlatonov/ http://ru.linkedin.com/pub/valeriy-platonov/26/14a/a13/ ● Specialst Diploma in physics from Lomonosov Moscow State University (1975). ● PhD in Mathematical Physics (Image Processing, 1978). ● Science Education and Innovation company executive with 20 years of research and higher education experience and 18 years of educational business, innovation, science-to-education integration, research education developments. ● Research experience in General Physics Institute of Russian Academy of Sciences. ● Lecturing experience in Computer Science Department of Moscow State University and Plekhanov Russian Academy of Economics. ● Education Business and Managing experience in Educational center "Universities for all", ANEO "Higher University of Science and Technologies". ● General director of Concern Agat R&D Center Ltd (Skolkovo Innovation center resident), ● nominee for the future school project competition on “School for the Future Science and Technologies”, the leader of a number of projects in Strategic Initiatives Agency of Russian Federation, ● Current skills and expertise: Education reforms and Networked collaboration, Internship development, IT in education, Startups in science and education, Marketing in Science and Education, MOOC experience in edX, Udemy, Coursera etc.
- 28. Experience/expertise of team Grigory Sapunov • Tel. +7(495)6569269, +7(903)7838285 email: grigory.sapunov@gmail.com https://plus.google.com/u/0/+GrigorySapunov/ http://www.linkedin.com/in/grigorysapunov • PhD in Computer Science • Teaching Experience (3 years of lecturing in Moscow State Institute of Electronics and Mathematics) • Extensive MOOC experience (taken successfully 30+ courses from different providers) • 20+ years in Software development • 5+ years of work and leadership experience in development of large-scale specialized web-search (Yandex.News) • Founder of eclass.cc, an online course aggregator