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Online course metadata standard 2

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Online courses metadata standard (OCMS)
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Page 1: Online course metadata standard 2

Online courses metadata standard (OCMS)

Page 2: Online course metadata standard 2

We have a problem:

increasing number of online students and online courses (OCs) differs by

• providers • platforms• disciplines• education technologies• pedagogies…

Page 3: Online course metadata standard 2

http://www.insidehighered.com/news/2013/01/08/survey-finds-online-enrollments-slow-continue-grow

http://www.insidehighered.com/news/2013/01/08/survey-finds-online-enrollments-slow-continue-grow

Page 4: Online course metadata standard 2

Disruptive online students number last two years

Page 5: Online course metadata standard 2

Disruptive OCs number last two years

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How to choose right OCs?Machine LearningPedro Domingos, University of Washingtonhttps://www.coursera.org/course/machlearning

Machine LearningAndrew Ng, Associate Professor, Stanford Universityhttps://www.coursera.org/course/ml

Machine LearningRohit Singh(Teaching Assistant), MIT OpenCourseWarehttp://ocw.mit.edu/courses/electrical-engineering-and-computer-science/6-867-machine-learning-fall-2006

Page 7: Online course metadata standard 2

How to choose right OCs?Let’s develop at least an open Standard of

Online Course Metadata

Page 8: Online course metadata standard 2

Internal and external measurementWe 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

Page 9: Online course metadata standard 2

Proposal

Let’s develop at least Online Course Metadata Standard (OCMS)

Page 10: Online course metadata standard 2

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.

Page 11: Online course metadata standard 2

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

Page 12: Online course metadata standard 2

Provider’s OCs meta database field description

Categories:• Course passport• Curriculum characterization• Access characterization• Education technology characterization• Outcomes characterization• Administration characterization

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Course passport

• Course name • Provider’s course code• Unified agent code• Course brand, trademark, teaser, video

trailer• Short course description, keywords, tags• Author characterization

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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

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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

Page 16: Online course metadata standard 2

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

Page 17: Online course metadata standard 2

Outcomes characterization

• Output knowledge, abilities, skills• Competencies• Certification presence

–Types of certification –Certificate name–Certificate levels–Certificates recognition

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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)

Page 19: Online course metadata standard 2

Example: Fields of Education and Training (ISCED)

Broad field 00 Generic programmes and qualifications01 Education 02 Arts and humanities03 Social sciences, journalism and information04 Business, administration and law 05 Natural sciences, mathematics and statistics06 Information and Communication Technologies (ICTs)07 Engineering, manufacturing and construction 08 Agriculture, forestry, fisheries and veterinary 09 Health and welfare 10 ServicesNarrow field001 Basic programmes and qualificationsDetailed field0011 Basic programmes and qualifications…

Page 20: Online course metadata standard 2

Other standards to correspond Fields of Education and Training

Classification of Instructional Programs: 2000 Editionhttp://nces.ed.gov/pubs2002/cip2000/

Joint Academic Coding System (JACS) Version 3.0http://www.hesa.ac.uk/content/view/1787/281/

RFCD classification (Australia)http://www.abs.gov.au/ausstats/[email protected]/66f306f503e529a5ca25697e0017661f/955FFA4EB1B23847CA25697E0018FB14?opendocumentDewey Decimal Classification

http://www.oclc.org/dewey/versions/print.en.htmlUniversal Decimal Classification

http://www.udcc.org/

Page 21: Online course metadata standard 2

Example: Competencies

https://wiki.mozilla.org/Learning/WebLiteracyStandard

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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

Page 23: Online course metadata standard 2

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

Page 24: Online course metadata standard 2

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.

Page 25: Online course metadata standard 2

Project SummaryAdherence 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.

Page 26: Online course metadata standard 2

Project SummaryScopesThe 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.

Page 27: Online course metadata standard 2

Experience/expertise of teamValeriy Platonov Tel. +7(499)5038778, 5038787, +7(910) 4687936 email: [email protected]

@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.

Page 28: Online course metadata standard 2

Experience/expertise of teamGrigory Sapunov • Tel. +7(495)6569269, +7(903)7838285 email: [email protected] 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


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