A compilation of presentations from the LRMI panel presentation at ISTE on June 24, 2013, featuring Michael Jay, Marti Heyman, and Roger Rosen.

1. The New Age of
(Web) Discovery
ISTE, San Antonio, TX 24 June 2013
Marti Heyman, Cengage Learning
Roger Rosen, Rosen Publishing
Michael Jay, Educational Systemics
LRMINew Resource Metadata Standards
1

2. Learning Metadata?
2

3. Dear Diary...
3
3

4. LOM
DC
SCORM
QTI
MLR
LRMI
OMGCEDS
4

5. 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
5
Resource
Registries
(Learning Registry)
LRMI
Why Now? Kinda’ Perfect Storm
from a representation by Brandt Redd, Gates Foundation
5

6. 6
So, why do we need a standard?
6

7. “Why?”
7

8. Improve search results.
8

9. 9
9

10. But...
10

11. 11

12. But nothing about learning.
12

13. 13

14. 14

15. MOMA
15
vs.
15

16. Our Challenge
“There is nothing worse
than a sharp image of
a fuzzy concept.”
- Ansel Adams
16
16

17. The
LRMI
Proper-es
v1
(lrmi.net/the-­‐specifica3on)
General
Terms
(Schema.org):
– 3tle/name
– URL
– Descrip3on
– Image
– Topic
– created
(date)
– Creator
– Publisher
– inLanguage
– Mediatype
– technologiesRequired
– technologiesRecommended
– Use
RightsURL
– is
based
on
Educa-onal
Terms:
– intendedEndUserRole
– educa3onalUse
– 3meRequired
– typicalAgeRange
– interac3vityType
– learningResourceType
Competency
related:
– educa3onalAlignment
– Descrip3on
– URL
– Alignment
Type
– educa3onalFramework
– targetDescrip3on
– targetName
– targetURL
17
17

18. Intended User Role
Administrator
Mentor
Parent
Peer Tutor
Specialist
Student
Teacher
Team
18
18

19. 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
19
19

20. Interactivity Type
Active
Expositive
Mixed
20
20

21. Media Type
Audio CD
Audiotape
Calculator
CD-I
CD-ROM
Diskette
Duplication Master
DVD/ Blu-ray
E-Mail
Electronic Slides
Field Trip
Filmstrip
Flash
Image
In-Person/Speaker
IWB
Manipulative
MBL
Microfiche
Overhead
Pamphlet
PDF
Person-to-Person
Phonograph Record
Photo
Podcast
Printed
Radio
Robotics
Satellite
Slides
Television
Transparency
Video Conference
Videodisc
Webpage
Wiki
21
21

22. Typical Age Range
0-2
2-5
5-8
8-10
10-12
12-14
14-16
16-18
18+
22
22

23. 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
23
23

24. Alignment Type
assesses
teaches
requires
textComplexity
readingLevel
educationalSubject
educationLevel
24
24

25. 3. The Act
25

26. Use the Open
Source Tagger to
create LRMI
metadata for your
educational
resources.
Tagger output is
pushed to The
Learning Registry
and embedded in
your page(s) to make
your content much
more easily
discoverable.1. Tag
2. Publish
3. Search
Resource RegistryYour Data
Your content tagged
with LRMI metadata
is more easily
discovered,
accessed and
purchased.
What is the Process?
26
26

27. Cengage Learning & LRMI
Contributing to maximizing the educational community’s ability to locate resources
27

28. Why participate?
v Looking to support any effort which enables the identification of the most
appropriate and effective choice of learning material
v Increase the discoverability and value of our educationally relevant,
instructionally effective resources during web search engine searches.
§ Ability to have our learning materials surface above the mass of web pages
with seemingly relevant keywords, but no useful learning materials.
v Accelerate movement toward personalized learning
28

29. How Cengage is Implementing
v Created a crosswalk between existing Cengage internal standard metadata
framework and *required* LRMI
§ Discovered significant overlap (resource title, locator, description, subject,
publication/creation date, creator/author, publisher, language, etc…)
v For the existing metadata:
§ Most likely will programmatically populate equivalent LRMI fields with values
from existing metadata fields, revising vocabularies as/if needed
v For the new metadata:
§ Cost/benefit analysis of adding and populating additional metadata fields
§ For example:
§ Competency name/title (e.g. Literacy.CCRA.R.10)
§ Educational Framework (e.g. Common Core State Standards)
29

30. How Cengage is Implementing
v Content tagging (indexing)
§ Determining the balance between remediation of legacy content and
focusing on new content
v Review and revise Cengage Editorial Policies as needed
v Revise Cengage Metadata Registry
v Provide support for compliance with standards
§ Awareness campaign among Global Product Technology teams
§ Perhaps enhanced QC
§ Create additional job aids
30

31. Open Questions and
Unexpected Consequences
v How will we measure success?
§ Is it worth tracking online sales initiated from a catalog hit on a Web search
engine?
§ Does the nominal level of effort warrant a success measure?
v Generated more discussion regarding what is the “smallest unit of content”
we will sell
§ If we’re working to respond to a more granular level of educational need, do
we also need to make our content available at that level?
§ What are the implications of that decision on how we manage our assets?
31

32. Educational Resource Provider: Pre-K through Grade 12
32

33. The PowerKnowledge Science SuiteSpotlight on Texas Interactive eBooks
! 4,000+ Standards-based Titles
! 2,000+ Standards-based eBooks
! ESL & ELL Programs & Titles
! Graphica Programs for Reluctant Readers
! Digital Graphic Organizers
! Interactive eBooks with Assessment Features
! Award-winning Online Resources
Educational Resource Provider: Pre-K through Grade 12
33

34. LRMI tagging:
Will return books and
other curriculum-
related educational
resources into the
hands of people who
need them.
LRMI’s Industry-Specific Framework Under Schema:
34

35. LRMI creating the metadata standard:
1.#LRMI#tagged#resources##
#
3.#Flows#from#internal#resource#to:#
Commercial#websites#
eBook#pla9orms#
Teacher’s#resources#microsite#
Vendor#channels#
2.#Used#for#internal#
database#
35

36. Down the Road: Submission to and collection from the Learning Registry Index
1.#Data#submission#of#online#
resources#and#books#through#
tagger#tools#
2.##
3.#Collec)on#of#ra)ngs,#user#
feedback,#and#resource#usage#
sta)s)cs#through#API#
36

37. Spotlight on Texas Interactive eBooks
Educational Resource Provider: Pre-K through Grade 12
Thank you,
Please stop by booths 11296 & 11298
and say Hello!
Roger Rosen
rogerrosen@gmail.com
37

38. 4. Another Example
38

39. Illinois Tagger & Search
39

40. AEP Program
40

41. 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
41
41

42. Phase III
May 2013 – April 2014
Publisher Tagging Support
Sandbox for Publishers
LRMI Governance
LRMI Ecosystem
Service Provider’s Program
Awareness Building
Publisher and Educator Surveys
42
42

43. 5. State of the LRMI
43
43

44. Happenings
LRMI Properties are published as part of
Schema.org
Accessibility (A11y) properties submitted to
Schema.org by Benetech
Over 4800 publisher resources tagged… many
more
Organizations looking at ways to leverage the LRMI,
Learning Registry, and Search
Awareness among publishers increased from 47%
to 86% over the past year
AEP received Phase III funding 44
44

45. 6. Implications
45
45

46. Not just for topical application...
Use to capture and communicate
instructional intent as part of product
conceptualization and design
Tag, you’re it!
46
46

47. Shifting
47
Resource
Institution
Media
Adopted
Learning
Learner
Engagement
Discovered
to
to
to
to
Move from…
47

48. The New Age of
(Web) Discovery
Marti Heyman, Cengage Learning
Roger Rosen, Rosen Publishing
Michael Jay, Educational Systemics
LRMINew Resource Metadata Standards
48