Audio available at: http://snd.sc/ZxALBT The LRMI is to the Dewey Decimal System as a motorcycle is to a bicycle—designed for a new era to change the very nature of where we can go with instructional resources and how we get there. Platforms and technologies that take advantage of this new tagging standard will drive the future of personalized learning. The Learning Resource Metadata Initiative enables the use of rich, education-specific metadata that not just describes a resource but how it can be used to support learning. You'll learn from those who are evolving this initiative, including both producers and consumers of LRMI metadata, how it connects to big data initiatives like the Shared Learning Collaborative and the Learning Registry, and how it works with other existing and emerging education data standards. Whether you’re an educator, platform developer, or publisher—or you’re like billions of others who search the internet—you’ll benefit from this close-up look at the engine that will drive 21st Century learning.

1. LRMI Peek Under the Hood of
Personalized Learning
SXSWedu
Austin, TX — 6 March 2013
Alicia Powers, Noodle
Din Heiman, BrainPOP
Michael Jay, Educational Systemics
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2. About Us
Alicia Powers, Noodle
Din Heiman, BrainPOP
Michael Jay
Educational Systemics
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3. Learning Metadata?
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4. LOM SCORM
OMG
DC
LRMI
QTI
MLR
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5. Why Now? Kinda’ Perfect Storm
Goal: Make it easier and more convenient to find learning
resources that meet specific student and class needs.
Curriculum Intersection of
Standards three opportunities
LRMI
Schema.org Resource
Registries
(Learning Registry)
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6. So, why do we need a standard?
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7. microdata rdfa 1.1 lite
or
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8. 8

9. “Why?”
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10. Improve search results.
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11. 11

12. But...
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13. 13

14. But nothing about learning.
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15. 15

16. 16

17. MOMA
vs.
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18. Our Challenge
“There is nothing worse
than a sharp image of
a fuzzy concept.”
- Ansel Adams
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19. 19

20. The$LRMI$Proper-es$v1!(lrmi.net/the-specifica3on)
General$Terms$(Schema.org): Educa-onal$Terms:
– 3tle/name – intendedEndUserRole
– educa3onalUse!!
– URL
– 3meRequired
– Descrip3on – typicalAgeRange!!
– Image – interac3vityType!!
– Topic – learningResourceType
– created!(date) Competency$related:
– Creator – educa3onalAlignment
– Descrip3on
– Publisher
– URL
– inLanguage – Alignment!Type!
– Mediatype – educa3onalFramework
– technologiesRequired – targetDescrip3on
– targetName
– technologiesRecommended!
– targetURL
– Use!RightsURL
– is!based!on
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21. Intended User Role
Administrator
Mentor
Parent
Peer Tutor
Specialist
Student
Teacher
Team
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22. Educational Use
Activity Homework Problem Solving
Analogies ID similarities & differences Problem-based
Assessment Inquiry Project
Auditory Interactive Questioning
Brainstorming Interview/Survey Reading
Classifying Interviews Reciprocal teaching
Comparing Introduction Reflection
Cooperative Learning Journaling Reinforcement
Creative Response Kinesthetic Research
Demonstration Laboratory Review
Differentiation Lecture Role Playing
Discovery Learning Metaphors Service learning
Discussion/Debate Model & Simulation Simulations
Drill & Practice Musical Summarizing
Experiential Nonlinguistic Technology
Field Trip Note taking Testing hypotheses
Game Peer Coaching Thematic instruction
Generating hypotheses Peer Response Visual/Spatial
Guided questions Play Word association
Hands-on Presentation
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23. Interactivity Type
Active
Expositive
Mixed
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24. Media Type
Audio CD Image Printed
Audiotape In-Person/Speaker Radio
Calculator IWB Robotics
CD-I Manipulative Satellite
CD-ROM MBL Slides
Diskette Microfiche Television
Duplication Master Overhead Transparency
DVD/ Blu-ray Pamphlet Video Conference
E-Mail PDF Videodisc
Electronic Slides Person-to-Person Webpage
Field Trip Phonograph Wiki
Filmstrip Record
Flash Photo
Podcast
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25. Typical Age Range
0-2
2-5
5-8
8-10
10-12
12-14
14-16
16-18
18+
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26. Learning Resource Type
Activity Kinesthetic Robotics
Audio Lab Material Still Image
Broadcast Manipulative Video
Calculator MBL Wiki
Discussion Model Worksheet
E-Mail On-Line Lesson Plan
Field Trip Podcast Test
Hands-on Presentation Quiz
In-Person/Speaker Printed
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27. Alignment Type
assesses
teaches
requires
textComplexity
readingLevel
educationalSubject
educationLevel
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28. Visions!of!a!Post!LRMI!World
A!thought!experiment.!Nothing!more
Din!Heiman,!BrainPOP!
…but!full!credit!to!@grandison
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56. Implications
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57. Why Tag to the LRMI Objects?
Discovery
LRMI is designed to make
your content discoverable
Commerce
Contextual relevance drives value.
Allows you to make your resources
more relevant and move to new use
models.
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58. Not just for topical application...
Use to capture and communicate
instructional intent as part of product
conceptualization and design
Tag, you’re it!
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59. Shifting
Move from…
Resource to Learning
Institution to Learner
Media to Engagement
Adopted to Discovered
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60. So, How Can Your
Organization Participate?
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61. 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
www.lrmi.net
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62. Ques-ons$&$Contacts
Presenters:
Alicia Powers
apowers@noodle.org
Din Heiman
dinh@brainpop.com
Michael Jay
michael@edusystemics.com
To$Get$Started:
Dave!Gladney!–!AEP!LRMI!Contact
dgladney@AEPweb.org
Teila!Evans,!Project!Manager
teila@edusystemics.com
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