A Paradigm for NSDL Katy Ginger 2011 - Educational Resources Alignment
Refers to the alignment of educational resources, collections, and metadata with learning goals, curriculum, and professional development needs. It emphasizes the integration of resources in tools and services used by educators and students to support contextualized learning experiences. The content also discusses tools and services educators use to embed curated content to achieve desired learning goals. Additionally, it addresses critical missing pieces in educational and digital resources, highlighting the importance of coherence, platform interoperability, and demonstrating educational impact as requested by NSF. The content further emphasizes advancing critical thinking, problem-solving, collaboration, and interdisciplinary knowledge in 21st-century contexts, particularly relevant for STEM education. It also emphasizes ensuring resource quality by meeting guidelines and providing comprehensive metadata that is concise, accurate, and free of self-promotion.
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Presentation Transcript
A Paradigm for NSDL Katy Ginger 2011 1
Refers to how educational resources, collections, and their related metadata are aligned to educational goals, curriculum, or professional development needs of users AND how readily said resources and collections can be embedded in tools and services that educators and students use. 2
Tools and services educators use to accomplish learning tasks AND that have the ability to embed active & curated content from internal or external sources to support desired learning goals The goal is to support contextualized learning experiences, allowing users to find and use or deliver just the right digital content 3
External publisher content Internal school district content 4
K-12 and Higher Ed reports emphasize critical missing pieces for educational & digital resources particularly: Lack of coherent integration Lack of platform interoperability NSF has asked NSDL to demonstrate an educational impact 5
21st century contexts: advance critical thinking, problem solving, collaboration & recognize the interdisciplinary nature of knowledge Relevant and reliable for STEM education: authored, meet pedagogical needs of educators and interests of learners Accessible: rights, licenses, permissions, & technical requirements clearly stated NSDL policy: Meet Resource Quality Guidelines 6
Complete: title, description, URL, educational level, resource type, audience, language, rights, access rights, creation date, contributors/creators, language, mime type and, if appropriate, educational standards Concise: free of self-promotion; describes purpose and content of resource for comprehension Accurate: the metadata is correct content for the field 7
NSDL has collections that are library appropriate but LAR concepts may not be applicable reference collections dataset collections Collection sustainability/maintenance is important in maintaining LAR Not always easy to determine LAR 8
Done programmatically by learning applications Learning apps using NSDL resources are filtering by: education level resource type subject audience educational standards For NSDL currently, human-crafted metadata (resource, annotations & usage data) exceeds machine-created metadata in terms of accuracy and quality. 9
Teacher selected digital library resource Teacher added comment and rating 10
Examined individual metadata records to get: Collection size, growth & metadata format Collection use of educational metadata fields Readiness to embed collection in learning app Analyzed educational metadata (fields in next slide) Combined existing NSDL vocabularies & actual metadata values to create benchmark term set for assessment/categorization. 11
Maximum # of unique terms analyzed % of records with any value % of records categorized & not Metadata Info Access Rights 36 9.4% 100% Audience 157 41.3% 99.1% (562 not) Education Level 82,951 55.7% 99.2% (2,798 not) Educational Stds 1,078 3.78% 94.5% (304 not) Language 60 75.4% 99.9% (34 not) Mime Type 1,345 48.7% 94.0% (4,410 not) Resource Type 565 78.3% 99.7% (397 not) Subject 82,722 81.0% 91.9% (10,133 not) Total 168,915 12
Administrator Educator General Public Learner Parent/Guardian Professional/ Practitioner Researcher 14
Used to make resource criteria decisions programmatically Field Actual NSDL Record Learning App Ready Record Title Rainwater Harvesting Service Learning Project Rainwater Harvesting Service Learning Project Descrpt In this service learning project, students, teachers and community members will work together to design and construct a rainwater harvesting system for their school campus. Research RWH design basics and local conditions Explore how RWH could be used on your campus and develop a basic design. Present findings and action plan to community partners, school administration and student body. Enact the action plan to construct a RWH system on your campus and raise community awareness for water conservation Use the same description or here is another: Students will gain an understanding of the history, benefits, and components of a rainwater harvesting system and partner with community members to design and build a rainwater harvesting system for their school. Students will learn about rainfall patterns, the relationship between catchment area and rainwater volume and water use. Res Type Project, Service Learning Instructional Material: Project Audience None listed Educators, Students None listed but the actual resource has it on the 1st page. Ed Level Middle School, High School, Higher Ed, Informal Access Rts None listed Free access Language None listed en-US 15
TeachEngineering Math Common Core Collection NSDL Science Refreshers Harvard Smithsonian Digital Library Also: TeachingWithData Teachers' Domain Compadre SMILE MSP2 16
What do the resources and metadata look like for individual collections? 17
RESOURCES CONSIST OF: Standards documents from the early 2000 s that are out of date or broken and not reachable Reports that have been superseded by more recent reports on education issues Good sounding career information but broken URLs Not really learning resources but career info is valuable if links are updated METADATA IS MISSING: Education level Resource type Access rights Rights Mime type Creation date 18
RESOURCES CONSIST OF: Web-based curriculum supplements for teaching the 2nd semester of general chemistry Freely available Textual tutorials with explanatory images/diagrams METADATA IS MISSING: Has education level but it is in audience Has resource type (Text). Should include tutorial, instructional & reference material Audience Access rights Creation date 19
RESOURCES CONSIST OF: METADATA HAS: Education level Language Creator/publisher Mime type Resource type Rights Title/URL Description/keywords Creation date (sometimes) Missing access rights (has cost instead) Missing audience Has good resources also cataloged in other collections These include: instructional materials, lesson plans But: Overwhelmed by the number of broken URLs Too many departmental websites and landing pages in research journals 20
RESOURCES CONSIST OF: METADATA HAS: HAS: Interactive resources for teaching psychology Peer-reviewed materials Studies, data sets, experiments, demonstrations Teaching aid and instructor support Some materials require class registration. Education level Language Creator/publisher Mime type Resource type Rights Title/URL Description and keywords Missing audience Missing creation date Missing access rights 21
RESOURCE QUESTIONS: METADATA QUESTIONS: What are the resources? What would be the perceived use of the materials? Are the resources learning materials? Are the materials only useful in an educational setting? What information is provided by the metadata? Are the metadata detailed and appropriate for educational use of the resource. Are metadata fields used correctly? Can the metadata be used effectively & programmatically by learning applications? 22
All 8 metadata variables for each collections (Sept 2010): http://www.dls.ucar.edu/p eople/kginger/assessment/ reports/ Audience, Ed Level and Resource type instantaneous for all collections: http://www.nsdl.org/brows e/?subject=All 23
The NSDL Resource Quality Guidelines exist for resources. What needs to be added if anything? Develop NSDL Metadata Quality Guidelines to flesh out & formalize LAR ideas into criteria developed by and supporting the NSDL community Develop a plan on how to apply the above docs/criteria across the heterogeneity of the NSDL? How to promote LAR as a way of sustaining NSDL s brand & reputation? 24
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