1. Mixing open learning material with ‘the Publisher’s books ‘ Kennisnet (EDRENE – May 2012) Henk Nijstad, Kennisnet

2. Experiments on mixing Mixing  open resources –Commercial and not-commercial –Small granularity –…..  With publisher’s books –or ‘open’ learning lines ES SIG wg 01-03-2012

3. Leo asked last time, in Poitiers: ES SIG wg 01-03-2012 What’s the business case, Henk! Who wants this?

4. Teacher  Wants to vary on the publisher’s books  F.e. for slow or fast students  Extra tests, extra theory, extra assessments  Or he dislikes certain paragraphs of ‘the books’, or finds them not good enough ES SIG wg 01-03-2012

5. Repository / Open learning materials  Without curriculum-connection, this content can not be used on large scale  Teachers use the publisher’s textbooks; without connection with ‘the books’, large-volume use will be difficult  F.e. culturel heritage content; teacher-produced content like KlasCement of Wikiwijs ES SIG wg 01-03-2012

6. Publishers  Their clients (‘the teacher’) want to vary on the textbooks  To lower production costs –F.e. Educational videos are very expensive in producing –Creating content aimed at individual students (dyslexie, etc) can be very expensive  To improve, to strenghten the textbook: –There is so much nice, valuable open content! ES SIG wg 01-03-2012

7. Schoolmanagement  Have a huge lockin with the textbooks –Teachers are dependend  Want to have choice, to have a position to be able to negotiate –Shrinking budgets in NL –Pressure to raise quality –Increasing demand from parents ES SIG wg 01-03-2012

8. We see deals growing  Open content-movement in Secundary schools with certain publishers  Public broadcasting companies and the Publishers’association ES SIG wg 01-03-2012

9. Linked Data experiments ES SIG wg 01-03-2012

10. Most important aims  Automatic distractibility of metadata  Accountability –What’s being teached –Relation of paragraphs in ‘the books’ with learning standards and detailed curriculum  Enrichment –Adding extra learning objects and/or expertise/knowledge in specific parts of the curriculum ES SIG wg 01-03-2012

11. Skill Learning Object Concept Learning Trajector y Achievement StandardsLearning Trajectories Body Of Knowledge Learning Materials → is acquired with helps to acquire ← → past in wordt uitgevoerd met ← → is acquired with helps to acquire ← → is necessary for requires knowledge of ← → is aquired in leads to knowledge of ← → is acquired with helps to aquire ←

12. An experiment, ingredients:  A widely used Publisher’s book on Geography (secundary school)  Videos from Public broadcasting companies (Teleblik)  Creating relations between the videos and the (paragraphs, detailed) lesson plans (domain publisher)  By doing so, automatically creating open metadata, i.e.detailed curriculum connections ES SIG wg 01-03-2012

14. Statements EDRENE ES SIG wg 01-03-2012

15. Statement 1  Not a single country in Europa has described its curriculum yet –in enough detail –Machine-processable to enable f.e. ‘semi- automatically’ addition of metadata ES SIG wg 01-03-2012

16. Statement 2  A repository in which the learning objects are not connected in detail to some kind of learning line or textbook, is useless for teacher’s use in big numbers ES SIG wg 01-03-2012

17. Statement 3  90%+ of the teachers need some kind of learning line or ‘backbone’ (textbook).  In the little time he has available to search for extra learning objects, he needs this learning line or textbook as a starting point ES SIG wg 01-03-2012