Unawareness of opportunities = a major barrier to progress

Præsentationer af emnet: "Unawareness of opportunities = a major barrier to progress"— Præsentationens transcript:

1 Unawareness of opportunities = a major barrier to progress
It must be easier to: Find Share Use educational materials of all kinds

2 Our goals Simplify search and retrieval of learning resources
Increase visibility (including teacher-produced learning resources) Ensure updated information about learning resources Support knowledge sharing among teachers Both digital and analogue resources Provide portals and repositories of learning resources Feed “distribution platforms” and VLEs

3 Repositories of learning resources
Distribution platforms, VLE/LMS ‘push’, organize, add value External bases with collections and materials Repository Teachers, librarians, students etc.: Search, browse, download, upload, feed-back Producers: Register, update, upload, search, read statistics on usage Repositories are key disseminators of information of available learning resources In repositories users search or browse for relevant resources (text books, websites, digital learning resources etc.) among the vast supply on the market

4 EMU – the national portal for Danish education

5 The EMU and its resource services
EMU – portal EMU-universes, subject pages etc. Materiale-platformen Skolekom E-Museum

6 Why a national repository ?
Simplify search and retrieval of learning resources through a common gateway holding descriptions of learning resources from a multitude of sources Common standards to increase visibility of, and ensure updated information about, learning materials Support knowledge sharing and knowledge transfer among teachers – including increased visibility of teacher-produced learning resources Af andre formål kan nævnes: At øge videndeling og synlighed af selvproducerede undervisningsmaterialer, som fx supplerer et emnemateriale eller en lærebog, bl.a. med henblik på at differentiere undervisningen Mulighed for at fremsøge og sammenligne materiale, der passer ind i en undervisningsmæssig sammenhæng Styrke den danske læringstradition indenfor problemorienteret projektbaseret læring ved at bl.a. elever selv kan fremsøge materialer til fx et emne eller et tema.

7 The EMU and its resource services
materialeplatform.dk Initiated by the Danish Ministry of Education Opened on-line in April 2006 Danish learning resources emuseum.dk Initiated by the Danish Ministry of Education and The Danish Ministry of Culture Opened on-line in October 2006 869 resources currently Learning resources on the cultural heritage, visual arts, design, film etc.

8 Materialeplatform.emu.dk E-museum.emu.dk
Descriptions of learning resources (IEEE/DAN LOM) file storage Content producers Register, upload, update, search External collections automated metadata transfer Distribution platforms distribute, ‘push’, manage, add value Educators Register, upload, update, search, download, (buy)

9 Materialeplatformen®
A national repository of all (Danish) learning resources Initiated by the Danish Ministry of Education Agreement with educational publishers’ organisations Managed and further developed by UNI•C in collaboration with educational publishers and user organisations Opened April 2006 Public funding

10 Project organisation The Ministry of Education UNI•C (chair)
Steering committee The Ministry of Education UNI•C (chair) Department Providers Danish Educational Publishers Association Educational Suppliers Organisation Users Regional Centres for Educational Services The Danish Association of School Librarians

11 Defining a learning resource?
Any resource, useful for support of learning or teaching, with a defined learning objective described through metadata Materials from educational publishers, authorities, companies and organisations Teacher-produced learning materials and curricula Educators guides, activities, literature Text Images, video, audio Software Animations Web sites Vi vil acceptere meget varierede former for læringsressourcer, da vi mener at en sådan platform ikke på forhånd skal sætte begrænsninger op for typen af læringsressourcer/-objekter… Man kunne godt vælge den noget snævre definition, at et læringsobjekt eller en læringsressource er noget som er sat ind i en bestemt pædagogisk sammenhæng og fx udgør et samlet undervisningsforløb, men dette vil efter vores mening hurtigt udgøre en kraftig begrænsning for platformens succes. I resten af præsentationen vil vi i flæng bruge begreberne læringsressource og læringsobjekt som udtryk for en og samme ting. I litteraturen findes mange forskellige definitioner af et læringsobjekt, men denne diskussion synes jeg ikke vi skal starte her.

12 Producers Registration and update of product descriptions
Guidance and tools for production of digital learning resources Access to statistics concerning use, evaluation etc. of own materials Automated technical quality control Central hosting of digital products if not own database

13 Teachers, librarians ... Simple and advanced searching
Grouping and filtering of search results Browsing – criteria based (curriculum, subject, age) Personal ’favourite searches’ and ’learning resource bookmarks’ User evaluation and feedback (‘thumbs up’, comments (login)) News subscription

14 Cooperation is essential
Content owners educational publishers and other producers, museums, science centres, companies, organisations, authorities, teachers, etc. Content users Teachers School Librarians Advisors Local Authorities The relevant ministries (e.g. culture) Research institutions Etc.

15 Quality assurance is necessary
Technical Link check Notification to producers to ensure regular updates of metadata International technical standards Agreement between UNI•C and the content provider with: Demands regarding type and purpose of content Intellectual and copyright issues Demands on correctness and up to date information Ongoing manual inspection (based on samples) NEW: Eligible for purchase support from the state

16 Rights issues No technical solution (DREL) in initial phase
Declaration from producer (written agreement and part of registration process) No central editorial control - UNI•C will remove offending materials upon request Extending IEEE LOM with Creative Commons type metadata Raising awareness of the issue through registration process UNI•C screens all materials registered by teachers

17 Making the descriptions available to other services and web sites
RSS-feeds Allowing other websites to integrate the search box of the repository in their sites Making extracts of the descriptions available (pushing) to other educational sites dedicated distribution channels (webservice) local intranets and VLE’s of educational institutions the content provider’s own websites

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24 User feedback