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Interoperability of Curricula by using
Competencies
Presented by David Massart
On behalf of Frans Van Assche
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CALIBRATE project
One of the objectives: To research machine-readable descriptions of national curricula and investigate mapping approaches that can improve the semantic interoperability between systems in the discovery, evaluation and use of learning resources
Example: If a teacher in Austria tags a resource according to the Austrian national curriculum can a teacher in Flanders find it when browsing the Flemish regional curriculum if it is indeed on the same subject?
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Challenges
Interoperability of Curricula Linking resources to curricula using the LOM
and perhaps other ways
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Curricula at different levels
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Real Curriculum Example
1.1 Number theory1.1.1 Concept formation/knowledge of facts
The pupils1 can associate natural, whole and rational numbers with realistic and meaningful
contexts;2 know the symbol rules for whole and rational numbers;3 know that the properties of the operations in the set of natural numbers remain
valid and can be expanded in the sets of whole and rational numbers;4 distinguish and understand the various notations of rational numbers (fractional
and decimal notation);5 use the appropriate terminology in relation to operations: addition, sum, terms of a
sum, subtraction, difference, multiplication, product, factors of a product, division, quotient, dividend, divisor, remainder, percent, square, square root, power, base, exponent, opposite, reciprocal, absolute value, average.
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Tagging the curriculum
A curriculum item can be expressed as a set of targeted competences (see bullets)
1 The pupils can associate natural, whole and rational numbers with realistic and meaningful contexts;
Associate natural numbers with realistic and meaningful context Associate integers with realistic and meaningful context Associate rational numbers with realistic and meaningful context
A competence is defined in terms of <Action expression, Topic>– Example:
Topic: integers Action expression: Associate with realistic context
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Topic Taxonomy
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Action Expression Taxonomy
Anderson and Kratwohl (2001) Kratwohl, Bloom, and Masia (1964)Dave (1975)
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T o p i c T a x o n o m y
A c t i o n v e r b
T a x o n o m y
T o p i c T a x o n o m yT o p i c T a x o n o m yN a t i o n a l / R e g i o n a l
C u r r i c u l u m
C o m p e t e n c y
T a x o n o m y
Referenced by
Refers to
Narrower term
C u r r i c u l u m
I t e m
Contains
Taxonomies
The pupils can associate natural, whole and rational numbers with realistic and
meaningful contexts
Associate integers with realistic and meaningful
contexts
Integer
Associate with realistic context
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Linking resources and curricula
By Extension By Intension
Linking a particular
curriculum item
(or competency) to one
or more resources
Linking a particular
resource to one
or more curriculum items
(or competencies)
CI-046 could make use
of LO-007 , LO-876,
Or LO-432
LO-432 could be used in
support of CI-046, CI-321,
Or CI-642
CI-046 could make use
of LOs with age 8-9 and
Language nl and
Competency C-067
LO-432 could be used in
Support of curriculum
Items with competencies
C-067 or C-531
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Intensional description of resources
Possible LOM elements:Keyword, Coverage, Structure, Aggregation Level, Interactivity Type, Learning Resource Type, Interactivity Level, Semantic Density, Intended End User Role, Context, Typical Age Range, Difficulty, Typical Learning Time, Language, Classification (discipline, purpose).
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Finding resources to the curriculum
1.1 Number theory1.1.1 Concept formation/knowledge of facts
1 The pupils can associate natural, whole and rational numbers with realistic and meaningful contexts;
2 The pupils know the symbol rules for whole and rational numbers;
Recall symbol rules for integersRecall symbol rules for rational numbers
12 Resources
8 Resources
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Relating resources to the curriculum
1.1 Number theory1.1.1 Concept formation/knowledge of facts
1 The pupils can associate natural, whole and rational numbers with realistic and meaningful contexts;
2 The pupils know the symbol rules for whole and rational numbers;
Recall symbol rules for integersRecall symbol rules for rational numbers
Relate
Relate
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Other ways of finding resources
Interviews of teachers– Browsing the Topic taxonomy possibly up to
competencies– Browsing the Action expression taxonomy
possibly up to competencies
• Relaxing the search
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T o p i c T a x o n o m y
A c t i o n v e r b
T a x o n o m y
T o p i c T a x o n o m yT o p i c T a x o n o m yN a t i o n a l / R e g i o n a l
C u r r i c u l u m
C o m p e t e n c y
T a x o n o m y
Referenced by
Refers to
Narrower term
C u r r i c u l u m
I t e m
Contains
TaxonomiesNumber as BT of
Integer
Associate as BT of Associate with realistic context
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Preliminary Evaluation
Teachers– Focusgroup confirms usefulness
Scientific– Grounded into a long tradition
Some Ministries confirm usefulness Try it yourself
– Try to find resources suitable for developing the competency “Associate integers with realistic and meaningful context” with Google
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Discussing The Approach Makes interoperability possible by making use of two smaller controlled vocabularies
Builds on proven technologies, i.e. thesauri, and well-known vocabularies for the action expressions
Allows for relaxing the search criteria building upon the hierarchical structure of the two vocabularies
Is resilient to change in curricula and to the addition of new curricula
Fits very well with the current practice of describing learning objects (section 9 of the IEEE LOM standard can be used without alteration)
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Contact / Information
Frans Van Assche <[email protected]>
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