The Learning Registry: social networking for open educational resources?
Authors: Lorna M. Campbell, Phil Barker, CETIS; Sarah Currier, Nick Syrotiuk, Mimas,
Presenters: Lorna M. Campbell, Sarah Currier
Tuesday 26 March, 14:00-14:30, Room: B52
Full abstract here.

This presentation will reflect on CETIS’ involvement with the Learning Registry, JISC’s Learning Registry Node Experiment at Mimas (The JLeRN Experiment), and their potential application to OER initiatives. Initially funded by the US Departments of Education and Defense, the Learning Registry (LR) is an open source network for storing and distributing metadata and curriculum, activity and social usage data about learning resources across diverse educational systems. The JLeRN Experiment was commissioned by JISC to explore the affordances of the Learning Registry for the UK F/HE community within the context of the HEFCE funded UKOER programmes.

An overview of approaches to the description and discovery of Open Educational Resources
Authors: Phil Barker, Lorna M. Campbell and Martin Hawksey, CETIS
Presenter: Phil Barker
Tuesday 26 March, 14:30-15:00, Room: B52
Full abstract here.

This presentation will report and reflect on the innovative technical approaches adopted by UKOER projects to resource description, search engine optimisation and resource discovery. The HEFCE UKOER programmes ran for three years from 2009 – 2012 and funded a large number and variety of projects focused on releasing OERs and embedding open practice. The CETIS Innovation Support Centre was tasked by JISC with providing strategic advice, technical support and direction throughout the programme. One constant across the diverse UKOER projects was their desire to ensure the resources they released could be discovered by people who might benefit from them -i f no one can find an OER no one will use it. This presentation will focus on three specific approaches with potential to achieve this aim: search engine optimisation, embedding metadata in the form of schema.org microdata, and sharing “paradata” information about how resources are used.

Writing in Book Sprints
Authors: Phil Barker, Lorna M Campbell, Martin Hawksey, CETIS; Amber Thomas, University of Warwick.
Presenter: Phil Barker
Wednesday 27 March, 11:00-11:15, Room: A25
Full abstract here.

This lightning talk will outline a novel approach taken by JISC and CETIS to synthesise and disseminate the technical outputs and findings of three years of HEFCE funded UK OER Programmes. Rather than employing a consultant to produce a final synthesis report, the authors decided to undertake the task themselves by participating in a three-day book sprint facilitated by Adam Hyde of booksprints.net. Over the course of the three days the authors wrote and edited a complete draft of a 21,000 word book titled “Technology for Open Educational Resources: Into the Wild – Reflections of three years of the UK OER programmes”. While the authors all had considerable experience of the technical issues and challenges surfaced by the UK OER programmes, and had blogged extensively about these topics, it was a challenge to write a large coherent volume of text in such a short period. By employing the book sprint methodology and the Booktype open source book authoring platform the editorial team were able to rise to this challenge.

Secure data management service that allows states and districts to bring together and manage student and school data and connect it to learning tools used in classrooms.

I should confess that my interest in inBloom is purely on the technical side as it builds on two core technologies that CETIS has had some involvement with; the Learning Registry and the Learning Resource Metadata Initiative. The Reuter’s article provides a rather different perspective on the development however, describing the initiative as:

a $100 million database built to chart the academic paths of public school students from kindergarten through high school.

In operation just three months, the database already holds files on millions of children identified by name, address and sometimes social security number. Learning disabilities are documented, test scores recorded, attendance noted. In some cases, the database tracks student hobbies, career goals, attitudes toward school – even homework completion.

Local education officials retain legal control over their students’ information. But federal law allows them to share files in their portion of the database with private companies selling educational products and services.

When reported in these terms, it’s easy to understand why some parents have raised concerns about the initiative. The report goes on to say

Federal officials say the database project complies with privacy laws. Schools do not need parental consent to share student records with any “school official” who has a “legitimate educational interest,” according to the Department of Education. The department defines “school official” to include private companies hired by the school, so long as they use the data only for the purposes spelled out in their contracts.

The database also gives school administrators full control over student files, so they could choose to share test scores with a vendor but withhold social security numbers or disability records.

That’s hardly reassuring to many parents.

And for good measure they then quote a concerned parent saying

“Once this information gets out there, it’s going to be abused. There’s no doubt in my mind.”

Parents from New York, Louisiana, the Massachusetts chapters of the American Civil Liberties Union and Parent-Teacher Association have also written to state officials “in protest” with the help of a civil liberties attorney in New York.

To be fair to Reuters it’s not all Fear, Uncertainty and Doubt, the article also puts forward some of the potential benefits of the development as well as expressing the drawbacks and concerns. I certainly felt it was quite a balanced article that raised some valid issues.

It also clarified one issue that had rather puzzled me about the TechCrunch’s original report on inBloom which quoted Rupert Murdoch as saying:

“When it comes to K-12 education, we see a $500 billion sector in the U.S. alone that is waiting desperately to be transformed by big breakthroughs that extend the reach of great teaching.”

At the time I couldn’t see the connection between inBloom and Rupert Murdoch, and TechCrunch didn’t make it explicit, however Reuters explains that the inBloom technical infrastructure was built by Amplify Education, a division of Rupert Murdoch’s News Corps. That explains that then.

Those of you who have been following the CETIS Analytics Series will be aware that such concerns about privacy, anonymity and large scale data integration and analysis initiatives are nothing new, however I thought this was an interesting example of the phenomenon.

It’s also worth adding that, as the parent of a primary school age child, it has never once occurred to me to enquire what kind of data the school records, who that data is shared with and in what form. To be honest I am pretty philosophical about these things. However it is interesting that people have a tendency not to ask questions about their data until a big / new / evil / transformative (delete according to preference) technology development like this comes along. So what do you think? Is it all FUD? Or is it time to get our tin hats out?

I’m still very interested to see if inBloom’s technical infrastructure and core technologies are up to the job, so I’ll continue to watch these developments with interest. And you never know, if my itchy nose gets the better of me I might even ask around to find out what happens to pupil data on this side of the pond.

For the last six months or so the Learning Resource Metadata Initiative has been working to help teachers and learners find educationally useful resources by creating a standard metadata framework for tagging resources and resource descriptions on the web. The initiative, which is jointly run by Creative Commons and the US Association of Educational Publishers, with funding from the Gates Foundation, is a response to an unprecedented opportunity. In June 2011 Microsoft Bing, Google and Yahoo announced their intent to publish a common format, schema.org, for marking-up web pages so that they may be efficiently and accurately indexed by their search engines.

You can read the rest of Phil’s guest blog here: Learning Resource Metadata Initiative by Phil Barker, JISC CETIS.