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As TT-based educational materials continue to mature, thoughtful strategies for the
integration of these materials into the classroom and learning experience can
transform education, making it more efficient and more effective. This section
describes the key elements of an TT-transformed educational environment identified
at the workshop and by the committee. The TT-transformed environment can be
characterized as a sustainable ecology of IT-enabZed learning resources and
practices that have evolved through the consensus of an active community of authors
and users, informed by an evidence-based understanding of effective teaching and
learning. Achieving this goal wall require sustained leadership and support from the
leading STEM organizations and agencies.
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24
IT-Based Educational Materials: Workshop Report
In the envisioned future, TT-enabled learning resources will be seamlessly integrated
into the teaching and learning environment. These resources will be broadly
disseminated, readily sharable and interonerable, and based on communitY-defined
guidelines and structures. ~ ~~
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In the world of TT-transformed education, advanced learning objects are the building
blocks of TT-enabled educational materials.
learning objects will be developed based on community- Amp
defined requirements for a services-based architecture
that supports varying levels of interoperability and
emphasizes operational communication and data exchange.
Advanced learning objects will contain machine-
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understandable, semantic-driven models and vocabularies that
provide information on systemic behavior, user profiles, context, and pedagogy. The
embedded data will be characterized by open markup formats that reflect standards
for machine-supported communication and interoperability. The standards will also
be designed to address a complete set of user-support requirements: application
context (e.g., by discipline, course level, sector, etc.~; instruction (e.g., tutorials,
evaluation history, help resources, etc.~; attributes (e.g., learning style, gender, world
view, etc.~; pedagogy (e.g., objective, learning outcomes, assessment, etc.~; and other
preferences (e.g., display, configuration, etc.~.
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A rich set of tools that enable the creation, modification, and adaptation of existing
educational materials will be open and accessible. These tools will enable useful
services, such as navigating, search and archival services, and translation between
formats. The tools will also support migration from legacy formats to adaptive
formats, thereby decreasing the support requirements for next-generation products.
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The New Environment: IT-Transformed Education
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STEM educational practices ~~} have a learner-centric orientation and wall reflect
advanced, evidence-based knowledge on Iearn~ng once cognition.
service of STEM education wail be an inherent (i.e.,
transparent) mode of thought, communication, and
application for teachers and students. Ongoing interactions
between authors and users (including teachers and students)
of TT-enabled teaching and learning resources wait be mutually
beneficial. These discussions wait lead to new TT-enhanced educational practices that
wall then be widely adopted in formal educational settings.
1~ ___ ~ _____ ·___ TO in the
Discussions between authors and users wall also lead to the development of user-
friendly tools and supports (e.g., modular formats for documentation and user
support). Acquiring learning materials and supports from regional, national, or
international groups and communities wall be a regular practice.
TT-based teaching and learning practices wait be generated by an active community of
authors and users who create, share, and modify IT-
enabled educational materials. This community
wall embrace a scholarship of teaching and
learning and wait have a continuing goal of
advancing learning. Efforts to advance the
STEM learning experience wait enjoy strong
support among academic, government, and industry institutions and officials.
A central governing body at the core of the community waif be an organizational
champion with a mission of improving efficiency and effectiveness, ensuring integrity
and quality, and promoting the dissemination and use of TT-enabled learning
resources and practices. The governing body wall represent the concerns of the
community to government and other agencies and wall lobby for resources and other
critical infrastructures to support TT-enabled education. The governing body waif
also oversee a program of coordinated activities to facilitate dialogue on research
priorities, best practices, strategies for dissemination and adoption, and assessment
and evaluation. in its coordinating role, the governing body wait recommend
complementary roles for community sectors (i.e., government, industry, academy) to
maximize available resources. The governing body waif also propose and oversee
active projects to develop new ideas, pilot new innovations, and document
performance and/or impact on the learning process. An existing mode} that
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26
IT-Based Educational Materials: Workshop Report
approximates this governing body is the Tnternet Engineering Task Force, which has
a strategy of pursuing "working code and rough consensus."
In the future, educational institutions wall be transformed into centers where
knowledge creation, dissemination, and sharing are equally valued and emphasized.
These values waif be reflected in the incentives for meeting each of these objectives;
incentives for improving teaching and learning wait be commensurate with incentives
for technical research.
The dissemination of TT-enabled teaching and learning resources waif be supported
by a novel legal framework (e.g., open licenses and attribution systems) that promote
creation and sharing, while maintaining incentives for authors (including
individuals, teams, and institutions) to create and distribute or assemble and reuse
high-quality learning materials. Because the value of dissemination, interoperability,
and sustainability is recognized by all, they wait be priorities in the design and
development stages of new materials. Research and development practices,
reporting (publication), and documentation for the larger community wait reflect
these priorities.
Representative terms from entire chapter:
governing body
