Below is the uncorrected machine-read text of this chapter, intended to provide our own search engines and external engines with highly rich, chapter-representative searchable text of each book. Because it is UNCORRECTED material, please consider the following text as a useful but insufficient proxy for the authoritative book pages.
C T_ _ Ah .. ~ _ ~ ~ at _ AH ~ _ _ 95 O E_ _ _ FIR Or 3. ad _ ~ _ ~ _ __ ... .. ...... ...... ............................................................................................................................ :::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: ~ ~ a a _ ........................................................................................................................................................................................................................................................ 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. 23
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. ~ ~~ 7 -_ _ __ _ _ _ _ _ _ _ _ Interonerahilitv Will he a urioritv in the design and development of improvements of these published cases that . denhficahon of scalable, examples of best prachce encourage dissemination S~ it; 93 ~ ~ ~~# ~¢. #I ~$~ Ma ~ ~ ~ {~, # ~ #I - # ~ `-a all ~ ~ it or ~ ~ ~ A x ma lo ~ sir ~ or or a ~ To ~ 7~ a al or ova or Y Dry ~ ~ sw To ~ ~ w or ~ ~ ~ Or ~ ~ her per ~ ID ~ Her ~ learning resources, and continuous ~ materials will be supported by is I encourage intellectual discourse and the sustainable best practices. The Will guide ongoing and diffusion, and ensure quality. it.. cleve~opment, 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- . . . ~ ~ .. . . . ~ . ~ ~ . Advanced ~ =_ i....... ......... ............. ........ ~ ........ ~ ~ ......... i 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.~. hood for Rug at76t/~yDI/~g [ducatio~a/ /f~teria/s 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.
The New Environment: IT-Transformed Education r~ ~ ~ ~ ^~, w x ~ ~ ~ ~ ~ ~ ~ ~ ea ~ ~ ~ ~ 25 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
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.
