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OpenEd17: The 14th Annual Open Education Conference
October 11 – 13, 2017  ::  Anaheim, CA

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Issues at the Intersection of Open and Assessment [clear filter]
Thursday, October 12
 

9:45am PDT

Table 8 - The Vision of Open Embeddable Assessments
We'll discuss a little bit of the history of Open Embeddable Assessments and then discuss how it is currently being used by various organization. We'll share a little bit of information about the various Open Source versions of the project for those who want to dig into code. We'll then discuss the future of Open Embeddable Assessments and how we can still achieve the vision of sharing assessments as OER.

Speakers
avatar for Joel Duffin

Joel Duffin

CEO, Atomic Jolt
I'm the CEO of Open Tapestry, a startup focused on helping organizations leverage open education content. Open Tapestry is a platform for online learning that helps you discover, assemble, deploy, and track online learning resources.


Thursday October 12, 2017 9:45am - 10:10am PDT
Royal Ballroom

9:45am PDT

Table 9 - A model and platform to facilitate open assessments
There are a few repositories that have been created to provide increased access to open educational resources (OER) such as OpenStax (openstax.org), FlatworldKnowledge (flatworldknowledge.com), or LibreText (chem.libretexts.org). There are a few tools doing similar things in the assessment space, such as MyOpenMath (myopenmath.com), Oppia (oppia.org), H5P (h5p.org), or Open Assessments (openassessments.org). These tools provide platforms to facilitate the creation of resources. However, discoverability, reuse, moderation, and remixing of existing content could be improved in these tools. In addition, these tools do not address the issue of high stakes open assessment. For open assessment items, one of the challenges to overcome is student cheating. If assessments are open, students will have access to the questions in an online format (online quizzes or online homework assignments using open questions) which encourages student cheating.



Our proposed model and solution for open assessments is as follows:

1. There are two communities of openness, a public community and a teacher-only community.

a. The public community is open to everyone. This community contains formative assessment items that can be used anywhere as practice questions.

b. The teacher-only community is tightly restricted to teachers. This community contains summative assessment items that can be used in homework system problems, quizzes, or exams.

2. Interoperability standards are used

a. Quizzes can be imported using the quizzing and testing interoperability (QTI) standard

b. Quizzes can be taken from an LMS using learning tools interoperability (LTI)

c. Data is tracked using the Experience API (xAPI) data format

d. Practice questions can be embedded as an HTML5 object in textbooks, blog posts, webpages, etc.

3. Formative questions, quizzes, homework system sets, and exams can easily be shared, modified, and incorporated into existing courses within either community

Speakers
avatar for Robert Bodily

Robert Bodily

Graduate Researcher, Brigham Young University
My research focuses on xAPI and CALIPER enabled learning analytics dashboards. I am a co-founder of an open assessment company called Prendus with the purpose of increasing OER adoption.
BM

Benjamin Mackley

Brigham Young University


Thursday October 12, 2017 9:45am - 10:10am PDT
Royal Ballroom

10:15am PDT

Table 8 - The Vision of Open Embeddable Assessments
We'll discuss a little bit of the history of Open Embeddable Assessments and then discuss how it is currently being used by various organization. We'll share a little bit of information about the various Open Source versions of the project for those who want to dig into code. We'll then discuss the future of Open Embeddable Assessments and how we can still achieve the vision of sharing assessments as OER.

Speakers
avatar for Joel Duffin

Joel Duffin

CEO, Atomic Jolt
I'm the CEO of Open Tapestry, a startup focused on helping organizations leverage open education content. Open Tapestry is a platform for online learning that helps you discover, assemble, deploy, and track online learning resources.


Thursday October 12, 2017 10:15am - 10:40am PDT
Royal Ballroom

10:15am PDT

Table 9 - A model and platform to facilitate open assessments
There are a few repositories that have been created to provide increased access to open educational resources (OER) such as OpenStax (openstax.org), FlatworldKnowledge (flatworldknowledge.com), or LibreText (chem.libretexts.org). There are a few tools doing similar things in the assessment space, such as MyOpenMath (myopenmath.com), Oppia (oppia.org), H5P (h5p.org), or Open Assessments (openassessments.org). These tools provide platforms to facilitate the creation of resources. However, discoverability, reuse, moderation, and remixing of existing content could be improved in these tools. In addition, these tools do not address the issue of high stakes open assessment. For open assessment items, one of the challenges to overcome is student cheating. If assessments are open, students will have access to the questions in an online format (online quizzes or online homework assignments using open questions) which encourages student cheating.



Our proposed model and solution for open assessments is as follows:

1. There are two communities of openness, a public community and a teacher-only community.

a. The public community is open to everyone. This community contains formative assessment items that can be used anywhere as practice questions.

b. The teacher-only community is tightly restricted to teachers. This community contains summative assessment items that can be used in homework system problems, quizzes, or exams.

2. Interoperability standards are used

a. Quizzes can be imported using the quizzing and testing interoperability (QTI) standard

b. Quizzes can be taken from an LMS using learning tools interoperability (LTI)

c. Data is tracked using the Experience API (xAPI) data format

d. Practice questions can be embedded as an HTML5 object in textbooks, blog posts, webpages, etc.

3. Formative questions, quizzes, homework system sets, and exams can easily be shared, modified, and incorporated into existing courses within either community

Speakers
avatar for Robert Bodily

Robert Bodily

Graduate Researcher, Brigham Young University
My research focuses on xAPI and CALIPER enabled learning analytics dashboards. I am a co-founder of an open assessment company called Prendus with the purpose of increasing OER adoption.
BM

Benjamin Mackley

Brigham Young University


Thursday October 12, 2017 10:15am - 10:40am PDT
Royal Ballroom
 
Friday, October 13
 

3:00pm PDT

Open Embedded Assessments: Play, Author at Anywhere, Anytime
Open Embedded Assessments (OEA) has come a long way from their humble beginnings as a seed of an idea from the Center for Open and Sustainable Learning. From the proof of concept produced in 2013 and presented at OpenEd in 2014 to today, we've built robust, open source software in use by Lumen Learning in the United States and by MIT and partners in India. Thousands of learners have taken hundreds of thousands if not millions of assessments to help understand their learning in English and STEM topics.



This presentation will showcase the authoring and player environments developed by MIT and Atomic Jolt and used in the Connected Learning Initiative in India. These CLIx assessments are used by learners in Grade IX in about 400 government schools across four states in India. Learners engage with English, Math and Science learning modules in which OEA formative assessments are provided as activities embedded in the content modules. Learners interact with these assessments either on stand-alone computers or ones served by a local server in their computer labs. Authoring is accomplished by curriculum teams in India on cloud-based servers. Currently OEA supports a number of common item types (multiple choice, short answer, numerical answer with a tolerance, etc.) and a number of customized user interfaces on other common types (drag and drop, fill in the blank, audio response / file upload, etc.).

Speakers
KD

Kirky DeLong

Assistant Director, Special Projects, MIT Open Learning, J-WEL Research & Projects
avatar for Bracken Mosbacker

Bracken Mosbacker

Director of Development, Lumen Learning
avatar for Brandon Muramatsu

Brandon Muramatsu

Associate Director, Projects, MIT


Friday October 13, 2017 3:00pm - 3:25pm PDT
Grenada
 


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  • Collaborations in Support of Open Education
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  • General
  • Increasing Hope through Open Education
  • Issues at the Intersection of Open and Analytics
  • Issues at the Intersection of Open and Assessment
  • Keynote
  • Models Supporting the Adoption Use or Sustaining of OER in Adult Basic Education
  • Models Supporting the Adoption Use or Sustaining of OER in Higher Education
  • Models Supporting the Adoption Use or Sustaining of OER in K-12 Education
  • Open Education in Developing Countries
  • Open Pedagogy and Open Educational Practices
  • Promoting and Evaluating Institutional and Governmental Open Policies
  • Research on the Impact of OER
  • Showing Gratitude through Open Education
  • Synergies Between Open Education and Open Data Open Access Open Science and Open Source
  • The Economics of Open Education
  • The Ethics of Open Education
  • The Meaning of Open
  • The Politics of Open Education
  • The Role of Faculty in Advocating for Supporting or Sustaining OER Adoption and Use
  • The Role of Instructional Designers in Advocating for Supporting or Sustaining OER Adoption and Use
  • The Role of Librarians in Advocating for Supporting or Sustaining OER Adoption and Use
  • The Role of Students in Advocating for Supporting or Sustaining OER Adoption and Use
  • Tools and Technologies Supporting Open Education
  • Unanticipated Topics
  • What's Next for OER and Open Education