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.
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
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
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.
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.
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
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
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.
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.).
