Discussion on first-pass schema criteria

Originally posted here: https://gist.github.com/michael-collins/9df01953b5c7eb624606

Event: An event describes an instance in which students and/or instructors engage learning at a specific time and date. A date applied to any course component suggests that it is also an event. In some instances, events provide in-time information as part of the supporting material.
- Event ID
- Reoccurring: y/n
- Date and Time-range
- Location
- Type
  - Lecture
  - Guest lecture
  - Recitation
  - Reception
  - Conference
  - Studio
  - Lab
  - Seminar
  - Exam Review
  - Office Hours
  - Workshop
  - Seminar
  - Demonstration
  - Exhibition
Learning Pathway: A sequence of learning modules or lessons.
- Learning Pathway ID
- learning modules:
  - learning module ID
  - ...
- lessons:
  - lesson ID
  - ...
Learning Module: A learning module is a pedagogical component that organizes other components to faciliate learning and mastery of subject matter. (Often referred to as a Unit)
- Module ID
- Module Author
- Module Description
- Learning Outcomes
- License ID
- Lessons:
  - lesson ID
  - ...
- Module Assignment
  - assignment ID
- Module Assessment
  - assessment ID
Lesson
- Lesson Author(s)
- License ID
- Lesson Description
- Learning Outcomes
- Skills:
  - skill ID
  - ...
- Topics:
  - topic ID
  - ...
- Assignments:
  - assignment ID
  - ...
Topic: Pervasive supporting material. A topic is an aspect of the course's subjectmatter, typically communciated with text, image, and video.
- Topic ID
- Topic Author
- License ID
- Citation ID
- Format
- Year authored
- Topic Content
Skill: Something that can be taught, learned, or assessed.
- Skill ID
- Ancenstor skill (pre-reqs)
- Descendent skill (following)
- Description
Assignment: Learning task or skill practice. Assigned to students to develop and demonstrate mastery.
- Assignment ID
- Assignment Author
- License ID
- Description
- Skills:
  - skill ID
  - ...
- Type: Typically referred to as Activities (Part-time practice), Exercises, or Pojects based on outcome goals.
  - Writing
  - Essay, research proposal, report (business, lab, book), literature review, article, article critique, book review, annotated biblography, reflective writing, narrative, poem, play, process overview, abstract, thesis, case study, project report, conference paper, artist statement, etc.
  - Reading
  - Planning and process
  - Mind-map, flowchart, outline, experience map, insight mapping, storyboard, diagram, wireframe, word association, concept render, etc.
  - Oral, aural, and performance
  - Interviewing, debate, reporting, presenting, exhibiting, pitching, critiquing, discussing, reading, dancing, composing, acting, singing, playing, operating, etc.
  - Visual Media
  - Photographing, filming, sketching, collaging, coding, programming, building, modeling, sculpting, painting, drawing, etc.
- Steps to completion (Guidance and task support)
- Due Date
- Assigned Date
- Assessment ID
- Submission ID
Assessment: Determines student capabilities
- Assessment ID
- Assessment Author
- License ID
- Type:
  - Diagnostic: Typically ungraded or graded only for completion.
  - pre-test
  - self assessment
  - writing
  - discussion
  - making
  - performance
  - interview
  - other
  - Formative: Typically ungraded or graded only for completion.
  - exercises
  - reflective writing
  - Q.A. Session
  - Check-in
  - self-evaluation
  - peer review
  - observation
  - paper/draft
  - project milestone
  - other
  - Culmulative: Graded for competency, capability, and mastery.
  - exam
  - final exam
  - peer review
  - project
  - paper
  - portfolio
  - performance
  - student course evaluation
  - instructor self evaluation
  - other
- Rubric ID
- Feedback ID
Discussion:
- Discussion ID
- Type
  - Open
  - one-to-one
  - many-to-one
  - one-to-many
  - Event
  - Learning Module
  - Lesson
  - Topic
  - Assignment
  - Featured Assignment
Submission:
- Submission ID
- Type
  - Video
  - Image
  - Text
  - Link
  - Zipped Files
  - Embed Code
- Location
Rubric:
- Ribric ID
- Rubric Author
- Types
- Feedback ID
Feedback:
- Feedback ID
- Feedback Author
- Feedback Description
Citation:
- Citation ID
- Format
  - MLA
  - APA
  - CC
- Citation content
License:
- License ID
- Type
  - CC
  - MIT
  - GPL
- Citation ID
- License content
  Visual Layout Considerations (text and web:
- text
- callout
- note
- aside
- warning
- tip
- important
- blockquote
- definition
- term
- tag
- description
- heading 1-6
- paragraph
- list (ul, ol)
- link
- table
- bold/italic/underline,superscript,subscript
- code
- media
- image
- 3D
- interactive
- math
- video
- audio
- assignment
- discussion
- content outline
- learning paths

Question originally posted by @curiosity26 here

Type: Typically referred to as Activities (Part-time practice), Exercises, or Pojects based on outcome goals.

Can we define what outcome goals differentiate between Activities, Exercises and Projects?

Can we standardized common "outcome goals"?

In general, activities, exercises, and projects are ambiguous and mean different things to different instructors. If a syllabus describes a bunch the topics of relevance and todo items, then activities, exercises, and projects are tasks or a task-set with different imperatives.

Part-time practice is designed to build mastery. As I've used it in the past, an activity is actually a task that's a scaffolded between a low to a high degree (a little bit or a lot of task support). Exercises have been used as tasks and assessments, so it's not a good word to use.

A project provides little to no task support and is a kind of assessment that demonstrates student's level of obtained mastery. But it is also a task, and can often be used as the means in which mastery is achieved, or contain part-time practice.

So, I think getting rid of exercise, activity, and project and instead use task and assessment with a user chosen label to differentiate that instructor's unique take on teaching.

In this case, the assessment is a grouping of text, task, scaffolding, and requirement.

Examples

Example project:

Project 1 (Assessment)
- Description (Text)
- Example Tasks
- Read the description (Task)
- Choose topic (Task)
- Perform research (Task)
- Present research visually (Task)
  - Template (Scaffolding)
- Create a thing (Task)
  - Make it big (Requirement)
  - Make it blue (Requirement)
- Submit the thing (Task)
  - URL (Requirement)
  - .ZIP Format (Requirement)

Example Exercise:

Exercise 103 - Make a Widget (Assessment)
- Description (Text)
- Task support
- Steps to completion (Text)
- Supporting Materials
- Demo of instructor using widget maker (videoMedia)
- Textbook Chapter 7: Using the widget maker (text)
- Example Tasks
- Read the description (Task)
- Read and watch supporting materials (Task)
- Make this specific widget with a widget maker (Task)
  - Template (Scaffolding)
- Submit the thing (Task)
  - URL (Requirement)
  - .ZIP Format (Requirement)

Example Activity:

Activity 99 - Complete this Widget (Assessment)
- Description (Text)
- Task support
- Steps to completion (Text)
- Supporting Materials
- Demo of instructor using a widget (videoMedia)
- Demo of instructor fixing a widget (videoMedia)
- Textbook Chapter 6: Intro to widgets (text)
- Example Tasks
- Read the description (Task)
- Read and watch supporting materials (Task)
- Fix a half-built widget (Task)
  - Widget File (Scaffolding)
- Submit the fixed widget (Task)
  - URL (Requirement)
  - .ZIP Format (Requirement)

Lesson, module, and unit are groupings of learning components that may have a suggested sequence of completion.

Example Lesson/Module:

Lesson or Module 1 - Introduction to making things

Tasks
- 1) Read and watch supporting material (task)
- 2) Complete assessments (task)
- Must complete 3 of the 4 assessments (requirement)
- Complete them by this date (requirement)
Supporting material
- What can you do with a thing (videoMedia)
- Examples and perspectives of a thing (URL)
- Here is how you make a thing (videoMedia)
- Here is how you apply this knowledge of making a thing (text)
Assessments
- Activity - Complete a pre-built thing (assessment)
- Exercise - Make a thing with a lot of guidance (assessment)
- Project - Make a new thing (assessment)
- Reflection Writing - Create blog post about the thing assessments (assessment)

@michael-collins would you consider a Task another sub-type of Activity?

Also, I think we could add a 'doTask' (or some similar name) on the LearningComponent class. That way you could make each of the bullet points in your example above a task associated with the LearningComponent (Lesson, Module ,etc.)

If anything, activity is a type of task. doTask sounds like a good idea. On Fri, Dec 9, 2016 at 10:12 AM Alex Boyce notifications@github.com wrote:

@michael-collins https://github.com/michael-collins would you consider a Task another sub-type of Activity?

Also, I think we could add a 'doTask' (or some similar name) on the LearningComponent class. That way you could make each of the bullet points in your example above a task associated with the LearningComponent (Lesson, Module ,etc.)

— You are receiving this because you were mentioned. Reply to this email directly, view it on GitHub https://github.com/open-curriculum/oerschema/issues/2#issuecomment-266036911, or mute the thread https://github.com/notifications/unsubscribe-auth/ABCPeJpH0GlYOidJx0YoshiSJKo51WBjks5rGW_RgaJpZM4I0zQC .

@curiosity26 Can we close this issue, or do you still need it open for some reason?

Oh! Thought I did already. I'll close this. On Mon, Jan 9, 2017 at 12:09 PM Michael Collins notifications@github.com wrote:

@curiosity26 https://github.com/curiosity26 Can we close this issue, or do you still need it open for some reason?

— You are receiving this because you were mentioned.

Reply to this email directly, view it on GitHub https://github.com/open-curriculum/oerschema/issues/2#issuecomment-271343364, or mute the thread https://github.com/notifications/unsubscribe-auth/AD3P9ia2DqP_Wj9C9Bc7v8JEMrfBEYWxks5rQmnPgaJpZM4I0zQC .

-- Alex Boyce

open-curriculum / oerschema

Discussion on first-pass schema criteria #2

Visual Layout Considerations (text and web:

Examples