Why do Machine Readable Standards Matter Part 2

The Tech Behind a Localized, Dynamic Framework Experience

Review: Part 1 of this series talks about what and why states and districts should publish standards natively in machine readable form. Part two will talk about why districts should be able to create derivative frameworks to customize content and standards. More localized standards means better access to resources for post-secondary and career success.

Derivative Frameworks

One we have Framework A (State) and Framework B (Derivative), as long connections are kept between original and derivative can add objectives (as ‘child statements’) or specifically, create new associations between your local connections and other outside frameworks with ease. For example, if you’re an innovative district in California who wants access to resources created by the Georgia Virtual School, you would want a crosswalk from California to Georgia standards to ensure the resources your students are seeing fit the California Standards and in addition, maintain resource usability with California.

Learning Resources

Educational Resources can be tagged to those localized standards and through traversing a crosswalk, resources tagged to nationally accepted standard as well. The technology term for a system that stores resources for learning is a LOR (Learning Object Repository) — which can have videos, worksheets, PDF’s interactives and even assessments. In the IMS Global interoperability space, systems such as Canvas can access and allow -in-app search to those LOR’s through the LTI Resource Search standard(Explanatory video below).

Connections to Localized Learning Pathways

When districts are easily able to customize standards for their needs while retaining alignment to the State, innovation can flourish. Perhaps a District sees that more students would be better served by Data Science courses instead of Algebra II — align the content standards of a data science course to the existing Algebra 2 standards to ensure no gaps in accountability while also referencing data science specific content and thus better serve students needs. Districts could have more say about when students advance because perhaps the concepts won’t be tied to grade/age levels as much as readiness levels. As a former math teacher, I know there is a lot you can do with mathematics and computer science. But districts and states have been stuck with waiting years for revised standards or official documents when in reality, with certified crosswalks, we can move faster and in fact help add learning resources improvement incrementally without breaking anything.

Conclusion

While converting standards from PDF to dynamic, machine-readable documents in Part 1 covered current needs, I’ll be the first to admit this scenario pushes the envelope a bit. However, districts like Gwinnett County have engaged in this practice for years. Especially when taking into account the possibilities of having more flexibility around assessment frameworks, career and technical courses it’s what we should be doing in the era of distance learning and Corona Virus. Full Disclosure — while ACT inc does offer these services for free with full support and I happen to be the lead product manager. This topic is my passion not just my job.