FRINK Linked Data Fragments server

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• W340943668 abstract "Have you ever had a leaky faucet that would not stop dripping, that broke your concentration, or kept you awake as you waited for next drop to fall? That drip is annoying, but it isn't as bad as DRIP we have right now in education. Time and again, I have heard educators talk about schools suffering from a DRIP, because they are rich, poor. This pithy acronym refers to idea that schools now have capability to gather an enormous amount of about students, teachers, and innumerable aspects of school and district performance through their student system, gradebooks, assessment systems, and other sources. They are rich. But these systems rarely, if ever, talk to each other to exchange, coordinate, or integrate data and report that integrated data in a way that is actionable by anyone. That's what makes these same schools information poor. To use a technical term, there is no interoperability among educational data systems. The good news is that more than a dozen initiatives are under way to help solve DRIP dilemma by creating standards for describing data and transferring it among different systems. Many of these projects sound like proverbial alphabet soup m CEDS, LRMI, SIF, Ed-Fi--but don't be surprised if you haven't heard of them. [ILLUSTRATION OMITTED] Iwan Streichenberger, CEO of inBloom, an initiative that officially launched at SXSWedu in Austin, rx, in March, says these data initiatives are like plumbing behind your systems: They are creating standards to define key elements in education system, then establishing protocols for how to transport them (and in many cases, use and display them). But if data initiatives are simply plumbing, should you really care about them? The short answer is yes, you should, because these frameworks can change lives of students, teachers, administrators, and parents. If these initiatives work as intended, mantra will be, Enter once, use many times. To help technology leaders understand various data initiatives, State Educational Technology Directors Association (SETDA) will release a white paper this month that explains each of them as well as how they overlap and intersect. (A primer to many of them is in sidebar Defining Initiatives on p. 33.) We sort them into three sometimes overlapping categories: initiatives that provide consistent data definitions; those that facilitate sharing of across systems; and those that encompass search, discovery, and alignment of resources. Drinking From Same Well Some of initiatives focus on providing a common language or vocabulary to allow data to be shuttled among different systems and applications. Of particular importance within this category is Common Education Data Standards, or CEDS0 Richard Cullotta, interim director of Office of Educational Technology at US Department of Education, calls CEDS the Roget's Thesaurus of data standards. The important point is that descriptors of data are consistent and clear, so that when one person or system has a data field called gender, for example, all other systems know what this field is describing, even if they don't use exact same terminology. If you think about it, this is not a simple problem to solve. Hero's an example of why CEDS and other description standards are so important: Consider records of a student who is moving from one district to another. The data might look like this: DISTRICT A DISTRICT B Jonatha Jonathan Tsumura II Tsumura, Suffix II Race = Japanese Race=Asian Gender = M Sex = M When Jonatha(n) moves, it's important that his crucial biographical is shared correctly. The different data fields (gender versus sex in this case) need to be calibrated from one system to next if data is to be transferred easily and quickly. …" @default.
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• W340943668 date "2013-04-01" @default.
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• W340943668 title "Don't Let Drip Damage Your District: An Array of New Initiatives Is Helping Make Student Data Interoperable" @default.
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