Activities/Proposals/Combining with teaching and education: Difference between revisions
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The stated UK legal precedent criterion for achieving charitable status is, "If the object be the mere increase of knowledge it is not in itself a charitable object unless it is combined with teaching or education."[http://www.charityfinance.co.uk/home/content.php?id=2876&pg=15&cat=30] While it should be clear (and accordingly emphasized in the Chapter's tax appeal) that serving http requests for content and subject matter searches does provide a substantial, authentic, free, and high quality teaching and educational service, the legal climate surrounding the National Portrait Gallery controversy may diminish the persuasiveness of that argument. Therefore, the UK chapter should propose, and apply for seed funding of, projects to include QTI content and the use of speech synthesis. | The stated UK legal precedent criterion for achieving charitable status is, "If the object be the mere increase of knowledge it is not in itself a charitable object unless it is combined with teaching or education."[http://www.charityfinance.co.uk/home/content.php?id=2876&pg=15&cat=30] While it should be clear (and accordingly emphasized in the Chapter's tax appeal) that serving http requests for content and subject matter searches does provide a substantial, authentic, free, and high quality teaching and educational service, the legal climate surrounding the National Portrait Gallery controversy may diminish the persuasiveness of that argument. Therefore, the UK chapter should propose, and apply for seed funding of, projects to include QTI content and the use of speech synthesis. | ||
The [[w:IMS Global|IMS Global]] QTI standard is unique because, for example, [http://oli.web.cmu.edu/openlearning/forstudents/freecourses "free" and "open" courses offered by educational institutions often do not provide any sort of quizzes or assessment], which prevents them from allowing the most effective and time-efficient uses of that and other educational content, prevents self-assessments, and prevents the establishment of an interoperable collection of open assessment content. Because of the [http://www.imsglobal.org/ProductDirectory/directory.cfm widespread adoption of QTI, especially in the UK], the Chapter could propose that an [[w:Open educational resources|open educational resources]] directory for assessment content be established to agument existing Foundation content. This would not be an expensive project, amounting to an xml content database and perhaps a searchable directory interface (as opposed to just displaying a list.) | The [[w:IMS Global|IMS Global]] QTI standard is unique because, for example, [http://oli.web.cmu.edu/openlearning/forstudents/freecourses "free" and "open" courses offered by educational institutions often do not provide any sort of quizzes or assessment], which prevents them from allowing the most effective and time-efficient uses of that and other educational content, prevents self-assessments, and prevents the establishment of an interoperable collection of open assessment content. Because of the [http://www.imsglobal.org/ProductDirectory/directory.cfm widespread adoption of QTI, especially in the UK], the Chapter could propose that an [[w:Open educational resources|open educational resources]] directory for assessment content be established to agument existing Foundation content. This would not be an expensive project, amounting to an xml content database and perhaps a searchable directory interface (as opposed to just displaying a list.) Later, an interactive QTI interpreter could be added. | ||
And speech synthesis, for example, could be offered using the free Festival system from the University of Edinburgh[http://www.cstr.ed.ac.uk/projects/festival/] or the higher quality but non-free (although a Foundation site license could presumably proxy all Foundation content) AT&T synthesizers[http://www.research.att.com/~ttsweb/tts/demo.php] (recommend selecting "Charles" or "Audrey" for UK speech.) | And speech synthesis, for example, could be offered using the free Festival system from the University of Edinburgh[http://www.cstr.ed.ac.uk/projects/festival/] or the higher quality but non-free (although a Foundation site license could presumably proxy all Foundation content) AT&T synthesizers[http://www.research.att.com/~ttsweb/tts/demo.php] (recommend selecting "Charles" or "Audrey" for UK speech.) | ||
Revision as of 17:50, 7 August 2009
Use Question and Test Interoperability specification (QTI) content and speech synthesis to meet the UK charitable status criterion.
Outline
The stated UK legal precedent criterion for achieving charitable status is, "If the object be the mere increase of knowledge it is not in itself a charitable object unless it is combined with teaching or education."[1] While it should be clear (and accordingly emphasized in the Chapter's tax appeal) that serving http requests for content and subject matter searches does provide a substantial, authentic, free, and high quality teaching and educational service, the legal climate surrounding the National Portrait Gallery controversy may diminish the persuasiveness of that argument. Therefore, the UK chapter should propose, and apply for seed funding of, projects to include QTI content and the use of speech synthesis.
The IMS Global QTI standard is unique because, for example, "free" and "open" courses offered by educational institutions often do not provide any sort of quizzes or assessment, which prevents them from allowing the most effective and time-efficient uses of that and other educational content, prevents self-assessments, and prevents the establishment of an interoperable collection of open assessment content. Because of the widespread adoption of QTI, especially in the UK, the Chapter could propose that an open educational resources directory for assessment content be established to agument existing Foundation content. This would not be an expensive project, amounting to an xml content database and perhaps a searchable directory interface (as opposed to just displaying a list.) Later, an interactive QTI interpreter could be added.
And speech synthesis, for example, could be offered using the free Festival system from the University of Edinburgh[2] or the higher quality but non-free (although a Foundation site license could presumably proxy all Foundation content) AT&T synthesizers[3] (recommend selecting "Charles" or "Audrey" for UK speech.)
Benefits
These projects would leave no doubt that the Chapter and the Foundation wish to provide authentic and complete educational services, even to the blind in third-world poverty situations where they may even be unable to obtain a screen reader speech synthesis web client. It will also lay the groundwork for the integration of interactive instructional technology with Foundation content.
Requirements
T.B.D. (I have to run and will finish this in a day's time 76.254.66.195 16:48, 7 August 2009 (UTC))
Volunteering
T.B.D.
If you're interested in helping out with this proposal, please sign below with *~~~