Designing learning object repositories : a thesis presented in partial fulfilment of the requirements for the degree of Master of Information Science in Information Sciences at Massey University

Learning object repositories are expanding rapidly into the role of independent educational systems that not only are a supplement to a traditional way of learning, but also allow users to search, exchange and re-use learning objects. The intention of this innovative technology is to have such repositories to collect a database of learning objects catalogued by the learning content management system. However, for users to perform an efficient search, these learning objects would need to use metadata standards or specifications to describe their properties. For learning objects stored within the repositories, metadata standards are often used to descibe them so users of the respositories are able to find the accurate resources they required, hence metadata standards are important elements of any learning object repository. In this paper, a courseware example is used to demonstrate how to define a set of characteristics that we want to describe for our courseware, and attempt to map the data schema in the database with the available metadata standards. The outcome is to identify a set of metadata elements that would fully describe our learning objects stored within the learning object repository, and these metadata elements will also assist instructors to create adaptable courseware that can be reused by different instructors. Metadata standard is known as a critical element for the management of learning objects, not only will it increase the accuracy of the search results, it will also provide more relevant and descriptive information about the learning objects to the searchers

Towards adaptive e-learning applications based on Semantic Web Services

The current state of the art in supporting E-Learning objectives is primarily based on providing a learner with learning content by using metadata standards like ADL SCORM 2004 or IMS Learning Design. By following this approach, several issues can be observed including high development costs due to a limited reusability across different standards and learning contexts. To overcome these issues, our approach changes this data-centric paradigm to a highly dynamic service-oriented approach. By following this approach, learning objectives are supported based on a automatic allocation of services instead of a manual composition of learning data. Our approach is fundamentally based on current Semantic Web Service (SWS) technology and considers mappings between different learning metadata standards as well as ontological concepts for E-Learning. Since our approach is based on a dynamic selection and invocation of SWS appropriate to achieve a given learning objective within a specific learning context, it enables the dynamic adaptation to specific learning needs as well as a high level of reusability across different learning contexts

MoPark Initiative, Metadata Options Appraisal (Phase I)

Examines – and makes recommendations on - the needs of the Loch Lomond and Trossachs National Park as regards the metadata, metadata standards, and metadata management required for the competent handling of digital materials both now and in the future. Proposes an iterative approach to determining metadata requirements, working within a METS-based framework

Towards metadata standards for sharing simulation outputs

This extended abstract outlines a prototype metadata standard for recording outputs of social simulations, to be refined as part of a project funded through the third round of the Digging into Data challenge. This is with a view to gathering community feedback on the proposals

Context-adaptive learning designs by using semantic web services

IMS Learning Design (IMS-LD) is a promising technology aimed at supporting learning processes. IMS-LD packages contain the learning process metadata as well as the learning resources. However, the allocation of resources - whether data or services - within the learning design is done manually at design-time on the basis of the subjective appraisals of a learning designer. Since the actual learning context is known at runtime only, IMS-LD applications cannot adapt to a specific context or learner. Therefore, the reusability is limited and high development costs have to be taken into account to support a variety of contexts. To overcome these issues, we propose a highly dynamic approach based on Semantic Web Services (SWS) technology. Our aim is moving from the current data- and metadata-based to a context-adaptive service-orientated paradigm We introduce semantic descriptions of a learning process in terms of user objectives (learning goals) to abstract from any specific metadata standards and used learning resources. At runtime, learning goals are accomplished by automatically selecting and invoking the services that fit the actual user needs and process contexts. As a result, we obtain a dynamic adaptation to different contexts at runtime. Semantic mappings from our standard-independent process models will enable the automatic development of versatile, reusable IMS-LD applications as well as the reusability across multiple metadata standards. To illustrate our approach, we describe a prototype application based on our principles

Exploring metadata standards for competence descriptions in the business & management domain

This paper explores the development and use of competency metadata standards. As there has recently been a surge of a number of standards to address the challenge of representing competencies and there is a rising need to develop a common methodology, as well as methods and tools for developing, reusing, adapting, integrating such standards, this research is now becoming important and timely. We explore this within the context of the OpenScout project, which is building a federation of repositories with content in the areas of business and management. Thus this study is limited to metadata standards for competencies in the business and management fields, but it is aimed that the lessons from this domain can transfer to other fields and will inform the wider debate on the development and use of such standards. The paper revisits a set of standards for competence descriptions and provides recommendations as to which standard would suit better the nature of the repository, the requirements of stakeholders, and the Open Content resources. In particular, the paper proposes an adaptation and extension of the IEEE-RCD model, employing an application profiling approach, and taking into account the granularity of the European Qualifications Framework and the requirements of Open Content resources.OpenScout project (Contract no.: 428016, “Skill based scouting of open user-generated and community-improved content for management education and training”

International Conference on Dublin Core and Metadata Application 2004

The International Conference on Dublin Core and Metadata Applications took place on October 11-14, 2004 in Shanghai, China. It was the fourth in a series of expanded Dublin Core conferences that included a conference, tutorials and workshops. Prior to the first in this series of conferences held in Tokyo in 2001, eight Dublin Core workshop series had been held in various North American and European countries starting in 1995. These workshops and conferences have provided a forum where researchers and practitioners can exchange new ideas and demonstrate the development of metadata standards and applications from practical aspects

Metadata and Cataloging Practices

Metadata standards existing today range from very complex to very simple. Relative simplicity or complexity of metadata standards depends in large part on the resources for which they were created and the depth of description that is deemed necessary to make these resources accessible. This paper reviews the differences between metadata standards and current cataloging practices, and discusses how the various metadata standards are applied in libraries. In addressing these issues, the authors introduce definitions of key concepts of metadata and cataloging standards and provide an overview of the most common metadata schemes. The discussion of current cataloging practices includes an overview of the most commonly used cataloging practices and standards, the impact of metadata on library practice and the role of librarians related to metadata. The authors will discuss the OHIOLINK Electronic Thesis and Dissertations (ETD) as an example of how Anglo-American Cataloging Rules 2nd (AACR2) and Machine Readable Cataloging (MARC21) are used as metadata to store, describe and access this unique information resource

Pedagogically informed metadata content and structure for learning and teaching

In order to be able to search, compare, gap analyse, recommend, and visualise learning objects, learning resources, or teaching assets, the metadata structure and content must be able to support pedagogically informed reasoning, inference, and machine processing over the knowledge representations. In this paper, we present the difficulties with current metadata standards in education: Dublin Core educational version and IEEELOM, using examples drawn from the areas of e-learning, institutional admissions, and learners seeking courses. The paper suggests expanded metadata components based on an e-learning system engineering model to support pedagogically informed interoperability. We illustrate some examples of the metadata relevant to competency in the nurse training domain