Using metadata for content indexing within an OER network

This paper outlines the ICT solution for a metadata portal indexing open educational resources within a network of institutions. The network is aimed at blending academic and entrepreneurial knowledge,by enabling higher education institutions to publish various academic learning resources e.g. video lectures, course planning materials, or thematic content, whereasenterprises can present different forms of expert knowledge, such as case studies, expert presentations on specific topics, demonstrations of software implementation in practice and the like. As these resources need to bediscoverable, accessible and shared by potential learners across the learning environment, it is very important that they are well described and tagged in a standard way in machine readable form by metadata. Only then can they be successfully used and reused, especially when a large amount of these resources is reached, which makes it hard for the user to locate efficiently those of interest. The metadata set adopted in our approach relies on two standards: Dublin Core and Learning Object Metadata. The aim of metadata and the corresponding metadata portal described in this paper is to provide structured access to information on open educational resources within the network

Study on the use of metadata for digital learning objects in university institutional repositories (MODERI)

Metadata is a core issue for the creation of repositories. Different institutional repositories have chosen and use different metadata models, elements and values for describing the range of digital objects they store. Thus, this paper analyzes the current use of metadata describing those Learning Objects that some open higher educational institutions' repositories include in their collections. The goal of this work is to identify and analyze the different metadata models being used to describe educational features of those specific digital educational objects (such as audience, type of educational object, learning objectives, etc.). Also discussed is the concept and typology of Learning Objects (LO) through their use in University Repositories. We will also examine the usefulness of specifically describing those learning objects, setting them apart from other kind of documents included in the repository, mainly scholarly publications and research results of the Higher Education institution.En prens

The inside out library: CRO OpenDocuments digital institutional repository

6CRO National Cancer Institute Aviano have developed different repositories overtime to fit with the different library users needs: scientific output assessment or attendants access to the educational resources. These repositories lacks of overall integration and interoperability. Sometimes archives overlap or use different metadata standards. This affects the interoperability with other archives and the persistence of data. These data need to be managed and disclosed to other institutions, professionals and laymen as well. The CRO Scientific and Patients library in collaboration with University of Trieste developed CRO OpenDocuments (COD), the Institutional Repository for scientific and educational resources. COD has been developed exploiting DSpace-CRIS: chosen for its unique features like metadata standardization (Dublin Core / CERIF oriented), possibility to manage, collect and expose data of all the Research aspects (papers, journals, people, organization units, project...). Following the OpenAIRE Guidelines the interoperability with other archives is granted. We migrated data from the scientific papers, grey literature, CROnews institutional free press, Farmaci&Tumori independent drug bulletin archives. We also included the repository of the Patient Education & Empowerment program resources, specifically addressed to patients. COD had some relevant outcomes in the institution organization: the redefinition of an institutional policy for Open Access and Digital Right management.openopenMazzocut, Mauro; Piščanc, Jordan; Gruarin, Nicolas; Ricci, Roberto; Trampus, Romano; Truccolo, IvanaMazzocut, Mauro; Piščanc, Jordan; Gruarin, Nicolas; Ricci, Roberto; Trampus, Romano; Truccolo, Ivan

Web-course search engine : a thesis presented in partial fulfilment of the requirements for the degree of Master of Science in Computer Science at Massey University

The World Wide Web is an amazing place that people's lives more and more rely on. Especially, for the young generation, they spend a significant amount of their play and study time using the Internet. Many tools have been developed to help the educational users in finding educational resources. These tools include various search engines. Web directories and educational domain gateways. Nevertheless, these systems have many weaknesses that made them unsuitable for the specific search needs of the learners. The research presented in this thesis describes the development of the Web-course search engine, which is a friendly, efficient and accurate helper for the learners to get what they want in the vast Internet ocean. The most attractive feature of this system is that the system uses one universal language, which lets the searchers and the resources "communicate" with each other. Then the learner searchers can find the Web-based educational resources that are most fit to their needs and course providers can provide all necessary information about their courseware. This universal language is one widely acceptable Metadata standard. Following the Metadata standard, the system collects exact information about educational resources, provides adequate search parameters for search and returns evaluative results. By using the Web-course search engine, the learners and the other educational users are able to find useful, valuable and related educational resources more effectively and efficiently. Some improvement suggestions of the search mechanism in the World Wide Web have been brought forward for the future research as a result of this project

Learner-centred Accessibility for Interoperable Web-based Educational Systems

This paper describes the need for an information model and specifications that support a new strategy for delivering accessible computer-based resources to learners based on their specific needs and preferences in the circumstances in which they are operating. The strategy augments the universal accessibility of resources model to enable systems to focus on individual learners and their particular accessibility needs and preferences. A set of specifications known as the AccessForAll specifications is proposed

Describing Scholarly Works with Dublin Core: A Functional Approach

This article describes the development of the Scholarly Works Application Profile (SWAP)—a Dublin Core application profile for describing scholarly texts. This work provides an active illustration of the Dublin Core Metadata Initiative (DCMI) “Singapore Framework” for Application Profiles, presented at the DCMI Conference in 2007, by incorporating the various elements of Application Profile building as defined by this framework—functional requirements, domain model, description set profile, usage guidelines, and data format. These elements build on the foundations laid down by the Dublin Core Abstract Model and utilize a preexisting domain model (FR-BR—Functional Requirements for Bibliographic Records) in order to support the representation of complex data describing multiple entities and their relationships. The challenges of engaging community acceptance and implementation will be covered, along with other related initiatives to support the growing corpus of scholarly resource types, such as data objects, geographic data, multimedia, and images whose structure and metadata requirements introduce the need for new application profiles. Finally, looking to other initiatives, the article will comment on how Dublin Core relates to the broader scholarly information world, where projects like Object Re-use and Exchange are attempting to better equip repositories to exchange resources

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

Preparing LIS Students for a Career in Metadata Librarianship

This study examines the field of metadata librarianship and its emergence from the field of traditional MARC cataloging. Through a survey distributed to academic librarians, public librarians, digital librarians, special librarians, corporate librarians, archivists and others currently working with metadata, data was collected to determine what Library and Information Science students interested in metadata librarianship need to know to pursue a career in this field. The data collected includes job titles encompassing metadata work, the typical career trajectories of those working in the field, education and training received both prior to and after entering the metadata field, and the most frequently used metadata standards in modern library and information science environments. The results of the study revealed the LIS courses metadata specialists have found most useful to their current work, which standards are most frequently being used and areas where LIS programs could improve current course offerings to provide adequate preparation for LIS students interested in this area

Quality assurance for digital learning object repositories: issues for the metadata creation process

Metadata enables users to find the resources they require, therefore it is an important component of any digital learning object repository. Much work has already been done within the learning technology community to assure metadata quality, focused on the development of metadata standards, specifications and vocabularies and their implementation within repositories. The metadata creation process has thus far been largely overlooked. There has been an assumption that metadata creation will be straightforward and that where machines cannot generate metadata effectively, authors of learning materials will be the most appropriate metadata creators. However, repositories are reporting difficulties in obtaining good quality metadata from their contributors, and it is becoming apparent that the issue of metadata creation warrants attention. This paper surveys the growing body of evidence, including three UK-based case studies, scopes the issues surrounding human-generated metadata creation and identifies questions for further investigation. Collaborative creation of metadata by resource authors and metadata specialists, and the design of tools and processes, are emerging as key areas for deeper research. Research is also needed into how end users will search learning object repositories