DOCSLIB.ORG

SELEAC 2003-4715 / 001-001 Standardization and Using Didactical

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
SELEAC 2003-4715 / 001-001 Standardization and Using Didactical SELEAC 2003-4715 / 001-001 Standardization and using didactical metadata within the project SELEAC Topics of the current trends and suggestions to optimize didactical metadata of the CustomDP-System Fraunhofer IAO 1 Table of contents 1 Introduction 3 2 General survey of current trends concerning metadata and standardization organisations in the field of e- learning 3 2.1 Metadata 3 2.2 Standardization organisations 4 3 General survey of current trends concerning standardization and quality of didactical concepts 8 3.1 Learning Object Metadata (LOM) 8 3.2 Limitations of LOM and conclusions for CustomDP 10 3.3 Ariadne 14 3.4 Educational Modelling Language (EML) 16 3.5 Essener-Lern-Modell (ELM) 17 3.6 Features of the Educational meta-data management toolkit EM2 23 3.7 UK Learning Object Metadata Core 24 4 Summary of the suggestions for modifications of metadata within CustomDP 25 4.1 Metadata in CustomDP 25 4.2 Synopsis of metadata in LOM and CustomDP 25 References 28 Appendix 1: Survey on Vocabulary Usage of Learning Resource Type 29 Appendix 2: Synopsis of educational metada in LOM and CustomDP 31 2 Fraunhofer IAO - Seleac 2003-4715 / 001-001 1 Introduction An abundance of methods to develop and to standardise e-learning offered in different contexts makes it quite difficult to find the right information for specific questions concerning the development and design of e-learning content. One ambition within the project Seleac is to improve the didactical metadata for the content of the CustomDP System. The following text deals with current questions and discussion concerning the design of metadata, especially didactical metadata. Chapter one starts with some basic information on the field of metadata and a survey of standards developed by different committees that deal with standard-related issues, each with different background and focus points. Subsequently three of these models – Learning Object Metadata (LOM) based on SCORM, ARIADNE and the so called Essener Lern-Modell (ELM) - especially including pedagogical and didactic data are discussed more precisely in Chapter two. In a third step (chapter three) different approaches to describe didactical aspects of learning objects are summarized and checked regarding their applicability for a transfer to the CustomDP system 2 General survey of current trends concerning metadata and standardization organisations in the field of e-learning 2.1 Metadata Metadata are structured data about resources. The term metadata emanates from the librarianship and was used a long time before the web was created. Their main aim is to describe and to categorise contents for making them available. The main goal for the future is to make learning objects retrievable as easy as a book in the library. But not only for facilitating effective search, also for supporting re-use of educational material metadata plays a crucial role. Especially in the field of education via internet different organisations are working intensively to develop specific metadata patterns. Central categories to describe didactical aspects of learning material are the subject (which topic is discussed), the didactical kind of knowledge (which questions the content will 3 Fraunhofer IAO - Seleac 2003-4715 / 001-001 answer), the didactical type of media (which kind of demonstration is used), and the attainable competence (what will be the benefit for capability after working on the subject). In the field of didactical metadata a deficiency in experiences and implementation is discussed among experts. Some ideas of current models will be explicated in chapter three. The current discussion about metadata will continue, since the supply of electronic information will grow as well as the importance of an efficient use of this offer. Therefore a set of organisations work on the field of standardization of metadata. In the following section the most influential standardization organisations are described. 2.2 Standardization organisations In the 90s many groups started working on various additional aspects of metadata and standardization not only in the web but also in the field of e- learning environments and digital data bases. Most of them are related with the DCMI. For a better understanding of the metadata landscape, the following picture will give a survey about the most famous consortia and standardization organisations, that determinate the current proceedings. Their background, main focus and their ideas concerning pedagogical metadata will be briefly summarized. Figure 1: Overview of consortia and standardization organisations ISO SC 36* International Standards Organisation Subcommittee number 36 IEEE-SA* CEN / ISSS* Centre de European Normalisation / Institute of Electrical and Information Society Electronic Engineers Standardization System Standards Associaton ADL / SCORM IMS ARIADNE EUN Advanced Instructional Management Systems Distributed Learning Association of Remote Initiative, Instructional Authoring and Distribution Networks for Europe organisation Aviation Industry AICC DCMI Dublin Core Metadata Initiative CBT Committee *considered as major bodies for technology standard accreditation 4 Fraunhofer IAO - Seleac 2003-4715 / 001-001 DCMI One of the first initiatives was the so called Dublin Core Metadata Initiative (DCMI). With this organization, founded in Dublin, Ohio, in 1995, an interdisciplinary discussion started to promote the widespread adoption of interoperable metadata standards and developing specialized metadata vocabularies for describing resources that allow for a more intelligent information discovery system. Individuals from many different backgrounds and disciplines committed to building and developing metadata standards, practices, policies and technologies. Dublin Core does not contain any elements of pedagogical relevance. http://dublincore.org ISO SC 36 The International Standards Organisation (ISO) is a network of national standard institutes from 140 countries and works in partnership with international organisations, governments, industry, business and consumer representatives. ISO IEC (International Electrotechnical Commission has set up a Subcommittee, SC number 36 on “Information Technology for Learning, Education and Training”. This committee has invited the IEE LTSC to submit the LOM specification when it is finalized, so that the formal process for accepting LOM as a standard at ISO level can be substantially shortened (usually the process of ISO-certification takes about ten years). http://www.iso.ch IEEE LTSC The Institute of Electric and Electronics Engineers (IEEE), Inc. is a non- profit, technical professional association with more than 360.000 individual members in approximately 175 countries, set up in 1996. It works in 20 different areas of information technology for learning education and training and has adopted a general strategy to standardize the “smallest, useful, doable, specification that has technically feasibility, commercial viability and widespread adoption”. IEEE is a global organisation, but rather U.S. centric. http://www.ieee.org CEN / ISSS / LTWS 5 Fraunhofer IAO - Seleac 2003-4715 / 001-001 The Centre Européen Economic Community (CEN) was founded in 1961 by the national standard bodies in the European Economic Community and EFTA countries. The CNN Information Society Standardisation System (ISSS) works on seeking to ensure that any standards reflect European need, that they can be internationalised and localised. In 1999 the European Commission gave a mandate to Centre Européen de Normalisation (CEN) to identify a work-plan for Europe in the area of learning technology interoperability; they set up the Learning Technologies Workshop (LTWS). The basic idea is to encourage the effective development and use of relevant and appropriate standards for learning technologies for Europe. In the specific case of LOM, LWTS has evaluated a number of related specifications. http://www.cenorm.be/isss ADL The Advanced Distributed Learning Initiative (ADL) is an initiative sponsored by the US federal government. As part of its objective, ADL produced the SCORM (Sharable Content Object Reference Model), a specification for reusable learning content. The firs version was published in 1999. ADL has integrated LOM in SCORM. Version 1.2 of SCORM will also incorporate the IMS Metadata and Content Packaging specifications. http://www.adlnet.org/ IMS The Instructional Management Systems Global Learning Consortium is the most advanced group developing learning technology interoperability specifications. Since its formation in 1997 it has become an independent, subscription-based non-profit organisation that recently launched a subsidiary, IMS Europe. In 1997 work similar to the ARIADNE metadata developments was taking place in the IMS Consortium. When both groups became aware of each others existence, they decided to make a joint submission to the IEEE LTSC. That was the so-called ‘base-document’, which is the origin of the current LOM specification. The IMS metadata include educational objectives, prerequisites and a comment for the pedagogical method, intended by the resource. According to Prof. Erik Duval, President of the ARIADNE foundation, only LOM enables end users to identify and locate in a more effective and efficient way those learning objects that my be of relevance to them. http://www.imsglobal.org 6 Fraunhofer IAO - Seleac 2003-4715 / 001-001 ARIADNE The Association of Remote Instructional Authoring and Distribution Networks for Europe organisation started as a European
Load more

Recommended publications
  • Developing a Learning Object Metadata
    University of Wollongong Research Online Faculty of Social Sciences - Papers Faculty of Social Sciences 2004 Developing a learning object metadata application profile based on LOM suitable for Australian higher education context Shirley Agostinho University of Wollongong, [email protected] Sue Bennett University of Wollongong, [email protected] Lori Lockyer University of Wollongong, [email protected] Barry Harper University of Wollongong, [email protected] Publication Details Agostinho, S., Bennett, S., Lockyer, L. & Harper, B. (2004). Developing a learning object metadata application profile based on LOM suitable for Australian higher education context. Australasian Journal of Educational Technology, 20 (2), 191-208. Research Online is the open access institutional repository for the University of Wollongong. For further information contact the UOW Library: [email protected] Developing a learning object metadata application profile based on LOM suitable for Australian higher education context Abstract This paper reports recent work in developing of structures and processes that support university teachers and instructional designers incorporating learning objects into higher education focused learning designs. The aim of the project is to develop a framework to guide the design and implementation of high quality learning experiences. This framework is premised on the proposition that learning objects are resources that can be incorporated within a learning design. The learning design serves as the pedagogical model that drives the development. The first phase of the project required an analysis of metadata schemas by which learning objects could be described, to facilitate discovery, retrieval and inclusion in a learning design. In particular, the pedagogical descriptors within the IEEE Learning Object Metadata (LOM) standard were examined to determine their suitability for use in this project.
    [Show full text]
  • Efficient and Descriptive Learning Object Metadata: an Essential Component of K12 Instructional Reform
    Application and Policy Brief: Efficient and Descriptive Learning Object Metadata: An Essential Component of K12 Instructional Reform Version 1.0 -- 20 February 2013 APB2-022013 An IMS Global position paper addressing standardization of a Learning Object metadata vocabulary and federated search process consistent with the instructional requirements of the Common Core Organizations, standards and instructional requirements germane to the metadata standardization dialog As U.S. state departments of education and K12 school districts continue to confront the details of RTTT (Race to the Top) and CCSS (Common Core State Standards), the potential merits of both initiatives have been argued for in the IMS Global publication, “Evolving Personalized Learning: Maximizing K12 Expenditures to Support Instructional Reform” (http://www.imsglobal.org/i3lc/201211-EvolvingK12PersonalizedLearning-FNL.pdf ), but the critical factors for achieving the promise of the CCSS as well as the costs for initial deployment and sustainability need to be better understood. Copyright © 2013 IMS Global Learning Consortium Page 1 of 26 Design and delivery of a sustained and immersive learning context in which students can master and understand the importance of academic skills and apply those skills to solve cognitively complex real world problems is time consuming and arduous. The capacity to provide teachers with intuitive access to an adequate quantity and comprehensive range of learning resources appropriate to this academically rigorous and relevant learning environments is among the most challenging of the CCSS ecosystem functions to establish and maintain. Failure to automate and sustain the more labor intensive and repetitive CCSS learning environment design and delivery tasks (particularly Learning Object location and assignment as well as differentiation of instruction and delivery and analysis of formative assessment) will render this evolved instructional approach more than the teacher practitioner can be expected to manage.
    [Show full text]
  • Developing a Learning Object Metadata Application Profile Based on OML Suitable for Australian Higher Education Context
    University of Wollongong Research Online Faculty of Social Sciences - Papers Faculty of Arts, Social Sciences & Humanities 2004 Developing a learning object metadata application profile based on OML suitable for Australian higher education context Shirley Agostinho University of Wollongong, [email protected] Sue Bennett University of Wollongong, [email protected] Lori Lockyer University of Wollongong, [email protected] Barry Harper University of Wollongong, [email protected] Follow this and additional works at: https://ro.uow.edu.au/sspapers Part of the Education Commons, and the Social and Behavioral Sciences Commons Recommended Citation Agostinho, Shirley; Bennett, Sue; Lockyer, Lori; and Harper, Barry, "Developing a learning object metadata application profile based on OML suitable for Australian higher education context" (2004). Faculty of Social Sciences - Papers. 997. https://ro.uow.edu.au/sspapers/997 Research Online is the open access institutional repository for the University of Wollongong. For further information contact the UOW Library: [email protected] Developing a learning object metadata application profile based on OML suitable for Australian higher education context Abstract This paper reports recent work in developing of structures and processes that support university teachers and instructional designers incorporating learning objects into higher education focused learning designs. The aim of the project is to develop a framework to guide the design and implementation of high quality learning experiences. This framework is premised on the proposition that learning objects are resources that can be incorporated within a learning design. The learning design serves as the pedagogical model that drives the development. The first phase of the project required an analysis of metadata schemas by which learning objects could be described, to facilitate discovery, retrieval and inclusion in a learning design.
    [Show full text]
  • What Is IEEE Learning Object Metadata / IMS Learning Resource Metadata? by Phil Barker in Brief
    cetis standards briefings series What Is... What is IEEE Learning Object Metadata / IMS Learning Resource Metadata? by Phil Barker In Brief What is IEEE Learning Object in referring to both the IEEE standard and version 1.3 of the IMS specification. The IMS LRM specification also Metadata / IMS Learning Resource provides an extensive Best Practice and Implementation Metadata? Guide, and an XSL transform that can be used to migrate metadata instances from the older versions of the IMS The IEEE 1484.12.1 – 2002 Standard for Learning LRM XML binding to the IEEE LOM XML binding. Object Metadata is an internationally recognised open standard (published by the Institute of Electrical and Electronics Engineers Standards Association) for the What is the LOM for? description of “learning objects”. The IEEE working group that developed the standard defined learning Some of the main things that the LOM is designed to objects as being “any entity, digital or non-digital, that help you achieve are: may be used for learning, education or training”, a definition which has struck many commentators as Creation of well structured descriptions of learning being rather broad in its scope. IEEE 1484.12.1 is the resources. These descriptions should help facilitate first part of a multipart standard, and describes the the discovery, location, evaluation and acquisition of LOM data model. The LOM data model specifies which learning resources by students, teachers or automated aspects of a learning object should be described and software processes. what vocabularies may be used for these descriptions; it also defines how this data model can be amended by • Sharing of descriptions of learning resources between additions or constraints.
    [Show full text]
  • Reproductions Supplied by EDRS Are the Best That Can Be Made from the Original Document. Multimedia Learning Systems Based on IEEE Learning Object Metadata (LOM)
    DOCUMENT RESUME ED 466 172 IR 021 243 AUTHOR Holzinger, Andreas; Kleinberger, Thomas; Muller, Paul TITLE Multimedia Learning Systems Based on IEEE Learning Object Metadata (LOM). PUB DATE 2001-06-00 NOTE 7p.; In: ED-MEDIA 2001 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (13th, Tampere, Finland, June 25-30, 2001); see IR 021 194. PUB TYPE Reports Descriptive (141) Speeches/Meeting Papers (150) EDRS PRICE MFO1 /PCO1 Plus Postage. DESCRIPTORS Computer System Design; Distance Education; Educational Resources; *Educational Technology; Foreign Countries; *Information Systems; Metadata; Multimedia Materials; Standards IDENTIFIERS Austria; Dublin Core; Gateway to Educational Materials; Germany ABSTRACT One of the "hottest" topics in recent information systems and computer science is metadata. Learning Object Metadata (LOM) appears to be a very powerful mechanism for representing metadata, because of the great variety of LOM Objects. This is on of the reasons why the LOM standard is repeatedly cited in projects in the field of eLearning Systems. This multimedia learning related technology could enhance conventional learning systems. Some applications have many possibilities to interpret and use the information of the LOM base schema. One of the disadvantages of the very complex metadata structure is the fact that it is difficult or confusing to determine the relevant elements for a satisfying result. Therefore, a learning system based on the LOM standard is expected to provide an intuitive user interface that supports the user in getting good results. This article describes why metadata is needed, discusses the development from Dublin Core, Gateway to Educational Materials (GEM), and Warwick-Framework to the IEEE LOM, and presents four examples of successfully implemented systems.
    [Show full text]
  • Metadata in the Context of the European Library Project
    DC-2002: METADATA FOR E-COMMUNITIES: SUPPORTING DIVERSITY AND CONVERGENCE 2002 Proceedings of the International Conference on Dublin Core and Metadata for e-Communities, 2002 October 13-17, 2002 - Florence, Italy Organized by: Associazione Italiana Biblioteche (AIB) Biblioteca Nazionale Centrale di Firenze (BNCF) Dublin Core Metadata Initiative (DCMI) European University Institute (IUE) Istituto e Museo di Storia della Scienza (IMSS) Regione Toscana Università degli Studi di Firenze DC-2002 : metadata for e-communities : supporting diversity and con- vergence 2002 : proceedings of the International Conference on Dublin Core and Metadata for E-communities, 2002, October 13-17, 2002, Florence, Italy / organized by Associazione italiana biblioteche (AIB) … [at al.]. – Firenze : Firenze University Press, 2002. http://epress.unifi.it/ ISBN 88-8453-043-1 025.344 (ed. 20) Dublin Core – Congresses Cataloging of computer network resources - Congresses Print on demand is available © 2002 Firenze University Press Firenze University Press Borgo Albizi, 28 50122 Firenze, Italy http://epress.unifi.it/ Printed in Italy Proc. Int. Conf. on Dublin Core and Metadata for e-Communities 2002 © Firenze University Press DC-2002: Metadata for e-Communities: Supporting Diversity and Convergence DC-2002 marks the tenth in the ongoing series of International Dublin Core Workshops, and the second that includes a full program of tutorials and peer-reviewed conference papers. Interest in Dublin Core metadata has grown from a small collection of pioneering projects to adoption by governments and international organ- izations worldwide. The scope of interest and investment in metadata is broader still, however, and finding coherence in this rapidly growing area is challenging. The theme of DC-2002 — supporting diversity and convergence — acknowledges these changes.
    [Show full text]
  • Serious Games and E-Learning-Learning Standards: Towards an Integrated Experience
    JADLET Journal of Advanced Distributed Learning Technology SERIOUS GAMES AND E-LEARNING-LEARNING STANDARDS: TOWARDS AN INTEGRATED EXPERIENCE Maurice HENDRIX, Ian DUNWELL, Petros LAMERAS, Sylvester ARNAB, Panagiotis PETRIDIS, Craig STEWART, Sara DE FREITAS* Per BACKLUND ** Fotis LIAROKAPIS *** Abstract : Since the emergence of e-Learning-Learning systems, researchers have explored methods to increase their efficacy, and support a wider range of pedagogical approaches. Similarly, the concept of using Game Based Learning, taken commonly to refer to the use of digital games for education, has also been the subject of a substantial volume of research into their pedagogical design and impact. The popularisation of Game Based Learning has occurred in parallel with the establishment of E-Learning systems; however, questions remain on both technical and pedagogical levels as to how games can effectively be integrated into e-Learning systems. Games can differ substantially from other educational media when used as learning resources, as they may combine high-fidelity audio and video content and employ experiential, social, or exploratory pedagogies. Observing that games are not commonly designed to be included in E-Learning-Learning systems, and that most E-Learning-Learning standards at present do not specifically include affordances for Game Based Learning, this paper explores recent advances in standardisation of Game Based Learning descriptions, and their integration with ELearning- Learning standards. Keywords: Standards; e-Learning-Learning; Serious Games; EduGameLab; Metadata. * Serious Games Institute, Coventry University, Coventry University Technology Park, Cheetah Road, Coventry, UK; {maurice.hendrix, ian.dunwell, petros.lameras, sylvester.arnab, panos.petridis, craig.stewart, sara.defreitas}@coventry.ac.uk ** Interaction Lab, University of Skövde, P.O.
    [Show full text]
  • E-Government Metadata Standard E-GMS
    · e-Government Metadata Standard e-GMS Version 2.0 16 May 2003 1 Metadata Addressee Metadata Working Group, Interoperability Working Group Contributor Drafted by Interoperability and Metadata Analyst, Office of the e-Envoy, Cabinet Office, UK [email protected] Contributor Metadata Working Group Coverage.spatial UK Creator Senior Policy Advisor, Interoperability and Metadata, Office of the e-Envoy, Cabinet Office, UK Date.issued 2003-05-02 Description The elements and refinements that provide the structure for metadata used by the UK public sector, along with introductory text Format Text/MS Word 2003 Identifier http://purl.oclc.org/NET/e-GMS_v2 Language eng Publisher Office of the e-Envoy, Cabinet Office, UK. govtalk@e- envoy.gsi.gov.uk Relation.isVersionOf http://purl.oclc.org/NET/e-GMS_v1 Relation.isFormatOf ISBN 07115 0443 1 Hard copy Rights.copyright http://www.hmso.gov.uk/docs/copynote.htm Crown Copyright Source http://dublincore.org/documents/dces/ Status Version 2.0 For publication Subject Metadata Subject.category Information management Title e-Government Metadata Standard version 2 Title.alternative e-GMS 2 Type Standard e-Government Metadata Standard / Version 2 / 16 May 2003 2 Contents 1. Introduction..................................................................................................................... 4 1.1 CHANGES SINCE PREVIOUS VERSION ................................................................................................................. 4 1.2 WHAT IS METADATA?.........................................................................................................................................
    [Show full text]
  • Developing a Learning Object Metadata Application Profile Based on LOM Suitable for the Australian Higher Education Context
    Australasian Journal of Educational Technology 2004, 20(2), 191-208 Developing a learning object metadata application profile based on LOM suitable for the Australian higher education context Shirley Agostinho, Sue Bennett, Lori Lockyer and Barry Harper University of Wollongong This paper reports recent work in developing of structures and processes that support university teachers and instructional designers incorporating learning objects into higher education focused learning designs. The aim of the project is to develop a framework to guide the design and implementation of high quality learning experiences. This framework is premised on the proposition that learning objects are resources that can be incorporated within a learning design. The learning design serves as the pedagogical model that drives the development. The first phase of the project required an analysis of metadata schemas by which learning objects could be described, to facilitate discovery, retrieval and inclusion in a learning design. In particular, the pedagogical descriptors within the IEEE Learning Object Metadata (LOM) standard were examined to determine their suitability for use in this project. The findings indicated that enhancement of the educational descriptors was required. To address this, a learning object metadata application profile specific to Australian higher education has been developed. This paper describes the process by which the metadata application profile was developed within the context of the overall project. Introduction Considerable attention is being focused on the concept of ‘learning objects’ as a mechanism to facilitate reuse of learning materials amongst educational communities. The practice of reusing educational resources is not new – teachers and designers routinely create new learning experiences for their students by reusing ideas and resources previously developed by themselves or others.
    [Show full text]
  • Interoperability Gap Challenges for Learning Object Repositories & Learning Management Systems Robert T
    Nova Southeastern University NSUWorks CEC Theses and Dissertations College of Engineering and Computing 2011 Interoperability Gap Challenges for Learning Object Repositories & Learning Management Systems Robert T. Mason Nova Southeastern University, [email protected] This document is a product of extensive research conducted at the Nova Southeastern University College of Engineering and Computing. For more information on research and degree programs at the NSU College of Engineering and Computing, please click here. Follow this and additional works at: https://nsuworks.nova.edu/gscis_etd Part of the Computer Sciences Commons Share Feedback About This Item NSUWorks Citation Robert T. Mason. 2011. Interoperability Gap Challenges for Learning Object Repositories & Learning Management Systems. Doctoral dissertation. Nova Southeastern University. Retrieved from NSUWorks, Graduate School of Computer and Information Sciences. (231) https://nsuworks.nova.edu/gscis_etd/231. This Dissertation is brought to you by the College of Engineering and Computing at NSUWorks. It has been accepted for inclusion in CEC Theses and Dissertations by an authorized administrator of NSUWorks. For more information, please contact [email protected]. Interoperability Gap Challenges for Learning Object Repositories & Learning Management Systems by Robert T. Mason A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Computer Information Systems Graduate School of Computer and Information Sciences Nova Southeastern University 2011 We hereby certify that this dissertation, submitted by Robert T. Mason, conforms to acceptable standards and is fully adequate in scope and quality to fulfill the dissertation requirements for the degree of Doctor of Philosophy. _____________________________________________ ________________ Timothy J. Ellis, Ph.D. Date Chairperson of Dissertation Committee _____________________________________________ ________________ Maxine S.
    [Show full text]
  • Standardized Metadata for Education: a Status Report
    DOCUMENT RESUME ED 466 155 IR 021 225 AUTHOR Duval, Erik TITLE Standardized Metadata for Education: A Status Report. PUB DATE 2001-06-00 NOTE 7p.; In: ED-MEDIA 2001 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (13th, Tampere, Finland, June 25-30, 2001); see IR 021 194. Contains small print. PUB TYPE Reports Descriptive (141) Speeches/Meeting Papers (150) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS *Accreditation (Institutions); Accrediting Agencies; *Computer Uses in Education; Educational Development; Educational Research; *Educational Technology; Foreign Countries; *Metadata; Standards; Training IDENTIFIERS Belgium ABSTRACT This paper starts with a brief background to worldwide standardization activities in the field of educational technologies, and identifies three important accredited standardization organizations in the domain of education and training: the Institute of Electrical and Electronics Engineers (IEEE) Learning Technology Standardization Committee (LTSC), the European Committee for Standardization, Information Society Standardization System (CEN ISSS) Learning Technologies Workshop (LTWS), and the ISO/IEC (International Organization for Standardization / International Electrotechnical Commission) JTC1 Joint Technical Committee. It then focuses on the specific area of metadata, and introduces the two most relevant approaches there: IEEE LTSC Learning Object Metadata (LOM) and DC (Dublin Core)-Education. The next section briefly reviews some recent developments in a number of the more relevant search consortia, followed by a review of adoption in smaller scale projects and use in research. The paper concludes that at present, there is little activity on interoperability between independently developed systems for metadata management, and that it is now time to start this interoperability development, as the specifications and implementations are maturing.
    [Show full text]
  • Ensuring Interoperability of Digital Object Management Metadata In
    Ensuring Interoperable Digital Object Management Metadata in Scotland Report of the SLIC-funded CMS Metadata Interoperability Project. Findings, Conclusions, and Guidelines for Best Practice May 2006 Lead Institution Centre for Digital Library Research (CDLR) Contact Details Dennis Nicholson, Director Address: Centre for Digital Library Research, Department of Computer & Information Sciences, University of Strathclyde, Livingstone Tower, 26 Richmond Street, Glasgow G1 1XH, UK Tel.: 0141 548 2102 Fax: 0141 548 4523 Email: [email protected] George Macgregor Address: Centre for Digital Library Research, Department of Computer & Information Sciences, University of Strathclyde, Livingstone Tower, 26 Richmond Street, Glasgow G1 1XH, UK Tel: 0141 548 4753 Fax: 0141 548 4523 Email: [email protected] Acknowledgements Appreciation is extended to survey participants, those institutions that participated in detailed one to one discussions or email exchanges with the authors, and all those that have commented on preliminary drafts of this document and the background materials on the CMS Metadata Guidelines Support website1 (see participants list in Appendix A). Gratitude is also extended to the Scottish Library & Information Council, the National Library of Scotland, the Scottish Museums Council and the Confederation of Scottish Mini- Cooperatives for strategic input. Particular thanks are due to Gordon Dunsire for helpful comments on the draft version of this report. OSIAF, CISAG, and CTG The acronyms OSIAF2, CISAG, and CTG are referred to at various points in this report. CTG is the Cultural Technical Group, chaired by Elaine Fulton of SLIC. It is a sub-group of the Common Information Standards Advisory Group3 (CISAG) which, in turn, reports to, and co-ordinates standards on behalf of, the Openscotland Information Age Framework (OSIAF).
    [Show full text]