Metadata is Fundamental

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Metadata is Fundamental
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Metadata is Fundamental

• but is it Fun?

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No
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No

• but it doesnt need to be frightening
• or painful.

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Why is metadata important?

• Enables search functions
• Allows sharing of information resources
• Facilitates generation of promotional pieces
• Facilitates creation of educational materials
• Adds value to video resources
• Makes everyones work life easier

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So, what does it look like?
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Of course, you see it used all the time
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Use it here
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Or here
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What metadata is most important for education?

• Series, program, clip descriptions
• Keywords at all levels
• Grade levels
• Indexing data
• Subject and topic elements
• Curriculum standards match-ups
• Elements related to intellectual property

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So, what does education metadata look like?
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What is good metadata?
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Consistency is the key!
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Consistency is the key!

• Develop a standard way of identifying subjects
  and topics
• Develop a standard way of writing descriptions
• Develop core trained staff (paid and volunteer)
• Use consistent syntax and numbering systems among
  records
• Advocate for a controlled language in describing
  education-related elements

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Develop education-specific metadata elements
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Why?

• Descriptive information for promotional or
  archival use is different from descriptive
  information for educational use.

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Some Tips About Keywords

• Use as many synonyms for keywords as reasonably
  possible.
• One person may use the term right angle,
  while another might use 90-degree or even
  square angle. And some states don't use common
  terms that you might take for granted, expecting
  that everyone calls it that. The one that
  stands out in my mind is the term
  photosynthesis. I just took for granted that
  that term is so common it will show up in every
  state's standards. Not in Indiana - their
  standards are not as specific, saying something
  about how plants convert light to energy.

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• Use as many synonyms for keywords as reasonably
  possible.
• When writing keywords you should try to think
  of all the possible words teachers may use to
  describe the concept.  One teacher may type
  positive and negative numbers while another
  teacher may simply type integers.  Also, don't
  just include the name of a specific law or
  principle.  I think the keywords should also
  include terms that can be used to describe the
  law or principle.  For example, if you include
  law of motion you may also want to include
  velocity, force, and acceleration as keywords.

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• Be specific!
• Don't just say the video talks about graphs. 
  Explain what type of graphs are discussed in the
  video (For example, stem-and-leaf plots,
  histograms, circle graph, line graph, etc.  Many
  state standards (especially in math and the upper
  grades of science) are very specific. In Ohio
  (and many other states) you learn how to
  create bar and line graphs in 4th grade, circle
  graphs and double line graphs in 5th or 6th
  grade, and stem-and-leaf plots and histograms in
  middle school. I am assuming that when teachers
  conduct a search they will also want to search
  for specific concepts that match their standards.

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Whats wrong with this picture?
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What does this mean for education departments?

• Start somewhere
• Coordinate with other departments
• Determine local standards, formats, technology
• Create metadata for new productions from the
  start
• Get teachers involved
• Share with colleagues from other stations

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Then, step back and relax
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