Paul Miller Interoperability Focus

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Who is this for? Characterising Audience
Paul MillerInteroperability Focus p.miller_at_uko
ln.ac.uk www.ukoln.ac.uk/
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Communicating appropriately with an audience
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Hello, and welcome to Edinburgh
Bonjour, et bienvenue vers Edimbourg
Hallo und Willkommen nach Edinburgh
Hola, y recepción a Edimburgo
????????????, ?????
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Some personalisation
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Hello, and welcome to Edinburgh
Bonjour, et bienvenue vers Edimbourg
Hallo und Willkommen nach Edinburgh
Hola, y recepción a Edimburgo
????????????, ?????
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Simple personalisation by location
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See news.bbc.co.uk/
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See news.bbc.co.uk/
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Simple personalisation using observed behaviour
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See www.amazon.co.uk/
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See www.amazon.co.uk/
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See www.amazon.co.uk/
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Simple personalisation allowing user
customisation
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See www.bbc.co.uk/mybbc/
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See www.bbc.co.uk/mybbc/
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Simple personalisation linking knowledge from
elsewhere
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See www.digital.hull.ac.uk/
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Selecting resources appropriate to an audience
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See www.nc.uk.net/
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Issues
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Issues

• Personalisation is increasingly used on the Web
• to be suitably granular, it requires a lot of
  data about content and users
• For commerce sites, good personalisation can be a
  USP
• Different approaches to personalisation are
  appropriate in different contexts
• Memory Institutions, Government, etc arent
  actually very good at it.

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See www.ukonline.gov.uk/
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Personalisation a need to know your audience
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Reasons to know your audience

• To deliver appropriate content
• Based upon interests, location, authorisation
• To avoid delivery of inappropriate content
• Restrict access to the Personnel database,
  prevent children viewing X-rated content
• To streamline processes
• Remember address, etc., avoiding unnecessary
  annoyance, and reducing scope for error
• To build a relationship
• Encourage the customer to come back
• To deliver appropriate service
• Based upon device used, disabilities, language
• etc.

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Allowing an audience access
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Microsoft
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See www.passport.com/
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(No Transcript)
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See www.bizpresenter.com/
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See www.bizpresenter.com/
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See www.bizpresenter.com/
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Liberty Alliance
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See www.projectliberty.org/
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Types of audience

• Employee, customer, supplier
• Staff, Student
• Member, Non-member
• Staff (Teaching, Research, Admin, Secretarial,
  Technical), Student (Research, Postgraduate,
  Undergraduate), Alumni, Prospective
  staff/student, Parent, Other
• Historian, Geographer, Sociologist, Biologist

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An example educational level
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The problem

• Diverse ways of categorising the level at which a
  course/resource is aimed
• Yet there is a wish to compare and contrast
• Material prepared in one jurisdiction may be
  appropriate for use in another
• Must a Scottish multimedia company know the
  English National Curriculum ?
• Must an English teacher understand SCQF ?
• Distinctions between vocational and
  non-vocational blurring.

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Levels and Qualifications

• Growing number of credit frameworks, etc
• As well as qualifications, there is interest in
  describing the tasks to be completed or abilities
  to be gained to attain a level of attainment
• An award may now comprise a set of demonstrable
  abilities, selected from different programmes of
  study, and at a range of levels.

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Levels and Qualifications

• The other level
• Easy, intermediate, hard
• But easy for whom, in what context?

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Credit Framework
Curriculum
Credit Framework
Qualification
Curriculum
Qualification
Qualification
See www.ukoln.ac.uk/metadata/education/
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See www.ukoln.ac.uk/metadata/education/
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See www.ukoln.ac.uk/metadata/education/
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See www.ukoln.ac.uk/metadata/education/
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Defining Audience
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Obstacles

• Audience seems a simple idea
• Why do you want to know?
• And are you describing the individual, a task, a
  qualification?
• What are you allowed to know?
• Data Protection Act ?
• Which of their many roles is your audience
  playing
• A degree-qualified physicist, doing nightclasses
  towards Higher French, with an interest in
  archaeology, and an 8 year old child to help with
  school work
• A History lecturer with a Ph.D in Scottish
  Medieval history, wanting to read up on the Boer
  War
• What are the implications of being wrong?
• and how does it all apply to the lifelong
  learner?

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Finding a way

• Hulls Digital University Project
• Augmented by JISC FAIR-funded PORTAL with UKOLN
• Using local corporate systems knowledge of the
  individual
• Integrating with metadata from/about external
  services to personalise content
• Use HUMBUL is not enough, is it ?

See www.digital.hull.ac.uk/
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Conclusion

• Audience is important
• But not as simple as it might appear
• Systems are being developed
• But the content is lacking, as is clarity of
  purpose.

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Who is this for? Characterising Audience
Paul MillerInteroperability Focus p.miller_at_uko
ln.ac.uk www.ukoln.ac.uk/