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Dublin Core Metadata Initiative DCMI Education:

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Title: Dublin Core Metadata Initiative DCMI Education:


1
Dublin Core Metadata Initiative (DCMI) Education
  • Stuart A. Sutton, Associate Professor
  • The Information School of the University of
    Washington
  • Seattle, Washington, USA

2
Agenda
  • A bit of history (educational metadata)
  • A few principles (DCMES)
  • DC-Education Application Profile
  • Current Proposal
  • Continuing Development
  • A few distinctions (DCMES IEEE LOM)
  • What do they share?
  • How do they differ?

3
History Educational Metadata
  • 1996 Gateway to Educational Materials (GEM)
  • 1997 Education Network Australia (EdNA)
  • 1997 Instructional Management Systems (IMS)
  • 1998 IEEE Learning Technologies Standards
    Committee Learning Object Metadata (LOM)
  • IMS
  • ARIADNE
  • 1999 Formation by DCMI of the DC-Education
    Working Group
  • 2000 Pending MoU between DCMI and IEEE LTSC

4
Guiding Principles of DCMES
  • Limited, Clearly Defined Purpose
  • Shallow description of objects for cross-domain
    networked information discovery and retrieval
    (NIDR)
  • Not for deep description
  • Not for object management
  • Modularity
  • Coexistence of disparate, but complementary
    metadata
  • Extensibility
  • Additional Elements (domain and local)
  • Element qualifiers (making more refined
    statementsrefining element semantics)
  • Value qualifiers (making more controlled
    statementsrefining element content)

5
Problems with the principles in real world
applications
6
Extensibility Problem Examples
  • Gateway to Educational Materials (GEM)
  • Application profile ( but we didnt know to call
    it that!)
  • Few new local elements
  • Many local element qualifiers
  • Education Network Australia (EdNA)
  • Application profile ( but they didnt know to
    call it that!)
  • Many new local elements
  • Few local element qualifiers
  • Result Tower of Babel!
  • Little interoperability beyond unqualified DCMES
  • Little interoperability even in instances of
    shared semantics

7
Extensibility Conquering the Babel
  • Creation of the DC-Education Working Group
  • DCMI Levels of Interoperability
  • Cross-Domain Elements and qualifiers judged
    widely useful across disciplines and communities
    of practice (cross-domain coreDCMES)
  • Domain Elements and qualifiers judged useful
    within a domain, but perhaps not across domains
    (domain core--DCEd)
  • Local Elements and qualifiers useful for local
    applications or in constrained federations of
    applications (non-core)
  • Managing Complexity DCMI Registry

8
Profile Development ProcessesDCMI Education
9
Task 1 Exploration of the Extant Domain Metadata
  • Common statements across domain-specific
    initiatives
  • Crude metric2 or more projects
  • Common classes
  • Audience
  • Duration
  • Learning Processes/Characteristics
  • Standards
  • Quality

10
Task 2 Basic Guiding Questions
  • Is there a real existing cross-domain need? If
    so, then
  • Can the need be solved with a value qualifier for
    an existing DCMES element? If so, do that else
  • Can the need be solved with a qualifier for an
    existing DCMES element? If so, do that else
  • Can the need be solved with an element (or
    element qualifiers) of an existing non-DCMES
    element? If so, do that else
  • Create a new DCEd element (and, if necessary,
    element and value qualifiers).

11
Task 3 Refined Criteria for New Elements and
Qualifiers
  • Is there a clear requirement for it in support
    of resource discovery in the education domain?
  • Can it be clearly defined?
  • Is it practical?
  • Does it support interoperability?
  • Are there alternative ways of implementing it?
  • Are there existing implementations or controlled
    vocabularies, etc., supporting it?

12
DC-Education Application Profile
  • DCMES Namespace
  • Contributor
  • Coverage
  • Creator
  • Date
  • Description
  • Format
  • Identifier
  • Language
  • DC-Education Namespace
  • Audience (Mediator)
  • Standard (Identifier Version)
  • Relation.ConformsTo
  • IEEE LOM (P1484.12) Namespace
  • Interactivity Type
  • Interactivity Level
  • Typical Learning Time
  • Publisher
  • Relation
  • Rights
  • Source
  • Subject
  • Title
  • Type

13
Example Content Standard
  • McREL
  • Notation M.2.1.3
  • Mathematics
  • Standard 2 Understands and applies basic and
    advanced properties of the concepts of numbers
  • Level 1 K-2
  • Benchmark 3 Understands symbolic, concrete, and
    pictorial representations of numbers (e.g.,
    written numerals, objects in sets, number lines)
  • http//mcrel.org/standards/math/ver2M.2.1.3

14
DC-Education Application Profile
  • DCMES Namespace
  • Contributor
  • Coverage
  • Creator
  • Date
  • Description
  • Format
  • Identifier
  • Language
  • DC-Education Namespace
  • Audience (Mediator)
  • Standard (Identifier Version)
  • Relation.ConformsTo
  • IEEE LOM (P1484.12) Namespace
  • Interactivity Type
  • Interactivity Level
  • Typical Learning Time
  • Publisher
  • Relation
  • Rights
  • Source
  • Subject
  • Title
  • Type

15
DC-Education Continuing Refinements
  • Learning Processes Characteristics
  • Teaching/learning theories
  • Assessment mechanisms
  • Student groupings
  • Etc.
  • Refining Audience
  • Making more precise statements about the audience
    for an object

16
Refining Audience
  • Education/training level
  • 5th grade
  • Linguistic ability
  • Native language English
  • Vocational training sector
  • Building construction
  • Intelligence/ability
  • Gifted students
  • Physical/emotional disabilities
  • Students with attention deficit disorder
  • Gender
  • Cultural/linguistic groupings
  • Native Americans

17
EducationallyPurposed RepurposedObjects
  • Defining Metadata Roles and Objectives
  • DCMES/DCEd IEEE LOM

18
Purposed Objects
  • Educationally Purposed Objects
  • Objects designed to meet educational objectives
    e.g.
  • Digital textbooks
  • Digital lesson plans, activities, examinations
  • Digital curriculum modules
  • Digital simulations for mixing and matching with
    instructional modules
  • IEEE LOM AssumptionSingle (monolithic) metadata
    record for an educationally purposed object
  • Instructional Management Systems (IMS)
  • ARIADNE

19
Purposed Objects Goals
  • Discovery of learning objects
  • Deployment of learning objects (e.g., content
    model protocols for exchanging objects)
  • Management and use of learning objects (e.g.,
    control integration of multiple objects,
    sequencing of those objects and launching object
    methods)
  • Management of interactions among teachers
    learners, the learning objects, and instructional
    shells (e.g., TopClass, Blackboard, WebCt) and
    enterprise software (PeopleSoft)
  • Result Pretty complex stuff

20
Repurposed Objects
  • Some objects are not originally purposed as
    educational objects but may be repurposed as
    such e.g.
  • earth satellite data integrated into a learning
    object
  • GIF image of President Clinton integrated into a
    learning object on the U.S. presidency
  • Definitional problem Whats not capable of
    informing and transforming (i.e., not capable of
    being repurposed as an educational object)?
    Probably nothing
  • DCMI addresses NIDR for both purposed and
    repurposed objects

21
RepurposingUsing the Warwick Framework

Learning Object Logical Container
Digital Object
Standards Mapping Metadata
Teaching Methods Metadata
Descriptive Metadata for NIDR
22
DCMES IEEE LOM
  • Both share a resource discovery role
  • Discovery defines the boundaries of the
    DCMES/DCEd role
  • Discovery is the jumping off point for more
    complex object management processes in IEEE
  • Metadata instances
  • IEEE LTSC assumes a monolithic metadata record
    for an object
  • DCMI assumes modular metadata packages for an
    object stemming from potentially different
    organizations and communities of practice (and
    the potential logical aggregation of those
    packages)

23
DCMI/IEEE LTSC MoU
  • Goals
  • Agreement for honoring namespaces
  • Mechanisms for integrating DCMES/DC-ED and IEEE
    LOM elements in an application profile
  • Mechanisms for cooperation in the evolution of
    metadata for educational objects

24
Dublin Core Metadata Initiative (DCMI)
EducationCase Study 2 DCEd
  • Stuart A. Sutton, Associate Professor
  • The Information School of the University of
    Washington
  • Seattle, Washington, USA
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