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. IntroductionThe emergence of the concept of reusable learning objects has been a major recent development in e-learning (Littlejohn, 2003). Much discussion and exploratory work has been undertaken, moving us towards what has been called "the learning object economy" (Downes, 2001;Campbell, 2003), where teachers, course developers and learners can share, reuse and re-purpose digital materials for incorporation into teaching and learning. Some potential benefits of this 'economy' include: minimising duplication of effort for individual teachers across subject areas; reducing costs for * Corresponding author. Centre for Academic Practice, University of Strathclyde, Livingstone Tower, 26 Richmond Street, Glasgow G1 1QE, UK. Email: sarah.currier@strath.ac.uk 6 S. Currier et al.institutions (Duncan, 2003b); and providing access to a wider variety of learning materials. In the past few years, various institutions and projects have been developing repositories for these reusable learning objects supported by international standardization work, notably the suite of specifications produced by the IMS Global Learning Consortium (IMS). suggests that the next stage of development in this "economy of education" should be the development of a network of distributed learning object repositories.Because metadata enables users to discover and select digital learning resources suitable to their requirements, it is a vital component of the learning object economy, any future distributed networks and the learning object repositories within them. Extensive groundwork has been carried out in this area, mainly centred upon the development of the IEEE Learning Object Metadata standard, known as 'the LOM' (IEEE LTSC, 2002). IEEE worked closely with the inter...
Purpose -Proposes to evaluate 5/99 content for reusability as learning objects. Design/methodology/approach -Presents the criteria developed specifically for this particular set of content, and the process by which they were developed. Some data are given on how the projects fared in the evaluation. Findings -In 2001 a JISC study gathered data about 27 of its 5/99 projects, mapping content categories and approaches to reusability, metadata and interoperability. A total of 18 were chosen for evaluation, based on availability of content, and coverage of content categories. Appropriate reusability evaluation criteria were developed specifically for the study in four areas: aggregation level; reusability; subject specificity; and vertical reusability. The projects showed high levels of awareness of, and willingness to plan for, reusability and interoperability. Planning from the start for developing reusable resources is imperative, if the potential of learning technology for sharing resources is to be fulfilled. Originality/value -This paper is useful for those planning to use 5/99 content.
Background: To determine the frequency of Medicaid mandated blood lead level (BLL) screening compliance rates by clinical site.
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
As communications and information technology becomes ubiquitous in the delivery and management of education, the need for interoperability standards has become a high priority. Standards facilitate the description, packaging, sequencing and delivery of educational content, learning activities and learner information, to enable their sharing and reuse, and their compatibility with future technologies As such, standards are arguably the key critical success factor for enabling technologies in elearning. Development of these standards is an iterative process, requiring testing and feedback from implementers and end users. The UK's CETIS offers a model for educational community engagement with the emerging standards.
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