Managing Digital Educational Resources with the ARIADNE Metadata System

Duval, Erik; Vervaet, Erwin; Verhoeven, Bas H.; Hendrikx, Koen; Cardinaels, Kris; Olivié, Hendrik; Forte, Eddy; Haenni, Florence; Warkentyne, Ken; Forte, M. Wentland; Simillion, F.

doi:10.1300/j141v03n02_03

Cited by 3 publications

(2 citation statements)

References 4 publications

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“…Only one group of meta-data in LOM ("educational") is dedicated to learners and their actual learning experience, with information about interactivity, difficulty or semantic density. This is analogous to other educational meta-data standards, as for example Ariadne [9]. Additionally, also bottom up approaches employing folksonomy techniques have emerged [4], with educational meta-data related to topical depth and didactic purpose being of central importance there.…”

Section: Concept Focus: Foundation and Implementationmentioning

confidence: 82%

Concept Focus: Semantic Meta-Data for Describing MOOC Content

Mesbah

Chen

Torre

et al. 2018

Lifelong Technology-Enhanced Learning

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MOOCs promised to herald a new age of open education. However, efficient access to MOOC content is still hard, thus unnecessarily complicating many use cases like efficient re-use of material, or tailored access for lifelong learning scenarios. One of the reasons for this lack of accessibility is the shortage of meaningful semantic metadata describing MOOC content and the resulting learning experience. In this paper, we explore Concept Focus, a new type of meta-data for describing a perceptual facet of modern video-based MOOCs, capturing how focused a learning resource is topic-wise, which is often an indicator of clarity and understandability. We provide the theoretical foundations of Concept Focus and outline a methodical workflow of how to automatically compute it for MOOC lectures. Furthermore, we show that the learners' consumption behavior is correlated with a MOOC lecture's Concept Focus, thus underlining that this type of meta-data is indeed relevant for user-centric querying, personalizing or even designing the MOOC experience. For showing this, we performed an extensive study with real-life MOOCs and 12,849 learners over the duration of three months.

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Section: Concept Focus: Foundation and Implementationmentioning

confidence: 82%

Concept Focus: Semantic Meta-Data for Describing MOOC Content

Mesbah

Chen

Torre

et al. 2018

Lifelong Technology-Enhanced Learning

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“…During this process, the OLR project approached ARIADNE to get support in developing the application profile. ARIADNE had already developed its own application profile for learning objects (Duval et al, 2000Najjar et al, 2003). The ARIADNE educational metadata specification is a profile of IEEE LOM and is fully compatible with it.…”

Section: Introductionmentioning

confidence: 99%

The LOM application profile for agricultural learning resources of the CGIAR

Zschocke¹,

Beniest²,

Paisley³

et al. 2009

IJMSO

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The international agricultural research centres of the CGIAR have established a repository for agricultural learning resources in collaboration with the ARIADNE Foundation. To make it easier to find these resources, an application profile, CG LOM Core, was developed on the basis of the IEEE Learning Object Metadata (LOM) standard. It defines the collection of metadata elements and value spaces drawn from other namespaces, adapted to the requirements of the CGIAR in describing and sharing their learning resources with an international audience. It maintains increased semantic interoperability within the CGIAR community and preserves compatibility with other repositories outside of the CGIAR.

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A Non-authoritative Educational Metadata Ontology for Filtering and Recommending Learning Objects

Recker¹,

Wiley²

2001

Interactive Learning Environments

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Digital libraries populated with learning objects are becoming popular tools in the creation of instructional technologies. Many current efforts to create standard metadata structures that facilitate the discovery and instructional use of learning objects recommend a single, authoritative metadata record per version of the learning object. However, as we argue in this paper, a single metadata record Ð particularly one with ®elds that emphasize knowledge management and technology, while evading instructional issues Ð provides information insuf®cient to support instructional utilization decisions. To put learning objects to instructional use, users must examine the individual objects, forfeiting the supposed bene®ts of the metadata system. As a solution, we propose a system that includes multi-record, non-authoritative metadata focussed on the surrounding instructional context of learning objects.

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Managing Digital Educational Resources with the ARIADNE Metadata System

Cited by 3 publications

References 4 publications

Concept Focus: Semantic Meta-Data for Describing MOOC Content

Concept Focus: Semantic Meta-Data for Describing MOOC Content

The LOM application profile for agricultural learning resources of the CGIAR

A Non-authoritative Educational Metadata Ontology for Filtering and Recommending Learning Objects

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