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Incorporating Educational Vocabulary in Learning Object Metadata Schemas

Incorporating Educational Vocabulary in Learning Object Metadata Schemas. Jian Qin School of Information Studies Syracuse University USA jqin@syr.edu. Jean Godby OCLC Online Computer Library Center Dublin, Ohio USA godby@oclc.org. Content. Defining an educational vocabulary

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Incorporating Educational Vocabulary in Learning Object Metadata Schemas

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  1. Incorporating Educational Vocabulary in Learning Object Metadata Schemas Jian Qin School of Information Studies Syracuse University USA jqin@syr.edu Jean Godby OCLC Online Computer Library Center Dublin, Ohio USA godby@oclc.org Educational Vocabulary -- ECDL2003

  2. Content • Defining an educational vocabulary • Use of educational vocabulary in metadata schemas • Need for educational vocabulary • Creating educational vocabulary as an ontology • Further study Educational Vocabulary -- ECDL2003

  3. Defining an educational vocabulary • A collection of terms that represent educational characteristics in learning objects and may be used as: • element or attribute tags • predefined lists of values for metadata elements Educational Vocabulary -- ECDL2003

  4. Use of educational vocabulary in metadata schemas (1) • Studied four educational metadata schemas: • Educational Markup Language (EML) • Gateway to Educational Materials (GEM) • IEEE Learning Object Metadata / IMS (LOM/IMS) • Training Exchange Definition (TED) Educational Vocabulary -- ECDL2003

  5. Use of educational vocabulary in metadata schemas (2) Frequency distribution of schema components by vocabulary type Educational Vocabulary -- ECDL2003

  6. Use of educational vocabulary in metadata schemas (3) • Findings: • Elements and other metadata components in educational category counted for 29% of all • There was a lack of terms for identifying learning objectives, models, or contexts Educational Vocabulary -- ECDL2003

  7. Use of educational vocabulary in metadata schemas (4) Educational Vocabulary -- ECDL2003

  8. Need for educational vocabulary • Learning object creators: • Need a taxonomy with a high degree of specificity for content structure markup • Collection providers: • Need learning-related terms to create finer-grained metadata • Educators and learners: • Need to retrieve and select learning objects more effectively based on their instructional and learning purpose and context Educational Vocabulary -- ECDL2003

  9. Sample educational vocabulary (1) Educational vocabulary is created as an ontology Possible use in metadata <Description> <LeaningModels>Collaborative learning—Teaming </LearningModels> </Description> Educational Vocabulary -- ECDL2003

  10. Sample educational vocabulary (2) <Description> <Objective>Action—Articulate</Objective> <Objective>Competency— Comprehension</Objective> <Objective>Context—Education for creativity</Objective> </Description> Possible use in metadata Educational Vocabulary -- ECDL2003

  11. Creating educational vocabulary as an ontology • Sources of terms: • Literature in learning theory and learning objects • Terms used in learning objects • Dewey Decimal Classification, ERIC Thesaurus • Classes: the knowledge structure • Slots: facets and connectors of classes • Instances: patterns for acquiring new vocabulary Educational Vocabulary -- ECDL2003

  12. Related research • “Adaptivity” metadata elements (Conlan et al, 2001) • DC-Edu • Learning technologies vocabulary registry (CEN/ISSS) Educational Vocabulary -- ECDL2003

  13. Summary • An educational vocabulary is necessary for: • Metadata—automatic generation and indexing • learning object authoring tools • The vocabulary should be specific enough to be used as: • Element and attribute tags • Predefined values for these elements and attributes • The vocabulary needs to be tested with learning object designers, educators, and learners Educational Vocabulary -- ECDL2003

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