Connecting Learners and Museums through Educational Metadata Initiatives
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Connecting Learners and Museums through Educational Metadata Initiatives

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Museums and the Web 2014 ...

Museums and the Web 2014
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Darren Milligan, Smithsonian Institution, Center for Learning and Digital Access, USA
Melissa Wadman, Smithsonian Institution, Center for Learning and Digital Access, USA
James Collins, Smithsonian Institution, Center for Learning and Digital Access, USA

Published paper: http://mw2014.museumsandtheweb.com/paper/connecting-learners-and-museums-through-educational-metadata-initiatives/

Personalized learning involves standardizing and harnessing data being created about specific student learning strengths and weaknesses, and connecting those needs with appropriate learning content. To achieve this, galleries, libraries, archives, and museums (GLAMs), as well as scientific institutions like zoos and aquariums, which already produce open educational content, need to improve the discoverability and retrieval of their digital resources. We must develop complete learning-appropriate descriptions of what we have and share this descriptive language with users in many settings. Two of the most promising programs to address this challenge are the schema.org metadata project, called the Learning Resource Metadata Initiative, and the Learning Registry, a federally created technology infrastructure for the distribution of such metadata and the consolidation of information about its usage. We discuss the history and impacts of both programs, share our methodology for implementing and evaluating a Smithsonian project in progress, and propose recommended next steps for GLAMs.

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Connecting Learners and Museums through Educational Metadata Initiatives Connecting Learners and Museums through Educational Metadata Initiatives Presentation Transcript

  • Connecting Learners and Museums through Educational Metadata Initiatives Museums and the Web April 4, 2014 Paper: bit.ly/edumetadata Darren Milligan Senior Digital Strategist Smithsonian Institution, Center for Learning and Digital Access @darrenmilligan Melissa Wadman Manager of Program Evaluation Smithsonian Institution, Center for Learning and Digital Access James Collins Digital Media Project Manager Smithsonian Institution, Center for Learning and Digital Access @jamescollinsjr
  • Game Plan Why Digital? Let’s Take a Look at Metadata Share It: Metadata Distribution Case Study: Smithsonian Create It: Tag-athon
  • Game Plan Why Digital? Let’s Take a Look at Metadata Share It: Metadata Distribution Case Study: Smithsonian Create It: Tag-athon View slide
  • Pew Research Teachers Survey Report February 2013 92%: Internet has “major impact” on their ability to access content, resources, and materials for their teaching 90%: use search engines to find info 84%: use Internet weekly to find content that will engage students 80%: use Internet weekly to help them create lessons View slide
  • Pew Research Teachers Survey Report February 2013 83%: teachers agree that “amount of info online today is overwhelming for most students” 71%: teachers agree that “digital tech discourage students from finding and using a wide variety of sources for their research” 60%: teachers agree that “digital tech makes it harder for students to find and use credible sources of information”
  • LRMI Educators Survey Report August 2013 Update 44%: search online several times a week 31%: search online daily 65%: report “irrelevant results” 87%: more satisfied if they could filter
  • 1995 23.6 million non-digital visits to museums 72,942 digital visits
  • 1995 23.6 million non-digital visits to museums 72,942 digital visits 2013 30 million non-digital visits to museums 140 million digital visits
  • 1995 23.6 million non-digital visits to museums 72,942 digital visits 2013 30 million non-digital visits to museums 140 million digital visits Non-Digital: 30,000,000-23,600,000 / 23,600,000 X 100 = 27.12% increase Digital: 140,000,000-72,942 / 72,942 X 100 = 191,833.32% increase
  • 1995 23.6 million non-digital visits to museums 72,942 digital visits 2013 30 million non-digital visits to museums 140 million digital visits Non-Digital: 30,000,000-23,600,000 / 23,600,000 X 100 = 27.12% increase Digital: 140,000,000-72,942 / 72,942 X 100 = 191,833.32% increase
  • Why Internet for Edu. ( Everything) ? Reporting Year Smithsonian Non-Digital Visitors (in millions) Smithsonian Digital Visitors (in millions) Global Population using Internet (% of population) Developed World using Internet (% of population) 1995 23.6 0.1 <2 <11 2005 24.0 59.3 16 51 2010 30.2 97.2 30 67 2013 30.0 140.0 39 77
  • Audience Participation Time Image  adapted  from  the  Department  of  Educa3on,     h5p://www.flickr.com/photos/departmentofed/9602545478/,  used  under  a  CC  BY  2.0  license.  
  • Survey  responses  from  educators  indica3ng  the  rela3ve  importance  of  descrip3ve  metadata  for  learning  resources  (LRMI  Survey  Report  August  2013  Update,  Ease  and  Discoverability:  Educators   and  Publishers  on  the  Search  for  Educa3onal  Content).     How Can We Make Search Easier?
  • Game Plan Why Digital? Let’s Take a Look at Metadata Share It: Metadata Distribution Case Study: Smithsonian Create It: Tag-athon
  • Game Plan Why Digital? Let’s Take a Look at Metadata Share It: Metadata Distribution Case Study: Smithsonian Create It: Tag-athon
  • LE LRMILearning Registry Interfaces (ISLE, BoE, etc.) Image  adapted  from  the  Learning  Registry,     h5p://www.learningregistry.org  
  • Image  adapted  from  the  Learning  Registry  Technical  Specifica3on,     h5ps://docs.google.com/document/d/1msnZC6RU9N72Omau0F4FNBO5YCU6hZrG1kKRs_z42Mc/edit?hl=en_GB  
  • Image  via  the  San  Diego  Zoo,     h5p://animals.sandiegozoo.org/animals/fishing-­‐cat   Newspaper  clipping  via:  h5p://www.fodey.com/generators/newspaper/snippet.asp  
  • PARADATA
  • http://jimklo.github.io/EasyPublish/
  • Game Plan Why Digital? Let’s Take a Look at Metadata Share It: Metadata Distribution Case Study: Smithsonian Create It: Tag-athon
  • based  on  The  Content  Developers  Guide  to  the  Learning  Resource  Metadata  Ini3a3ve  and  Learning  Registry,  2013    
  • Train and Share Training Workshops Training Video Virtual Tag-athons LRMI Guide
  • Game Plan Why Digital? Let’s Take a Look at Metadata Share It: Metadata Distribution Case Study: Smithsonian Create It: Tag-athon
  • Audience Participation Time, Part II tagger.inbloom.org Image  adapted  from  the  Department  of  Educa3on,     h5p://www.flickr.com/photos/departmentofed/9602545478/,  used  under  a  CC  BY  2.0  license.  
  • tagger.inbloom.org
  • Recommendations GLAM educators can: ●  Create LRMI metadata for their existing resources ●  Work with Web staff to embed LRMI metadata on resource HTML pages ●  Develop LRMI for emerging resources as they are developed GLAM technologists can: ●  Assist GLAM educators in utilizing tagger tools ●  Work with GLAM education staff to embed LRMI metadata on resource HTML pages ●  Publish LRMI metadata to the Learning Registry ●  Play an active role in the LRMI and the Learning Registry communities to ensure that the needs of their institutions are well represented as these initiatives continue to develop and mature
  • Thanks! Connecting Learners and Museums through Educational Metadata Initiatives Museums and the Web April 4, 2014 How-to Session Paper: bit.ly/edumetadata Darren Milligan Senior Digital Strategist Smithsonian Institution, Center for Learning and Digital Access @darrenmilligan Melissa Wadman Manager of Program Evaluation Smithsonian Institution, Center for Learning and Digital Access James Collins Digital Media Project Manager Smithsonian Institution, Center for Learning and Digital Access @jamescollinsjr