Content Sharing: Whence and Whither?

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Slides of keynote speech at ILIAS e-learning platform annual conference (2012 edition, Stuttgart, Germany)

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Content Sharing: Whence and Whither?

  1. 1. Content Sharingwhence & whither? Nikos ManouselisAgro-Know Technologies & ARIADNE Foundation nikosm@ieee.org @ILIAS 2012, Stuttgart, 6/9/12
  2. 2. Metadata Sharing whence & whither? Nikos ManouselisAgro-Know Technologies & ARIADNE Foundation nikosm@ieee.org @ILIAS 2012, Stuttgart, 6/9/12
  3. 3. about me• Computer Engineer• MSc’s on Operational Research + Telecommunications• PhD from Informatics Lab of an Agricultural University• working on e-learning content, repositories & federations for the past 10 years
  4. 4. about me• Computer Engineer• MSc’s on Operational Research + Telecommunications• PhD from Informatics Lab of an Agricultural University• working on e-learning content, repositories & federations for the past 10 years
  5. 5. who is Ariadne?
  6. 6. so Ariadne helpedTheseus to navigatethrough a labyrinth
  7. 7. ARIADNE Foundation• not-for-profit association aiming to foster Share and Reuse of Learning Resources • working on facilitating the reuse of digital resources that can be used to support learning• created a standards-based technology infrastructure for metadata aggregation • allows publication and management of metadata records about digital learning resources in an open and scalable way
  8. 8. various components/services More than a harvester:  Validation Service  Repository Software  Registry Service  Harvester Powered by 10
  9. 9. simplified scenario• backend: periodical aggregation of metadata from various providers – harvesting through OAI-PMH protocol/targets, as well as human-facilitated ingestion/import – different metadata schemas/specs combined – indexing metadata element values to use for faceted search/browse• front-end: interfaces to search/browse through metadata descriptions of learning resources 11
  10. 10. alliance with• member of Global Learning Objects Brokering Exchange (GLOBE) Alliance • contributing towards the development of a global learning infrastructure that can be accessible from all • one-stop-shop for learning resource broker organizations, each of them managing and/or federating one or more learning object repositories www.globe-info.org
  11. 11. GLOBE is powered by ARIADNE• an instance of the metadata aggregation infrastructure of ARIADNE is used to support federated search in allied GLOBE repositories
  12. 12. also: Open Discovery Space• CIP PSP funded initiative aiming to deploy a pan- European open eLearning content infrastructure [launched April’12; http://www.opendiscoveryspace.eu ]
  13. 13. e-learning & metadata
  14. 14. “e-Learning”
  15. 15. “e-Learning”
  16. 16. “e-Learning”
  17. 17. learning object"any entity, digital or non-digital, that may be used for learning, education or training" ΙΕΕΕ Learning Technology Standards Committee (2002)
  18. 18. learning object"any entity, digital or non-digital, that may be used for learning, education or training“+ metadata describing this use
  19. 19. metadata – not new Author SubjectID Title Publisher Date Catalog
  20. 20. educational metadata
  21. 21. NOT a learning object
  22. 22. …a learning object, in context
  23. 23. metadata reflect the context
  24. 24. e.g. resource metadata
  25. 25. e.g. activity metadata
  26. 26. e.g. course metadata
  27. 27. metadata aggregation
  28. 28. aggregating metadata records• concerns viewing merged collections of metadata records from different sources• useful: when access to specific supersets or subsets of networked collections – records actually stored at aggregator – or queries distributed at virtually aggregated collections 32
  29. 29. popular approach: harvesting• based on Open Archives Initiative Protocol for Metadata Harvesting (OAI-PMH) – XML-driven technology – wrappers for legacy systems often developed – implementations for various metadata standards/specs (including DC, IEEE LOM,…) 33
  30. 30. looks like this 34 Ternier et al., 2010
  31. 31. a school aggregator
  32. 32. a university aggregator
  33. 33. a vocational training aggregator
  34. 34. typical problemsa. metadata authoring/creationb. metadata assurance/validationc. metadata values/vocabulariesd. metadata multilingualitye. …lots more 38
  35. 35. a. authoring/creation• metadata creation is a painful and costly process – automatic generation can help – high quality/accuracy/relevance descriptions require human intervention 39
  36. 36. a. authoring/creation 40
  37. 37. b. assurance/validation• good online services demand high quality (or at least not poor quality) description of content – someone needs to take the final decision before something is published – especially relevant when content development has been costly/labourous 41
  38. 38. b. assurance/validation 42
  39. 39. c. values/vocabularies• mappings and crosswalks among values and vocabularies of different collections are crucial – usually manually defined and maintained – difficult to ensure that all applications will publish and link their vocabularies – vocabulary bank management tend to become too complex for the purpose that they serve 43
  40. 40. c. values/vocabularies 44
  41. 41. d. multilinguality• for multilingual contexts, everything needs to become (and be maintained) multilingual – metadata values and labels – interface labels for various systems• automatic translation helps but usually produces rather rough/poor translations 45
  42. 42. d. multilinguality 46
  43. 43. why should you then care?
  44. 44. promoting course descriptions• push course information to various syndication/aggregation sites to allow users discover them – OCW search engine ( http://www.ocwsearch.com) – Moodle Hub concept (hub.moodle.org) 48
  45. 45. promoting course descriptions• push course information to various syndication/aggregation sites to allow users discover them – OCW search engine ( http://www.ocwsearch.com) – Moodle Hub concept (hub.moodle.org) 49
  46. 46. promoting course descriptions• push course information to various syndication/aggregation sites to allow users discover them – OCW search engine ( http://www.ocwsearch.com) – Moodle Hub concept (hub.moodle.org) 50
  47. 47. including relevant content• allow course creator/author to find relevant material and resources to enrich course – Europeana ingestion widget ( http://wiki.agroknow.gr/agroknow/index.php/Hack4Europe_20 )• suggest to learners additional courses and material relevant to what they access – Eummena’s Moodle Widget ( http://www.eummena.org/index.php/labs) 51
  48. 48. including relevant content• allow course creator/author to find relevant material and resources to enrich course – Europeana ingestion widget ( http://wiki.agroknow.gr/agroknow/index.php/Hack4Europe_20 )• suggest to learners additional courses and material relevant to what they access – Eummena’s Moodle Widget ( http://www.eummena.org/index.php/labs) 52
  49. 49. including relevant content• allow course creator/author to find relevant material and resources to enrich course – Europeana ingestion widget ( http://wiki.agroknow.gr/agroknow/index.php/Hack4Europe_20 )• suggest to learners additional courses and material relevant to what they access – Eummena’s Moodle Widget (http://www.eummena.org/index.php/labs) 53
  50. 50. developing more end-user services• Web portals to support user communities (e.g. thematic, geographical, social, cultural) – MACE portal (http://portal.mace-project.eu) – Photodentro Greek school collections portal (http://photodentro.edu.gr) – VOA3R social platform for researchers (http://voa3r.cc.uah.es) 54
  51. 51. developing more end-user services• Web portals to support user communities (e.g. thematic, geographical, social, cultural) – MACE portal (http://portal.mace-project.eu) – Photodentro Greek school collections portal (http://photodentro.edu.gr) – VOA3R social platform for researchers (http://voa3r.cc.uah.es) 55
  52. 52. developing more end-user services• Web portals to support user communities (e.g. thematic, geographical, social, cultural) – MACE portal (http://portal.mace-project.eu) – Photodentro Greek school collections portal (http://photodentro.edu.gr) – VOA3R social platform for researchers (http://voa3r.cc.uah.es) 56
  53. 53. developing more end-user services• Web portals to support user communities (e.g. thematic, geographical, social, cultural) – MACE portal (http://portal.mace-project.eu) – Photodentro Greek school collections portal (http://photodentro.edu.gr) – VOA3R social platform for researchers (http://voa3r.cc.uah.es) 57
  54. 54. future scenarios
  55. 55. findability of course descriptions• interoperable course metadata published and aggregated, accessible through multiple information portals/channels – curricula described in terms of learning outcomes – findable through requesting targeted competences
  56. 56. findability of course descriptions
  57. 57. findability of course descriptions
  58. 58. interactive access• multi-touch, interactive installations enhancing the educational experience – related to both technology and content industries – deployment both at any educational context (formal/informal)
  59. 59. enchancing interactive interfaceshttp://vimeo.com/1738770
  60. 60. social networking• Connecting peers & visualising social networks, connecting people with content resources, recommending people/content – Mendeley (www.mendeley.com), ResearchGate (http://www.researchgate.net), Academia.edu (http://academia.edu), ArnetMiner (http://arnetminer.org), … – Social research components in popular CMSs (JomSocial, Drupal’s Buddylist, Elgg…) – Social research components in institutional CMSs (VIVO, …)
  61. 61. getting crowdsourced datahttp://dev.mendeley.com/
  62. 62. extending social CMS componentshttp://voa3r.cc.uah.es
  63. 63. wrap up
  64. 64. METADATAAGGREGATOR
  65. 65. challenges• semantic evolution (Linked Open Data)• data/content growth rates• usage logging & learning analytics• …more
  66. 66. interested to experiment?
  67. 67. thank you! nikosm@ieee.org http://ariadne-eu.orghttp://wiki.agroknow.gr

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