American Alliance of Museums Annual Meeting
Atlanta, Georgia
April 28, 2015
Darren Milligan
Senior Digital Strategist
Smithsonian Center for Learning and Digital Access
Smithsonian Institution
@darrenmilligan
Melissa Wadman
Manager of Program Evaluation
Smithsonian Center for Learning and Digital Access
Smithsonian Institution
@melwad
To have an impact in the classroom, museums must first ensure that their resources can be easily found. One of the most effective ways to improve discoverability of digital learning resources is to create and share standardized metadata through national programs such as the Learning Resource Metadata Initiative (LRMI) and the Learning Registry. This session will introduce these topics for museum education and technical staff members and share evaluation data on current implementation projects. Case studies presented from the Smithsonian and the North Carolina Museum of Art. Special thanks to Chad Weinard / @caw_ (currently at Balboa Park Online Collaborative) and Ashley Weinard / @eduseum (currently museum education consultant) for sharing the North Carolina case study.
Oh, The Places You'll Go: Creating Streams of Information for Research Pathfi...Buffy Hamilton
Presented to NEFLIN December 16, 2010 via online webinar. Resources for this webinar are available at http://theunquietlibrarian.wikispaces.com/research-pathfinders-neflin2010
research pathfinders 2.0: collaborating to create information streams for s...Buffy Hamilton
Presentation about collaboration and research pathfinders for Dr. Katherine Mason's TOSS/preservice teachers at Kennesaw State University, April 8, 2009.
Digital resources are those materials that require computer access whether through a personal computer or a hand held mobile device.
CDROM Encyclopedia Britannica
Microsoft Encarta
DVD
Websites
Open resources- e book & e journal
This presentation is all about information regarding paracetamol drug. This presentation includes introduction of paracetamol, uses of paracetamol, side effects of paracetamol, paracetamol overdose, paracetamol used for children, paracetamol intersections, paracetamol combinations etc. Source of this presentation is www.paracetamol-information.blogspot.in
Think you can easily spot a sociopath? Think again. Sociopaths aren’t always the stereotypical “serial killer type” you might be thinking of. These individuals come in all shapes and sizes.
Your best friend, significant other, roommate, or family member could be hiding a dark secret. Instant Checkmate compiled the 11 signs of a sneaky sociopath. Ready to learn more? Run a background check on them today at www.InstantCheckmate.com!
Oh, The Places You'll Go: Creating Streams of Information for Research Pathfi...Buffy Hamilton
Presented to NEFLIN December 16, 2010 via online webinar. Resources for this webinar are available at http://theunquietlibrarian.wikispaces.com/research-pathfinders-neflin2010
research pathfinders 2.0: collaborating to create information streams for s...Buffy Hamilton
Presentation about collaboration and research pathfinders for Dr. Katherine Mason's TOSS/preservice teachers at Kennesaw State University, April 8, 2009.
Digital resources are those materials that require computer access whether through a personal computer or a hand held mobile device.
CDROM Encyclopedia Britannica
Microsoft Encarta
DVD
Websites
Open resources- e book & e journal
This presentation is all about information regarding paracetamol drug. This presentation includes introduction of paracetamol, uses of paracetamol, side effects of paracetamol, paracetamol overdose, paracetamol used for children, paracetamol intersections, paracetamol combinations etc. Source of this presentation is www.paracetamol-information.blogspot.in
Think you can easily spot a sociopath? Think again. Sociopaths aren’t always the stereotypical “serial killer type” you might be thinking of. These individuals come in all shapes and sizes.
Your best friend, significant other, roommate, or family member could be hiding a dark secret. Instant Checkmate compiled the 11 signs of a sneaky sociopath. Ready to learn more? Run a background check on them today at www.InstantCheckmate.com!
Connecting Learners and Museums through Educational Metadata InitiativesDarren Milligan
Museums and the Web 2014
How-to Session
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.
Helping More Teachers Find Your Digital ResourcesDarren Milligan
Washington DC
September 10, 2014
New York, New York
September 12, 2014
Darren Milligan
Senior Digital Strategist
Smithsonian Institution, Center for Learning and Digital Access
milligand@si.edu
Melissa Wadman
Manager of Program Evaluation
Smithsonian Institution, Center for Learning and Digital Accesswadmanm@si.edu
Michael Jay
Educational Systemics
michael@edusystemics.com
Smithsonian Learning Lab - research foundations and developmentDarren Milligan
Presentation to the Los Angeles County Museum of Art (LACMA) Education Department on the research basis and development process for a new learning platform from the Smithsonian. Presented April 1, 2015.
RDAP 15: You’re in good company: Unifying campus research data servicesASIS&T
Research Data Access and Preservation Summit, 2015
Minneapolis, MN
April 22-23
Cynthia Hudson-Vitale, Digital Data Outreach Librarian, Washington University
Brianna Marshall, Digital Curation Coordinator, University of Wisconsin-Madison
Amy Nurnberger, Research Data Manager, Columbia University
Did It Work? Evaluating the Impact of the Learning Resource Metadata Initiati...Darren Milligan
Presented at SXSWEdu March 6, 2014
Austin, TX, USA
Sure, aligning commercial content to LRMI is becoming a standard for major publishers and those with deep pockets, but what about non-profits, museums, or research organizations? The Smithsonian will present their process for identifying resources, selecting teacher metadata creators, and implementing the code on their websites and into the Learning Registry. Attendees will learn how to develop effective methodologies to evaluate the impact on discoverability of LRMI-tagged content.
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
Sue Cowden
Senior Director, Content Partnerships
inBloom
#lrmiforoer
- See more at: http://schedule.sxswedu.com/events/event_EDUP23498#sthash.TmtkMUrU.dpuf
Guest presentation: SASUF Symposium: Digital Technologies, Big Data, and Cybersecurity, Vaal University of Technology, Vanderbijlpark, South Africa, 15 May 2018
This presentation was given at the Post-Graduate Research Association Conference 2013 at Canterbury Christ Church University on the 13th June 2013. The theme of the conference was "The Accessibility of Research". The presentation explores how engaging with social media should be a critical skill for the 21st century researcher in building and maintaining their networks both in and beyond the University. The conference delegates were invited to consider a range of tools, technologies and services that could facilitate and enhance the accessibility of their research and scholarly outputs within their own research contexts.
Part of my presentation on how media specialists can use Web 2.0 tools to rev up their research pathfinders and to help students develop their own research portals. Please see http://theunquietlibrarian.wikispaces.com/researchpathfinders2oh .
Teaching Math with Art: Get Ready for the Educational Future of Digital ObjectsDarren Milligan
This session looks to broaden the conversation about how our digital objects (digitized collections and beyond) might be used in ways that museum professionals have never imagined. Much work has been done in the field on the design and impact of museum-based education, as well as how teachers search for and discover digital resources. But, outside our walls, what are they doing with them?
By examing a case study of how three different educators (one math teacher, one English teacher, and one early learning teacher) used a single artwork ("Electronic Superhighway," by Korean American artist, Nam June Paik) in their three distinct classrooms, we will discuss how we might encourage, enable, and respond to creative and educational re-uses of our resources. What must we do (in our CIS/CMS systems as well as in our institutional practice), to promote discoverability, interpretation, and sharing in these ways? Insights from a recent study conducted by the Smithsonian Center for Learning and Digital Access and the University of California, Irvine, "Curation of Digital Museum Content: Teachers Discover, Create, and Share in the Smithsonian Learning Lab" will be shared.
Discovering, Creating, And Sharing Digital Museum Resources: Understanding Th...Darren Milligan
http://mw17.mwconf.org/proposal/educational-and-personal-reuse-understanding-the-needs-and-behaviors-of-youth-users-of-digital-museum-resources/
As museums continue to expand their digitization efforts, many now include a focus on how to understand and improve the impact of access to these previously inaccessible resources. How are different audiences using these collections? How are they impacting the work of scholars, educators, students, and enthusiasts? This paper addresses the potential impact of access to these resources on students through an analysis of an ongoing research and evaluation effort at the Smithsonian. Beginning in 2013, and more intensively throughout 2016, the Smithsonian Center for Learning and Digital Access has explored the potential educational impact of access to its nearly two million digitized museum, library, and archival resources. Their efforts are designed to meet the online needs of this target group via a platform called the Smithsonian Learning Lab, a new Web-based platform (launched in June of 2016) for the discovery and creation of personalized learning experiences. The case study project conducted research with students to make the Learning Lab as useful to them as it has been designed to be for educators. The methodology included student observations and interviews; a literature review focused on online learning and the use of digital materials; environmental scans designed to understand the features of popular online learning systems and social media platforms popular with students; and finally, prototyping with this group in the classroom. The project uncovered some specific approaches to guide the adaptation of the Learning Lab to better meet the needs of students, including approaches that could lead to the development of best practices for enabling educational and personal use of museum digital content by students.
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Museums and the Web 2014
How-to Session
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.
Helping More Teachers Find Your Digital ResourcesDarren Milligan
Washington DC
September 10, 2014
New York, New York
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Darren Milligan
Senior Digital Strategist
Smithsonian Institution, Center for Learning and Digital Access
milligand@si.edu
Melissa Wadman
Manager of Program Evaluation
Smithsonian Institution, Center for Learning and Digital Accesswadmanm@si.edu
Michael Jay
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michael@edusystemics.com
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Presentation to the Los Angeles County Museum of Art (LACMA) Education Department on the research basis and development process for a new learning platform from the Smithsonian. Presented April 1, 2015.
RDAP 15: You’re in good company: Unifying campus research data servicesASIS&T
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Cynthia Hudson-Vitale, Digital Data Outreach Librarian, Washington University
Brianna Marshall, Digital Curation Coordinator, University of Wisconsin-Madison
Amy Nurnberger, Research Data Manager, Columbia University
Did It Work? Evaluating the Impact of the Learning Resource Metadata Initiati...Darren Milligan
Presented at SXSWEdu March 6, 2014
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Sure, aligning commercial content to LRMI is becoming a standard for major publishers and those with deep pockets, but what about non-profits, museums, or research organizations? The Smithsonian will present their process for identifying resources, selecting teacher metadata creators, and implementing the code on their websites and into the Learning Registry. Attendees will learn how to develop effective methodologies to evaluate the impact on discoverability of LRMI-tagged content.
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
Sue Cowden
Senior Director, Content Partnerships
inBloom
#lrmiforoer
- See more at: http://schedule.sxswedu.com/events/event_EDUP23498#sthash.TmtkMUrU.dpuf
Guest presentation: SASUF Symposium: Digital Technologies, Big Data, and Cybersecurity, Vaal University of Technology, Vanderbijlpark, South Africa, 15 May 2018
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Part of my presentation on how media specialists can use Web 2.0 tools to rev up their research pathfinders and to help students develop their own research portals. Please see http://theunquietlibrarian.wikispaces.com/researchpathfinders2oh .
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This session looks to broaden the conversation about how our digital objects (digitized collections and beyond) might be used in ways that museum professionals have never imagined. Much work has been done in the field on the design and impact of museum-based education, as well as how teachers search for and discover digital resources. But, outside our walls, what are they doing with them?
By examing a case study of how three different educators (one math teacher, one English teacher, and one early learning teacher) used a single artwork ("Electronic Superhighway," by Korean American artist, Nam June Paik) in their three distinct classrooms, we will discuss how we might encourage, enable, and respond to creative and educational re-uses of our resources. What must we do (in our CIS/CMS systems as well as in our institutional practice), to promote discoverability, interpretation, and sharing in these ways? Insights from a recent study conducted by the Smithsonian Center for Learning and Digital Access and the University of California, Irvine, "Curation of Digital Museum Content: Teachers Discover, Create, and Share in the Smithsonian Learning Lab" will be shared.
Discovering, Creating, And Sharing Digital Museum Resources: Understanding Th...Darren Milligan
http://mw17.mwconf.org/proposal/educational-and-personal-reuse-understanding-the-needs-and-behaviors-of-youth-users-of-digital-museum-resources/
As museums continue to expand their digitization efforts, many now include a focus on how to understand and improve the impact of access to these previously inaccessible resources. How are different audiences using these collections? How are they impacting the work of scholars, educators, students, and enthusiasts? This paper addresses the potential impact of access to these resources on students through an analysis of an ongoing research and evaluation effort at the Smithsonian. Beginning in 2013, and more intensively throughout 2016, the Smithsonian Center for Learning and Digital Access has explored the potential educational impact of access to its nearly two million digitized museum, library, and archival resources. Their efforts are designed to meet the online needs of this target group via a platform called the Smithsonian Learning Lab, a new Web-based platform (launched in June of 2016) for the discovery and creation of personalized learning experiences. The case study project conducted research with students to make the Learning Lab as useful to them as it has been designed to be for educators. The methodology included student observations and interviews; a literature review focused on online learning and the use of digital materials; environmental scans designed to understand the features of popular online learning systems and social media platforms popular with students; and finally, prototyping with this group in the classroom. The project uncovered some specific approaches to guide the adaptation of the Learning Lab to better meet the needs of students, including approaches that could lead to the development of best practices for enabling educational and personal use of museum digital content by students.
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@darrenmilligan / milligand@si.edu
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http://www.youtube.com/watch?v=iNk4fhSWb4g
http://storify.com/DarrenMilligan/museums-and-the-web-lightning-talk-2013
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http://sandymillin.wordpress.com/iateflwebinar2024
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Helping More Teachers Discover Your Digital Resources
1. Helping More Teachers
Discover Your Digital Resources
American Alliance of Museums Annual Meeting
Atlanta, Georgia
April 28, 2015
Darren Milligan
Senior Digital Strategist
Smithsonian Center for Learning and Digital Access
Smithsonian Institution
@darrenmilligan
Melissa Wadman
Manager of Program Evaluation
Smithsonian Center for Learning and Digital Access
Smithsonian Institution
@melwad
2. This Afternoon
Why Digital?
Metadata Creation:
Learning Resource Metadata Initiative
Metadata Distribution: Learning Registry
Case Study: Smithsonian
Case Study: ArtNC
How to Create a Metadata Project
3. This Afternoon
Why Digital?
Metadata Creation:
Learning Resource Metadata Initiative
Metadata Distribution: Learning Registry
Case Study: Smithsonian
Case Study: ArtNC
How to Create a Metadata Project
9. Smithsonian, in 2014:
19 Museums and Galleries & National Zoo
137.7M Museums Objects & Specimens
1.9M Library Volumes
136,194 Cubic feet of archival material
10. Smithsonian, in 2014:
19 Museums and Galleries & National Zoo
137.7M Museums Objects & Specimens
1.9M Library Volumes
136,194 Cubic feet of archival material
6,373 Employees
721 Research Fellows
9,817 Volunteers
11. Smithsonian, in 2014:
19 Museums and Galleries & National Zoo
137.7M Museums Objects & Specimens
1.9M Library Volumes
136,194 Cubic feet of archival material
6,373 Employees
721 Research Fellows
9,817 Volunteers
26.7M Physical Visitors
99M Digital (Website) Visitors
14. 1995
23.6 million physical visits to museums
72,942 digital visits
2014
26.7 million physical visits to museums
99 million digital visits
15. 1995
23.6 million physical visits to museums
72,942 digital visits
2014
26.7 million physical visits to museums
99 million digital visits
Physical: 26,700,000-23,600,000 /
23,600,000 X 100 = 13.16% increase
Digital: 99,000,000-72,942 / 72,942 X 100
= 135,624.27% increase
16. 1995
23.6 million physical visits to museums
72,942 digital visits
2014
26.7 million physical visits to museums
99 million digital visits
Physical: 26,700,000-23,600,000 /
23,600,000 X 100 = 13.16% increase
Digital: 99,000,000-72,942 / 72,942 X 100
= 135,624.27% increase
17. Audience Participation Time
Image adapted from the Department of Education,
http://www.flickr.com/photos/departmentofed/9602545478/, used under a CC BY 2.0 license.
18. Pew Research Teachers Survey Report
February 2013
(i.e. Internet Highly Useful to Teachers)
92%: Internet has “major impact” on their ability to
access content, resources, and materials
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
19. Pew Research Teachers Survey Report
February 2013
(i.e. Internet Highly Frustrating to Use)
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”
20. 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
21. Survey responses from educators indicating the relative importance of descriptive metadata for learning resources (LRMI Survey Report August 2013 Update, Ease and
Discoverability: Educators and Publishers on the Search for Educational Content).
How Can We Make Search Easier?
22.
23.
24.
25.
26.
27. This Afternoon
Why Digital?
Metadata Creation:
Learning Resource Metadata Initiative
Metadata Distribution: Learning Registry
Case Study: Smithsonian
Case Study: ArtNC
How to Create a Metadata Project
45. Now That We’ve Tagged
Our Learning Resources,
How Do We Share
the Metadata?
46. This Afternoon
Why Digital?
Metadata Creation:
Learning Resource Metadata Initiative
Metadata Distribution: Learning Registry
Case Study: Smithsonian
Case Study: ArtNC
How to Create a Metadata Project
48. <span prefix="schema: http://schema.org/" typeof="schema:CreativeWork”>
<meta property="schema:name" content="Smithsonian in Your Classroom: World War II on the Home Front: Civic Responsibility" />
<meta property="schema:description" content=" Lesson based on posters that encouraged American citizens to contribute to the war effort. Students consider the importance of volunteerism in
a free society." />
<meta property="schema:learningResourceType" content="On-Line, Other" />
<meta property="schema:publisher" content="Smithsonian Center for Learning and Digital Access" />
<meta property="schema:url" content="http://www.smithsonianeducation.org/educators/lesson_plans/civic_responsibility/index.html" />
<meta property="schema:keywords" content="Citizenship, Liberty, Propaganda, Primary Sources, wwii" />
<meta property="schema:educationalAlignment" content="http://www.smithsonianeducation.org/educators/resource_library/standards_of_learning_sel.asp?state=-1&grade=-
1&loid=2072" />
<meta property="schema:typicalAgeRange" content="8-10, 10-12, 12-14, 14-16, 16-18" />
<meta property="schema:educationalRole" content="Student, Teacher" />
<meta property="schema:educationalUse" content="Discussion/Debate, Guided questions, Introduction, Reading, Visual/Spatial" />
<meta property="schema:inLanguage" content="English" />
<meta property="schema:interactivityType" content="Mixed" />
<meta property="schema:timeRequired" content="PT4H" />
<meta property="schema:license" content="http://www.si.edu/termsofuse/" />
<meta property="schema:accessibilityControl" content="fullMouseControl" />
<meta property="schema:accessibilityFeature" content="structuralNavigation, tableOfContents" />
<meta property="schema:accessibilityHazard" content="noFlashingHazard, noMotionSimulationHazard, noSoundHazard" />
<meta property="schema:accessMode" content="textual, visual" />
<span property="schema:educationalAlignment" typeof="schema:AlignmentObject”>
<meta property="schema:alignmentType" content="Teaches" />
<meta property="schema:educationalFramework" content="CCSS" />
<meta property="schema:targetDescription" content="Ask and answer questions about key details in a text." />
<meta property="schema:targetName" content="CCSS.ELA-Literacy.RI.1.1" />
<meta property="schema:targetUrl" content="http://corestandards.org/ELA-Literacy/RI/1/1" />
</span>
<span property="schema:educationalAlignment" typeof="schema:AlignmentObject”>
<meta property="schema:alignmentType" content="Teaches" />
<meta property="schema:educationalFramework" content="CCSS" />
<meta property="schema:targetDescription" content="Identify the main topic and retell key details of a text." />
<meta property="schema:targetName" content="CCSS.ELA-Literacy.RI.1.2" />
<meta property="schema:targetUrl" content="http://corestandards.org/ELA-Literacy/RI/1/2" />
</span>
<span property="schema:educationalAlignment" typeof="schema:AlignmentObject”>
<meta property="schema:alignmentType" content="Teaches" />
<meta property="schema:educationalFramework" content="CCSS" />
<meta property="schema:targetDescription" content="Describe the connection between two individuals, events, ideas, or pieces of information in a text." />
<meta property="schema:targetName" content="CCSS.ELA-Literacy.RI.1.3" />
<meta property="schema:targetUrl" content="http://corestandards.org/ELA-Literacy/RI/1/3" />
</span>
<span property="schema:educationalAlignment" typeof="schema:AlignmentObject”>
<meta property="schema:alignmentType" content="Teaches" />
<meta property="schema:educationalFramework" content="CCSS" />
<meta property="schema:targetDescription" content="Distinguish between information provided by pictures or other illustrations and information provided by the words in a text." />
<meta property="schema:targetName" content="CCSS.ELA-Literacy.RI.1.6" />
<meta property="schema:targetUrl" content="http://corestandards.org/ELA-Literacy/RI/1/6" />
</span>
<span property="schema:educationalAlignment" typeof="schema:AlignmentObject”>
<meta property="schema:alignmentType" content="Teaches" />
<meta property="schema:educationalFramework" content="CCSS" />
<meta property="schema:targetDescription" content="Use the illustrations and details in a text to describe its key ideas." />
<meta property="schema:targetName" content="CCSS.ELA-Literacy.RI.1.7" />
49. Image adapted from the Learning Registry Technical Specification,
https://docs.google.com/document/d/1msnZC6RU9N72Omau0F4FNBO5YCU6hZrG1kKRs_z42Mc/edit?hl=en_GB
52. This Afternoon
Why Digital?
Metadata Creation:
Learning Resource Metadata Initiative
Metadata Distribution: Learning Registry
Case Study: Smithsonian
Case Study: ArtNC
How to Create a Metadata Project
53. Learning Resource Metadata Initiative
Project and Evaluation (2014–2015)
Smithsonian produced educationally-relevant metadata for
2,500 Smithsonian learning resources, distributed the
metadata via the Learning Registry, and built capacity for
Smithsonian educators and content creators to develop
metadata as they publish new digital learning resources.
The goals of the Smithsonian LRMI project are to:
• Develop and publish metadata required to fully describe
the existing Smithsonian learning resources
• Evaluate the impact of LRMI metadata on the
discoverability, analysis, and use of Smithsonian
learning resources
54. based on The Content Developers Guide to the Learning Resource Metadata Initiative and Learning Registry, 2013
55.
56.
57. What Did the Metadata
Look Like Before LRMI?
txtID
txtTitle
txtDescription
txtType
musName
webaddr
Keywords
Standards Alignment
Subject(s)
Grade(s)
58. What Did the Metadata
Look Like Before LRMI?
txtID 2072
txtTitle Smithsonian in Your Classroom:
World War II on the Home Front: Civic Responsibility
txtDescription Lesson based on posters that encouraged American citizens
to contribute to the war effort. Students consider the
importance of volunteerism in a free society.
txtType Lesson Plans
musName Smithsonian Center for Learning and Digital Access
webaddr http://www.smithsonianeducation.org/educators/…
Keywords Citizenship, Liberty, Propaganda, Primary Sources, wwii
Standards Alignment http://www.smithsonianeducation.org/educators/resourc/…
Subject(s) Wars, World War II
Grade(s) 4–8, 9–12
59. What Does the Metadata
Look Like Now?
txtTitle (Name)
txtID
txtDescription (Description)
MusName (Publisher)
Web Address (URL)
status
Keyword(s)
Standards Alignment
about (subjects)
TypicalAgeRange (Grade)
dateCreated
alignmentType
educationalRole
educationalUse
inLanguage
learningResourceType
interactivityType
timeRequired
useRightsUrl
accessibilityAPI
accessibilityControl
accessibilityFeature
accessibilityHazard
access Mode
educationalAlignment
60. What Does the Metadata
Look Like Now?
txtTitle (Name) Smithsonian in Your Classroom: World War II on the Home Front: Civic Responsibility
txtID 2072
txtDescription (Description) Lesson based on posters that encouraged American citizens to contribute to the war effort... MusName
(Publisher) Smithsonian Center for Learning and Digital Access
Web Address (URL) http://www.smithsonianeducation.org/educators/lesson_plans/civic_responsibility/index.html
status Live
Keyword(s) global sound, folkways
Standards Alignment http://www.smithsonianeducation.org/educators/resource_library/stand…
about (subjects) Citizenship, Liberty, Propaganda, Primary Sources, wwii
TypicalAgeRange (Grade) 8-10, 10-12, 12-14, 14-16, 16-18
dateCreated 2007
alignmentType Teaches
educationalRole Teacher, Student
educationalUse Discussion/Debate, Guided questions, Introduction, Reading, Visual/Spatial
inLanguage English
learningResourceType Lesson Plan
interactivityType Mixed
timeRequired PT4H
useRightsUrl http://www.si.edu/termsofuse/
accessibilityAPI
accessibilityControl fullMouseControl
accessibilityFeature structuralNavigation, tableOfContents
accessibilityHazard noFlashingHazard, noMotionSimulationHazard, noSoundHazard
access Modetextual, visual
educationalAlignment CCSS.ELA-Literacy.RI.1.1, CCSS.ELA-Literacy.RI.1.2, CCSS.ELA-Literacy.RI.1.3, CCSS.ELA-
Literacy.RI.1.6, CCSS.ELA-Literacy.RI.1.7, CCSS.ELA-Literacy.RI.1.8, CCSS.ELA-Literacy.RI.1.10, CCSS.ELA-Literacy.RF.1.4a,
CCSS.ELA-Literacy.W.1.8, CCSS.ELA-Literacy.SL.1.1a, CCSS.ELA-Literacy.SL.1.1b, CCSS.ELA-Literacy.RI.2.1, CCSS.ELA-
Literacy.RI.2.2, CCSS.ELA-Literacy.RI.2.3, CCSS.ELA-Literacy.RI.2.5, CCSS.ELA-Literacy.RI.2.8, CCSS.ELA-Literacy.RI.2.10,
61. What Does the Metadata
Look Like on Your Websites?
<span prefix="schema: http://schema.org/" typeof="schema:CreativeWork”>
<meta property="schema:name" content="Smithsonian in Your Classroom: World War II on the Home Front: Civic Responsibility" />
meta property="schema:description" content=" Lesson based on posters that encouraged American citizens to contribute to the war effort. Students consider the importance of volunteerism in a
free society." />
<meta property="schema:learningResourceType" content="On-Line, Other" />
<meta property="schema:publisher" content="Smithsonian Center for Learning and Digital Access" />
meta property="schema:url" content="http://www.smithsonianeducation.org/educators/lesson_plans/civic_responsibility/index.html" />
<meta property="schema:keywords" content="Citizenship, Liberty, Propaganda, Primary Sources, wwii" />
<meta property="schema:educationalAlignment" content="http://www.smithsonianeducation.org/educators/resource_library/standards_of_learning_sel.asp?state=-1&grade=-
1&loid=2072" />
<meta property="schema:typicalAgeRange" content="8-10, 10-12, 12-14, 14-16, 16-18" />
<meta property="schema:educationalRole" content="Student, Teacher" />
<meta property="schema:educationalUse" content="Discussion/Debate, Guided questions, Introduction, Reading, Visual/Spatial" />
<meta property="schema:inLanguage" content="English" />
<meta property="schema:interactivityType" content="Mixed" />
<meta property="schema:timeRequired" content="PT4H" />
<meta property="schema:license" content="http://www.si.edu/termsofuse/" />
<meta property="schema:accessibilityControl" content="fullMouseControl" />
<meta property="schema:accessibilityFeature" content="structuralNavigation, tableOfContents" />
<meta property="schema:accessibilityHazard" content="noFlashingHazard, noMotionSimulationHazard, noSoundHazard" />
<meta property="schema:accessMode" content="textual, visual" />
<span property="schema:educationalAlignment" typeof="schema:AlignmentObject”>
<meta property="schema:alignmentType" content="Teaches" />
<meta property="schema:educationalFramework" content="CCSS" />
<meta property="schema:targetDescription" content="Ask and answer questions about key details in a text." />
<meta property="schema:targetName" content="CCSS.ELA-Literacy.RI.1.1" />
<meta property="schema:targetUrl" content="http://corestandards.org/ELA-Literacy/RI/1/1" />
</span>
<span property="schema:educationalAlignment" typeof="schema:AlignmentObject”>
<meta property="schema:alignmentType" content="Teaches" />
<meta property="schema:educationalFramework" content="CCSS" />
<meta property="schema:targetDescription" content="Identify the main topic and retell key details of a text." />
<meta property="schema:targetName" content="CCSS.ELA-Literacy.RI.1.2" />
<meta property="schema:targetUrl" content="http://corestandards.org/ELA-Literacy/RI/1/2" />
</span>
<span property="schema:educationalAlignment" typeof="schema:AlignmentObject”>
<meta property="schema:alignmentType" content="Teaches" />
<meta property="schema:educationalFramework" content="CCSS" />
<meta property="schema:targetDescription" content="Describe the connection between two individuals, events, ideas, or pieces of information in a text." />
<meta property="schema:targetName" content="CCSS.ELA-Literacy.RI.1.3" />
<meta property="schema:targetUrl" content="http://corestandards.org/ELA-Literacy/RI/1/3" />
</span>
66. Train and Share
● Training Workshops
● Training Google Hangout
● LRMI Guide
● How-to Infographic for Museums
67. Evaluation: Methodology/Sample
56 classroom educator participants (from across the U.S.
and recruited through an external firm) in this study
completed the first two of following activities:
• Phase One: Online Survey
• Phase Two: Webpage Analysis
• Phase Three: Web Analytics
68.
69.
70.
71. Results: Online Survey
Only a handful of the participants were familiar with LRMI,
having heard about it from “our school librarian” or “at a
teachers’ conference.” Almost all of the participants
projected that educator specific tags would increase their
search satisfaction and increase the likelihood they would
use the materials.
Which educator specific tags were ranked most relevant:
• Grade level
• Content/subject area
• Alignment to standards
72. Results: Webpage Analysis
Majority primarily use Google to search for digital learning
resources several times a week, if not almost every day.
Less than one half of educators consider their searches
successful. Irrelevant results, lack of educator specific
filters, and time consumption are the factors leading to
search failure.
Participants found search and analysis to be most useful
when these metadata fields are visible:
• Content/subject area
• Grade level
• Source
73. This Afternoon
Why Digital?
Metadata Creation:
Learning Resource Metadata Initiative
Metadata Distribution: Learning Registry
Case Study: Smithsonian
Case Study: ArtNC
How to Create a Metadata Project
74.
75. ArtNC.org
North Carolina Museum of Art, 2012
Arts integration program for K–12 teachers
Professional Development Tool
● Concept Explorer
● Teach teachers how to connect works of art to to their
lessons across disciplines by creating concept maps
Resources
● Collection info for NCMA’s most teachable works
of art
● 60 model lesson plans
76.
77. ArtNC and LRMI
Heard about it on Twitter, proposed it to the project
director and developers, implemented in a content and
development update cycle (within their website content
management system).
Why?
Make Model Lesson Plans as findable and usable as
possible for aggregators. Easier than going out and
adding manually.
How?
Adjusted existing fields of lesson plans to better fit LRMI
terms. Added a new dropdown field to Drupal CMS for
“group type.” Added LRMI tags to the template code.
78.
79. ArtNC and LRMI
Result
All subsequent Lesson Plans have embedded LRMI tags
without any extra effort.
ROI?
Hard to tell. Site traffic and community size have
experienced healthy growth.
Would we do it again?
Yep. It’s the right thing to do.
80. This Afternoon
Why Digital?
Metadata Creation:
Learning Resource Metadata Initiative
Metadata Distribution: Learning Registry
Case Study: Smithsonian
Case Study: ArtNC
How to Create a Metadata Project
81. Audience Participation Time, Part II
Image adapted from the Department of Education,
http://www.flickr.com/photos/departmentofed/9602545478/, used under a CC BY 2.0 license.
90. Recommendations
Museum 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.
Museum technologists can
• Assist museum educators in utilizing tagger tools.
• Work with museum 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.
91. Thanks!
Helping More Teachers Discover Your Digital Resources
Learn More: bit.ly/edumetadata
American Alliance of Museums Annual Meeting
Atlanta, Georgia
April 28, 2015
Smithsonian Center for Learning and Digital Access, Smithsonian Institution
Darren Milligan / @darrenmilligan
Melissa Wadman / @melwad
To learn more about the ArtNC LRMI Project
Chad Weinard / @caw_
(currently Balboa Park Online Collaborative)
Ashley Weinard / @eduseum
(currently museum education consultant)