Developing a network of content providers: The case of Organic.Edunet

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  • http://www.agnic.org
  • D7.2.2 Project Powerpoint Presentation - Initial
  • D7.2.2 Project Powerpoint Presentation - Initial
  • Developing a network of content providers: The case of Organic.Edunet

    1. 1. Workshop on Agricultural Education, Methods, Practices & Technologies Pollenzo, Bra, Italy, October 25th, 2012 DEVELOPING A NETWORK OF CONTENT PROVIDERS: THE CASE OF ORGANIC.EDUNETVassilis Protonotarios Salvador Sanchez-AlonsoAgro-Know Technologies, Greece University of Alcala, Spain
    2. 2. NETWORKS OF CONTENTPROVIDERS
    3. 3. NETWORK IS ABOUT AGGREGATION OFDATA / METADATA concerns viewing merged collections of metadata records from different sources  Repositories  Websites  Course management platforms  Other? useful: when access to specific supersets or subsets of networked collections  records actually stored at aggregator OR  queries distributed at virtually aggregated collections
    4. 4. 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,…)  metadata mapping is often needed 4
    5. 5. HARVESTING LOOKS LIKE THIS 5 Ternier et al., 2010
    6. 6. A SCHOOL AGGREGATOR
    7. 7. A UNIVERSITY AGGREGATOR
    8. 8. A VOCATIONAL TRAININGAGGREGATOR
    9. 9. THE NEED FOR NETWORKS OFCONTENT PROVIDERS
    10. 10. THE ISSUE / CURRENT STATUS Majority of searches for educational material is performed online. Content developers develop content directly in digital format Offline material (e.g. stored in CDs or non- digitized) or locally stored resources cannot be retrieved online Content may be uploaded in a website or a repository and then published through portals
    11. 11. ADVANTAGES OF BEINGNETWORKED
    12. 12. GENERAL ADVANTAGES Relatedcontent is aggregated and made available though a single point of access (usually a portal) Aggregated content is exposed to a wider audience Content retrieval is facilitated by advanced search options, filters etc. through the common user interface
    13. 13. PROMOTING COURSE DESCRIPTIONS Promoting your course descriptions to various syndication/aggregation sites to allow users discover them. Examples? OCW search engine (http://www.ocwsearch.com) Moodle Hub concept (http://hub.moodle.org) 13
    14. 14. PROMOTING COURSEDESCRIPTIONS
    15. 15. INCLUDING RELEVANT CONTENT Supporting authors: widgets allowing course creator/author to enrich his course by finding related material and resources  Europeana ingestion widget (http://wiki.agroknow.gr/agroknow/index.php/Hac k4Europe_2012) Supporting learners: suggest additional courses and material relevant to what they access  Eummena’s Moodle Widget (http://www.eummena.org/index.php/labs) 15
    16. 16. EUROPEANA INGESTION WIDGET
    17. 17. EUMMENA’S MOODLE WIDGET
    18. 18. ACCESS TO MORE END-USER SERVICES Web portals to support user communities (e.g. thematic, geographical, social, cultural)  Photodentro Greek school collections portal (http://photodentro.edu.gr)  VOA3R social platform for agricultural researchers (http://voa3r.cc.uah.es) 18
    19. 19. PHOTODENTRO – VOA3R PORTAL
    20. 20. EXAMPLES OF NETWORKS
    21. 21. AGRICULTURE NETWORKINFORMATION CENTER (AGNIC) a voluntary alliance of members based on the concept of “centers of excellence” Network stats  More than 80 information and subject specialists   Over 60 topics covered comprehensively  Full-text and web-based resources   Participation from 5 countries with collaborative contributions from many more  Decentralized structure: Various AgNIC portal instances exist, such as:  www.msue.msu.edu/portal/default.cfm?pageset_id=260250  http://lib.colostate.edu/agnic
    22. 22. AGNIC PORTALS
    23. 23. AGROASIS - NORDIC AGROECOLOGYUNIVERSITY NETWORK a cooperation between individual scientists and teachers from the agricultural universities in the Nordic countries aims to unite the resources and knowledge of the different universities and thereby creating an education in agroecology that can compete with the very best in the world. available at www.agroasis.org
    24. 24. AGROASIS WEBSITE AND PORTAL
    25. 25. THE ORGANIC.EDUNET NETWORK
    26. 26. CONTENT ANALYSIS Currently almost 11,000 resources available through Organic.Edunet 15 interconnected repositories from 13 countries Resources appropriate for school & university level, as well as vocational training Vast majority are web-based resources (websites) Content available in 10 languages Metadata available in 16 languages; there are metadata in 8 languages max.
    27. 27. ORGANIC.EDUNET – THECONTENT
    28. 28. ORGANIC.EDUNET – THE PORTAL
    29. 29. ORGANIC.EDUNET WEB PORTAL – THE STATS* *01/01/2010 -15/10/2012 more than 5,100 registered users almost 11,000 available resources resources available in 10 languages more than 142,000 visits from 192 countries 446,000 page views ≈13,300/month , >440 per day more than 116,000 unique visitors mostly new visitors / 75% search traffic
    30. 30. AN EVOLVING NETWORKExpansion of network in three phases so far1. Phase 1: The Organic.Edunet project (2007-2010)2. Phase 2: The related projects (2009-now)3. Phase 3: The new collections and affiliated content providers (2010-now)
    31. 31. PHASE 1 – THE ORGANIC.EDUNETPROJECT PARTNERS Eleven (11) interconnected repositories Content providers include  Institutional repositories (e.g. university repositories)  Schools (e.g. Rural Wings)  Associations (e.g. Ecologica)  User communities  Archives Almost 10,000 metadata records provided
    32. 32. PHASE 2 – PROJECTS RELATED TO ORGANIC.EDUNET Four new interconnected repositories  Organic.Balkanet training curriculum (about 100 records)  CerOrganic training curriculum (about 300 records)  ProdINRA (about 2,000 records)  TrAgLOR (Turkish Agricultural Learning Objects Repository) (about 300 records) Material related to vocational training and higher education Multilingual metadata Two existing repositories will be enhanced  The Miksike collection on organic agriculture  The Spanish repository on organic agriculture
    33. 33. PHASE 3 – NEW COLLECTIONS &AFFILIATED CONTENT PROVIDERS 6 new collections:  Digital Green  OER Africa  Green OER  YouTube videos on organic Agriculture  Slideshare presentations on organic agriculture  Flickr photos on organic agriculture Small collections, based on quality over quantity Manual annotation of a small number of records
    34. 34. THE NETWORK OF COLLECTIONS
    35. 35. CONNECTING TOORGANIC.EDUNET
    36. 36. CONNECTING TO THE ORGANIC.EDUNETNETWORK GUIDES Information on “How to connect” is available through a Wiki page:http://wiki.agroknow.gr/organic_edunet/index.php/ Main_Page
    37. 37. CONNECTING TO THE ORGANIC.EDUNETNETWORK WORKFLOW
    38. 38. 3 WAYS TO CONNECT TO ORGANIC.EDUNET1. Harvesting of metadata  example: existing and new collections in Confolio  harvested through an OAI-PMH target  existence of various sets, that may be harvested individually  Metadata records are validated and harvested1. Ingestion of metadata  example: content from social sources  xml files retrieved indirectly from YouTube/Flickr/Slideshare etc. & ingested in compliant tools (Confolio, AgLR)  Metadata records are validated and harvested1. Creation of metadata  Example: not organized collections / individuals  Use of AgLR/Confolio for the creation of metadata records  Metadata records are validated and harvested
    39. 39. 1. HARVESTING OF METADATA Usually the easiest way of content integration Exposure of metadata through an OAI-PMH target  Validationof OAI-PMH target -> Validation service  Metadata validation -> Metadata validation service Metadata mapping might be required  Currently manual mapping  Use of (Agri)Mint is planned
    40. 40. 1. HARVESTING OF METADATA:WORKFLOW1. A content provider contacts Organic.Edunet2. The appropriateness of the repository content is checked against the Organic.Edunet Quality Criteria3. Basic information is requested from the content provider in a registration form4. The target is checked using the Organic.Edunet validation service5. The metadata structure is checked against the Organic.Edunet IEEE LOM AP using the Organic.Edunet metadata validation service6. Metadata are harvested automatically7. If mapping is needed, then the metadata elements are manually mapped.
    41. 41. 2. INGESTION OF METADATA In cases where harvesting is not an option  e.g. not supported by the tool, no tool available Metadata need to be compatible with Organic.Edunet IEEE LOM AP  Mapping may be required in some cases Metadata need to be ingested in a compatible tool and probably enriched  Example: The case of YouTube XML files Content needs to meet the Organic.Edunet Quality Criteria
    42. 42. 2. INGESTION OF METADATA: WORKFLOW1. A content provider contacts Organic.Edunet2. The appropriateness of the repository content is checked against the Organic.Edunet Quality Criteria3. Basic information is requested from the content provider in a registration form4. A sample number of metadata records (e.g. in xml format) is checked using the Organic.Edunet metadata validation service5. Metadata are manually ingested6. If mapping is needed, then the metadata elements are manually mapped before ingestion.7. In case of additional content, new manual ingestion needs to take place
    43. 43. INGESTION VS HARVESTING Trying to encourage content providers to enable/support harvesting of their metadata records.
    44. 44. 3. CREATION OF METADATA In cases where harvesting/ingestion is not an option  e.g. offline collections, not digitized material etc. Metadata records created from scratch  Fully compatible with Organic.Edunet IEEE LOM AP if a compatible tool is used (AgLR / Confolio)  Mapping is needed in case of APs other than Organic.Edunet IEEE LOM.
    45. 45. 3. CREATION OF METADATA WORKFLOW 1. Types ofContent locally stored Non-digitized Content (e.g. hard disk) content New content 2. Creation of metadata Metadata Annotation Tool 3. Validation of metadata 4. Publication through Organic.Edunet Web portal
    46. 46. ORGANIC.EDUNET IEEE LOM AP &ONTOLOGY
    47. 47. THE ORGANIC.EDUNET AP (1/2) Based on the IEEE LOM AP, standard for describing educational resources Slightly modified in order to match better the annotation of agricultural educational resources  Selectionof metadata elements  Changes in the status of elements (e.g. mandatory)  Introduction of required extensions Multilingual AP: Currently available in 16 languages, including Arabic, Chinese & Hindi Recently updated to a new version, reflecting the requirements of the Organic.Lingua EU project
    48. 48. THE ORGANIC.EDUNET AP (2/2) The new Organic.Edunet AP is available at: http://wiki.agroknow.gr/organic_lingua/index.php? title=OE_elements_specifications
    49. 49. THE ORGANIC.EDUNETONTOLOGY A conceptual model useful for classifying learning materials on the Organic Agriculture (OA) and Agroecology (AE) domain Used in the Organic.Edunet web portal for the semantic search Recently revised in the context of the Organic.Lingua project
    50. 50. ORGANIC.EDUNET-COMPLIANTTOOLS
    51. 51. ORGANIC.EDUNET – THE TOOLS1. Confolio Repository Tool  Used by the Organic.Edunet consortium content providers as well as by some of the new ones  Folder-based organization of records  Integrates the previous Organic.Edunet IEEE LOM AP (v2.0)  Multilingual user interface – currently available in 17 languages1. Agricultural Learning Repository (AgLR) Tool  A tool developed by Agro-Know to support new content providers  Integrates the latest Organic.Edunet IEEE LOM AP (v3.0)  Will integrate the latest Organic.Edunet ontology  Supports automatic translation of metadata records (Title, Description & Keywords)  Collection-based organization of records  Multilingual user interface – currently available in 6 languages
    52. 52. THE ORGANIC.EDUNETCONFOLIO TOOL
    53. 53. THE AGLR TOOL
    54. 54. ABOUT THE TOOLS All repository tools that can expose metadata through an OAI-PMH target can be used  Metadata will be automatically harvested, after they are mapped to the Organic.Edunet metadata AP Repository tools that cannot expose metadata through an OAI-PMH target can also be used  Metadata will have to be exported and then ingested to a repository tool capable of exposing metadata through OAI-PMH
    55. 55. io n! nt tte ra y ou f or y ou a nkTh

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