- Descriptive metadata: (bibliographic metadata): title, description, author, institution, subject, keywords, language, version, date etc.
- Contextual metadata: learning objectives, target audience,
level of difficulty, duration, prerequisite, teaching method, assessment method, activity type, annotation.
- Technical metadata: platform requirements, software requirements,
format, size, location, and other structural information
- Usage Information: accessed by, used by, implemented by, reviewed by,
access , uses, implementations, reviews (teacher comments, student feedback, peer review), guides and other documentation
Cataloguing a metadata, however, is not always straightforward. Rehak and Manson (2003), for instance, point out several issues related to design of RLC, namely that it requires:
- significant effort to fill in all the data required
- some attributes may not be useful for users
- metadata does not ensure that the resource will be found
- subjectivity, quality and consistency are problems in cataloguing
- interoperability can not be ensured since it is not possible to achieve international consensus on the meaning of the "vocabulary" used.
In addition, Rehak and Manson (2003: 31) also point out "even properly describing all of the significant characteristics of reusable resources, which have a shared context, objectives and audience, may still not fit together into an effective learning experience". This is due to the potential problems related to aggregation and relates to:
- notation: different notational conventions
- look: having a particular and format style (e.g. colour, font, layout)
- interface: navigation controls e.g. forward and backward navigation links
- sequencing: references to previous sections
- positional: e.g. "figure above"
Nonetheless Rehak and Manson (2003: 31) also suggest some operational guidelines about these issues:
- Finding: RLC should be stored in searchable repositories or other storage systems that enable interoperability and search across different storage areas
- Accessing: Access standards provide a common approach to getting the RLC
- Acquiring: Digital rights and licence systems define the limits and rules of acquisition and use of RLC
- Reusing and adapting: good representation and guidelines to describe behaviours and semantics associated to reusing and adapting are required to minimise some problems
- Repurposing: the different communities of practice must develop appropriate vocabulary for classification and attributes
- Assessing quality: quality must be recorded by the users through recommender systems that provides review and measures of RLC
- Delivering: each delivery environment must offer a specific set of capabilities for preparing the learning experience, delivering ROR to the learners and tracking the learner's interaction with the use of RLC.
- Managing: Management includes many issues: storage versions, maintenance, digital rights, etc.