3.3 Metadata

There five categories that can be very useful for describing a  RLC metadata, for example:
  • 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
  • Rights metadata: copyright information, terms of use, permissions
    contact information.

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.
Last modified: Thursday, 9 October 2014, 12:22 AM