Content Sharing: Whence and Whither?

transcript

Content Sharing whence & whither?

Nikos ManouselisAgro-Know Technologies & ARIADNE Foundation

nikosm@ieee.org @ILIAS 2012, Stuttgart, 6/9/12

Metadata Sharing whence & whither?

Nikos ManouselisAgro-Know Technologies & ARIADNE Foundation

nikosm@ieee.org @ILIAS 2012, Stuttgart, 6/9/12

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

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

who is Ariadne?

so Ariadne helped

Theseus to navigate through a labyrinth

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

various components/services

More than a harvester:

Validation Service Repository Software Registry Service Harvester

Powered by

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

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

GLOBE is powered by ARIADNE• an instance of the metadata aggregation infrastructure of ARIADNE

is used to support federated search in allied GLOBE repositories

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 ]

e-learning & metadata

“e-Learning”

learning object

"any entity, "any entity, digitaldigital or non-digital, that may or non-digital, that may be used for be used for learninglearning, , educationeducation or or trainingtraining""

ΙΕΕΕ Learning Technology Standards Committee (2002)

learning object

"any entity, "any entity, digitaldigital or non-digital, that may or non-digital, that may be used for be used for learninglearning, , educationeducation or or trainingtraining““

+ metadata describing this use+ metadata describing this use

Publisher

Date Catalog

SubjectID

AuthorTitle

metadata – not new

educational metadata

NOT a learning object

…a learning object, in context

metadata reflect the context

e.g. resource metadata

e.g. activity metadata

e.g. course metadata

metadata aggregation

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

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,…)

looks like this

34 Ternier et al., 2010

a school aggregator

a university aggregator

a vocational training aggregator

typical problems

a. metadata authoring/creationb. metadata assurance/validationc. metadata values/vocabulariesd. metadata multilingualitye. …lots more

a. authoring/creation

• metadata creation is a painful and costly process–automatic generation can help–high quality/accuracy/relevance

descriptions require human intervention

a. authoring/creation

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

b. assurance/validation

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

c. values/vocabularies

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

d. multilinguality

why should you then care?

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)

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_2012)

• suggest to learners additional courses and material relevant to what they access– Eummena’s Moodle Widget (

http://www.eummena.org/index.php/labs)

• suggest to learners additional courses and material relevant to what they access– Eummena’s Moodle Widget (

http://www.eummena.org/index.php/labs)

• suggest to learners additional courses and material relevant to what they access– Eummena’s Moodle Widget

(http://www.eummena.org/index.php/labs)

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)

future scenarios

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

findability of course descriptions

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)

enchancing interactive interfaces

http://vimeo.com/1738770

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, …)

getting crowdsourced data

http://dev.mendeley.com/

extending social CMS components

http://voa3r.cc.uah.es

wrap upwrap up

METADATA AGGREGATOR

challenges• semantic evolution (Linked Open

Data)• data/content growth rates• usage logging & learning analytics• …more

interested to experiment?

thank you!nikosm@ieee.org

http://ariadne-eu.orghttp://wiki.agroknow.gr

Content Sharing: Whence and Whither?

Education