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National Library of Canada, Nov. 2002
www.cancore.ca 1
Canadian Core Learning Object Metadata Application Profile
Norm [email protected]
National Library of Canada, Nov. 2002
www.cancore.ca 2
Overview
What CanCore? Rationale for CanCore’s development CanCore’s place in standards
evolution Understanding of Learning Objects Repositories, Alliances and Support Future of CanCore
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What is CanCore?
Based on and fully compatible with the first e-learning standard: IEEE 1484.21.1, LOM 1.0, IMS Meta-data
"multi-part Standard to facilitate search, evaluation, acquisition, and use of learning objects…"
"also facilitates the sharing and exchange of learning objects, by enabling the development of catalogs and inventories while taking into account the diversity of cultural and lingual contexts in which the learning objects and their metadata are reused."
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What is CanCore?
Application profile: "customization of a standard to meet the needs particular communities of implementers with common applications requirements."
Subset of LOM elements: 77 down to 56; 39 are active
Guidelines document: best practice recommendations, 175 pp.
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CanCore’s Community: input instructional and information specialists from:
Academic Technologies for Learning of the University of Alberta
the Open Learning Agency of British Columbia the Electronic Text Centre of the University of New
Brunswick Athabasca University
implementers from: Centre recherche LICEF the University of Calgary
indexers from Alberta Learning administrators from TeleEducation New
Brunswick.
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CanCore’s Community: stakeholders
Alberta Learning Industry Canada EduSource: primary partners
AU, Netera Alliance, Téléuniversité du Québec, University of Waterloo, New Media Innovation Centre
Larger repository community: Eisenhower National Clearinghouse SESDL, COLIS, ??
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Rationale: Simplicity
LOM: leading educational metadata specification
LOM Data Model too complicated for effective implementation:
"Many vendors [have] expressed little or no interest in developing products that [are] required to support a set of meta-data with over 80 elements"
Best Practices and Implementation Guide, IMS, 2000
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Rationale: Simplicity
LOM Element 5.4 Semantic Density: "The degree of conciseness of a learning object." omitted in CanCore
LOM Element 1.2 Title"Name given to this learning object." Word order, subtitles, multilingual titles,
series/episode titles LOM Classification Element Group
"Describes where this learning object falls within a particular classification system."
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Rationale
Solution: core set of LOM elements most important for exchangeable resource descriptions
Mid-way between structuralist (LOM) and minimalist (Dublin Core) approaches to metadata
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Rationale: Semantics
E-learning specifications & standards communities are largely concerned with syntax and technical interoperation
Effective metadata requires semantic specification and consensus
Incorporate best practice from library and heritage communities
No other body is doing this across e-learning projects
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Rationale: Specificity
Effective implementation requires a consistent interpretation of each element’s purpose and use
Realize economy of scale by coordinating the implementation and interpretation of metadata for a number of learning object repository projects
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CanCore: Element Groups & Numbers
1. General (7)2. LifeCycle (4)3. Metametadata
(6)4. Technical (7)5. Educational (5)6. Rights (3)
6. Relation (2)7. Annotation
(omitted)8. Classification (7 x
2):– Discipline (i.e.
subject)– PedagogicType
(i.e. granularity)
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CanCore Guidelines explication and interpretation of
element definitions and descriptions recommendations based on best
practice recommendations for vocabulary (or
"value space") values and definitions multilingual plain language examples XML-binding examples technical implementation notes
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Rationale: Overview
IMS MetadataInformation Model: appx. 80 elements, little interpre-tation
Complexity decreases
Specificity and Interoperability increases
ImplementationCanCore - CAREO
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CanCore and Standards Evolution
User Needs
ApprovedStandards
R&D Concepts
LabsTestbedsMarkets
StandardsBodies
SpecConsortia
SpecConsortia
SpecConsortia
SpecConsortia
LabsTestbedsMarketsTestbeds,Markets
StandardsBodies
Specifications Implementations,Reference Models,Requirements
ADL IEEEISO
From: Thor Anderson, (2001) "International E-learning Specifications" ©IMS
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Two approaches to Learning Objects
Context provided by technical specifications (training): SCO’s (SCORM) RLO’s (Cisco)
Context provided by pedagogical practice (K-12, higher ed.): CanCore MERLOT
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Sharable Content Objects (SCO)
Learning ManagementSystem (LMS)
DeliveryDevice
Learner
RepositoryWWW
DatabaseDVD
Course TrackingTesting
Intelligent TutoringAdaptive Learning
BrowserPDA
Wireless PhoneHuman Dialogue
System
WarfighterStudent
TechnicianLaborer
ProfessionalAnyone!
The ADL Model
From: Slosser, S. (2001) "ADL and the Sharable Content Object Reference Model"
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CanCore and ADL-SCORM
Different definitions of “educational objects”
Many specifications referenced and combined vs. just metadata
Public education vs. training emphases
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The MERLOT Model
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Educational Object: Example
Content Pedagogical purpose; to augment learning about:
Paris 1839 Urban environments Architecture Daguerre Photography Daguerreotypes
Granularity: an object can be a course, unit, lesson, image, Web page, exercise, image, multimedia clip; but it must have a specified pedagogical purpose
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Learning Objects: Granularity
Smaller: Easier: reusability
and adapability More difficult:
discovery and metadata creation
Larger: Easier: discovery
and metadata creation
More difficult: reusability and adaptibility
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Repository Architectures: Metadata Creation
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Repository Architectures: Access
Separate resources and metadata allow for multiple and disparate resource collections to appear as one
Metadata must be freely available Combined in a single search set for
single-click access Provides a personalized, "portal"
solution for the data access problems of the Internet
AU tool: staff.icaap.org/careo
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Repository Architectures: Access
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CanCore’s Future Update CanCore guidelines
document Looking at formal governance issues Looking internationally for
collaboration opportunities Looking to establish a permanent
office
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Conclusion
CanCore is the current state of educational metadata development and implementation in Canada
“A widespread consensus on a particular protocol which has not been ratified by any official standards body, such as ISO, but which nevertheless has a large market share.” (FOLDOC)
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Find out more about
CanCore at:
www.cancore.ca
