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Paul MillerPaul MillerInteroperability FocusInteroperability Focus
[email protected]@ukoln.ac.ukwww.ukoln.ac.uk/www.ukoln.ac.uk/
Who is this for? Who is this for? Characterising AudienceCharacterising Audience
Communicating appropriately with an audience
New Directions in
Metadata, Edinburgh 2002
Hello, and welcome to EdinburghHello, and welcome to Edinburgh
Bonjour, et bienvenue vers EdimbourgBonjour, et bienvenue vers Edimbourg
Hallo und Willkommen nach EdinburghHallo und Willkommen nach Edinburgh
Hola, y recepción a EdimburgoHola, y recepción a Edimburgo
エジンバラへのこんにちはエジンバラへのこんにちは , , そして歓迎そして歓迎
Some personalisation
New Directions in
Metadata, Edinburgh 2002
Hello, and welcome to Edinburgh
Bonjour, et bienvenue vers Edimbourg
Hallo und Willkommen nach Edinburgh
Hola, y recepción a Edimburgo
エジンバラへのこんにちは , そして歓迎
Simple personalisation — by location
New Directions in
Metadata, Edinburgh 2002
See news.bbc.co.uk/ See news.bbc.co.uk/
New Directions in
Metadata, Edinburgh 2002
See news.bbc.co.uk/ See news.bbc.co.uk/
Simple personalisation — using observed behaviour
New Directions in
Metadata, Edinburgh 2002
See www.amazon.co.uk/ See www.amazon.co.uk/
New Directions in
Metadata, Edinburgh 2002
See www.amazon.co.uk/ See www.amazon.co.uk/
New Directions in
Metadata, Edinburgh 2002
See www.amazon.co.uk/ See www.amazon.co.uk/
Simple personalisation — allowing user customisation
New Directions in
Metadata, Edinburgh 2002
See www.bbc.co.uk/mybbc/ See www.bbc.co.uk/mybbc/
New Directions in
Metadata, Edinburgh 2002
See www.bbc.co.uk/mybbc/ See www.bbc.co.uk/mybbc/
Simple personalisation — linking knowledge from elsewhere
New Directions in
Metadata, Edinburgh 2002
See www.digital.hull.ac.uk/ See www.digital.hull.ac.uk/
Selecting resources appropriate to an audience
New Directions in
Metadata, Edinburgh 2002
See www.nc.uk.net/ See www.nc.uk.net/
Issues
New Directions in
Metadata, Edinburgh 2002
Issues
• Personalisation is increasingly used on the Web
– to be suitably granular, it requires a lot of data about content and users
• For commerce sites, good personalisation can be a USP
• Different approaches to personalisation are appropriate in different contexts
• Memory Institutions, Government, etc aren’t actually very good at it.
New Directions in
Metadata, Edinburgh 2002
See www.ukonline.gov.uk/See www.ukonline.gov.uk/
Personalisation — a need to know your audience
New Directions in
Metadata, Edinburgh 2002
Reasons to know your audience
• To deliver appropriate content– Based upon interests, location, authorisation…
• To avoid delivery of inappropriate content– Restrict access to the Personnel database, prevent
children viewing X-rated content…
• To streamline processes– Remember address, etc., avoiding unnecessary
annoyance, and reducing scope for error
• To build a relationship– Encourage the customer to come back…
• To deliver appropriate service– Based upon device used, disabilities, language…
• etc.
Allowing an audience access
Microsoft
New Directions in
Metadata, Edinburgh 2002
See www.passport.com/See www.passport.com/
New Directions in
Metadata, Edinburgh 2002
New Directions in
Metadata, Edinburgh 2002
See www.bizpresenter.com/See www.bizpresenter.com/
New Directions in
Metadata, Edinburgh 2002
See www.bizpresenter.com/See www.bizpresenter.com/
New Directions in
Metadata, Edinburgh 2002
See www.bizpresenter.com/See www.bizpresenter.com/
Liberty Alliance
New Directions in
Metadata, Edinburgh 2002
See www.projectliberty.org/See www.projectliberty.org/
New Directions in
Metadata, Edinburgh 2002
Types of ‘audience’
Employee, customer, supplier …
Staff, Student…
Member, Non-member…
Staff (Teaching, Research, Admin, Secretarial, Technical), Student (Research, Postgraduate, Undergraduate), Alumni, Prospective staff/student, Parent, Other…
Historian, Geographer, Sociologist, Biologist…
An example — educational level
New Directions in
Metadata, Edinburgh 2002
The ‘problem’
• Diverse ways of categorising the level at which a course/resource is aimed
– Yet there is a wish to compare and contrast
• Material prepared in one jurisdiction may be appropriate for use in another
– Must a Scottish multimedia company know the English National Curriculum ?
– Must an English teacher understand SCQF ?
• Distinctions between vocational and non-vocational blurring.
New Directions in
Metadata, Edinburgh 2002
Levels and Qualifications
• Growing number of credit frameworks, etc
• As well as qualifications, there is interest in describing the tasks to be completed or abilities to be gained to attain a level of attainment
– An award may now comprise a set of demonstrable abilities, selected from different programmes of study, and at a range of levels.
New Directions in
Metadata, Edinburgh 2002
Levels and Qualifications
The ‘other’ level…• Easy, intermediate, hard…
– But easy for whom, in what context?
New Directions in
Metadata, Edinburgh 2002
See www.ukoln.ac.uk/metadata/education/See www.ukoln.ac.uk/metadata/education/
Credit Framework
Credit Framework‘Curriculum’
‘Curriculum’
Qualification
QualificationQualification
New Directions in
Metadata, Edinburgh 2002
See www.ukoln.ac.uk/metadata/education/See www.ukoln.ac.uk/metadata/education/
New Directions in
Metadata, Edinburgh 2002
See www.ukoln.ac.uk/metadata/education/See www.ukoln.ac.uk/metadata/education/
New Directions in
Metadata, Edinburgh 2002
See www.ukoln.ac.uk/metadata/education/See www.ukoln.ac.uk/metadata/education/
Defining Audience
New Directions in
Metadata, Edinburgh 2002
ObstaclesAudience seems a simple idea
• Why do you want to know?– And are you describing the individual, a task, a
qualification…?• What are you allowed to know?
– Data Protection Act ?• Which of their many roles is your audience
playing– A degree-qualified physicist, doing nightclasses
towards Higher French, with an interest in archaeology, and an 8 year old child to help with school work…
– A History lecturer with a Ph.D in Scottish Medieval history, wanting to read up on the Boer War…
• What are the implications of being wrong?– …and how does it all apply to the lifelong learner?
New Directions in
Metadata, Edinburgh 2002
Finding a way…
• Hull’s Digital University Project– Augmented by JISC FAIR-funded
‘PORTAL’ with UKOLN– Using local corporate systems knowledge
of the individual– Integrating with metadata from/about
external services to personalise content– ‘Use HUMBUL’ is not enough, is it ?
See www.digital.hull.ac.uk/ See www.digital.hull.ac.uk/
New Directions in
Metadata, Edinburgh 2002
Conclusion
• ‘Audience’ is important– But not as simple as it might appear– Systems are being developed…
– But the content is lacking, as is clarity of purpose.
Paul MillerPaul MillerInteroperability FocusInteroperability Focus
[email protected]@ukoln.ac.ukwww.ukoln.ac.uk/www.ukoln.ac.uk/
Who is this for? Who is this for? Characterising AudienceCharacterising Audience
