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Metadata - Overview
Metadata is information about information and is structured in a manner that facilitates the management, discovery and retrieval of resources on the World Wide Web.
Metadata standards have been developed to support both machine interoperability (information exchange) and targeted resource discovery by human users of the Web.
Metadata standards for the Internet are an attempt to bridge the gap between the comprehensive cataloguing which is done by professionals in the library context, and the free-for-all of document creation on the Web. In particular, these metadata standards allow creators of documents and managers of resource collections to describe resources in a detailed manner facilitating targeted queries by search engines.
A metadata record typically consists of a set of elements (or fields) which describe in detail the content of the resource, its intellectual property rights, and its 'instantiation' (date created, for example).
Educational metadata standards extend the scope of description that can be included in a metadata record with information that has particular educational relevance. This is done by either defining education-specific elements, element refinements or encoding schemes. |
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These contents have been obtained from the IEEE Learning Technology Standards Committee (LTSC) official Web site and edited for presentation. Please refer to the IEEE Learning Technology Standards Committee (LTSC) official Web site for additional information on terms of use
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IEEE LTSC
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LOM is a multi-part standard that specifies Learning Object Metadata. The IEEE 1484.12.1-2002 Learning Object Metadata standard specifies a conceptual data schema that defines the structure of a metadata instance for a learning object. For this Standard, a learning object is defined as any entity -digital or non-digital- that may be used for learning, education or training.
For this Standard, a metadata instance for a learning object describes relevant characteristics of the learning object to which it applies. Such characteristics may be grouped in general, life cycle, meta-metadata, educational, technical, educational, rights, relation, annotation, and classification categories.
The conceptual data schema specified in the IEEE 1484.12.1-2002 Learning Object Metadata standard permits linguistic diversity of both learning objects and the metadata instances that describe them.
This conceptual data schema specifies the data elements which compose a metadata instance for a learning object.
The IEEE 1484.12.1-2002 Learning Object Metadata standard is intended to be referenced by other standards that define the implementation descriptions of the data schema so that a metadata instance for a learning object can be used by a learning technology system to manage, locate, evaluate or exchange learning objects.
The IEEE 1484.12.1-2002 Learning Object Metadata standard does not define how a learning technology system represents or uses a metadata instance for a learning object.
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Purpose
The purpose of this multi-part Standard is to facilitate search, evaluation, acquisition, and use of learning objects, for instance by learners or instructors or automated software processes. This multi-part Standard 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.
By specifying a common conceptual data schema, the IEEE 1484.12.1-2002 Learning Object Metadata standard ensures that bindings of Learning Object Metadata have a high degree of semantic interoperability. As a result, transformations between bindings will be straightforward.
The IEEE 1484.12.1-2002, Learning Object Metadata standard specifies a base schema, which may be extended as practice develops, e.g., facilitating automatic, adaptive scheduling of learning objects by software agents. |
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These contents have been obtained from the IMS Global Learning Consortium official Web site and edited for presentation. Please refer to the IMS Global Learning Consortium official Web site for additional information on terms of use
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IMS Global Learning Consortium
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In 1998, IMS and ARIADNE submitted a joint proposal and specification to the IEEE LTSC, which formed the basis of the IEEE LTSC Working Group 12 work on a draft standard for Learning Object Metadata (LOM). The standard developed by this working group is a multi-part standard: part one being a conceptual data schema (which corresponds to the IMS Learning Resource Meta-data Information Model), parts two, three, and four being bindings of this schema in ISO/IEC11404, XML and RDF respectively.
As a result of significant worldwide interest, the IMS Project was incorporated as the IMS Global Learning Consortium (IMS/GLC) in 1999, publicizing the IEEE work through its stakeholder community in the US, UK, Europe, Australia, and Singapore. This evolving stakeholder community has contributed feedback into the ongoing specification development process. In August 1999, IMS/GLC released its Learning Resource Meta-data Specification v1.0 to the public, with minor revisions being released periodically up to v1.2.2 in November 2001. Each of these specification releases was based on updates of the IEEE LOM conceptual data schema with an accompanying XML Binding and Best Practice and Implementation Guide produced by IMS/GLC.
On 12 June 2002, the conceptual data schema of the LOM was approved by the IEEE Standards Association as IEEE 1484.12.1 - 2002 Standard for Learning Object Metadata (IEEE LOM), and the associated XML binding standard was approved as IEEE 1484.12.3 Standard for Extensible Markup Language (XML) Schema Definition Language Binding for LOM in 2005.
With the release of the IEEE 1484.12.1 - 2002, the Information Model of the IMS Meta-data specification has been realigned with the published IEEE standard. The XML Binding of the IMS Meta-data specification has also been realigned with the IEEE 1484.12.3 - 2005 standard. |
Purpose
The IMS Meta-data Specification has been aligned to the IEEE 1484.12.1 and 1484.12.3 standards. IMS/GLC currently publishes general guidance about how an application may use IEEE LOM elements and to assist developers with their meta-data implementations. |
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These contents have been obtained from the Advanced Distributed Learning (ADL) official Web Site and edited for presentation. Please refer to the Advanced Distributed Learning (ADL) Web site for additional information on terms of use.
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The ADL's SCORM provides specific requirements and guidance for using metadata to describe SCORM Content Model Components. The metadata defined is directly based on the IEEE 1484.12.1-2002 Learning Object Metadata (LOM) standard and the IEEE 1484.12.3 Standard for Extensible Markup Language (XML) Binding for Learning Object Metadata Data Model. The IEEE provides roughly 64 metadata elements that can be used to describe SCORM Content Model Components. SCORM strongly recommends the use of the IEEE LOM for describing SCORM Content Model Components.
SCORM describes how the IEEE LOM metadata element can be mapped to SCORM Content Model Components described in the Content Aggregation Model. This mapping of standardized elements and definitions from IEEE to the SCORM CAM provides the missing link between general specifications and specific content models.SCORM 2004 4th Edition |
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These contents have been obtained from the DCMI official Web site and edited for presentation. Please refer to the DCMI official Web site for additional information on terms of use
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An Overview of the Dublin Core Metadata Initiative
Dublin Core Metadata Initiative
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The Dublin Core Metadata Initiative (DCMI) is an organization dedicated to promoting the widespread adoption of interoperable metadata standards and developing specialized metadata vocabularies for describing resources that enable more intelligent information discovery systems.
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Mission and Scope of DCMI
The Dublin Core Metadata Initiative (DCMI) is an open forum for the development of standards for interoperable online metadata in support of a broad range of purposes and business models.
Conceived at an OCLC-sponsored workshop in 1995, DCMI has a growing global reach: over 800 people representing more than 45 nations around the world have subscribed to the DCMI informational mailing list and the website is currently attracting more than 2000 visits a day. The Dublin Core metadata element set has been translated into 25 languages, and has been formally adopted by 7 governments (with other governments currently in discussion phase).
The mission of the DCMI is to make it easier to find resources using the Internet through the following activities:- Developing metadata standards for discovery across domains
- Defining frameworks for the interoperation of metadata sets
- Facilitating the development of community- or disciplinary-specific metadata sets that are consistent with items 1 and 2
The range of activities of DCMI includes:- Standards development and maintenance, such as organizing international workshops and working group meetings directed toward developing and maintaining DCMI recommendations
- Tools, services, and infrastructure, including the DCMI metadata registry to support the management and maintenance of DCMI metadata in multiple languages
- Educational outreach and community liaison, including developing and distributing educational and training resources, consulting, and coordinating activities within and between other metadata communities
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These contents have been obtained from the Canadian Core Learning Resource Metadata Application Profile official Web site and edited for presentation. Please refer to the Canadian Core Learning Resource Metadata Application Profile official Web site for additional information on terms of use
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CanCore Learning Resource Metadata Initiative
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The initial objective of the CanCore Learning Resource Metadata Initiative was to create recommendations for the implementation of the fields in the IMS Meta-data specification. When this datamodel was standardized as the IEEE LOM standard, CanCore revised and updated these recommendations, based on the input of experts and implementers from around the world. Thanks to a grant from CANARIE, Canada’s advanced Internet development organization, a partnership was formed as a collaboration between two projects: POOL (Portal for Online Objects in Learning) and BELLE (Broadband Enabled Lifelong Learning Environments). The goal was to create a common guidebook.
This original CanCore team was made up of librarians and implementers from TeleEducation NB, the University of New Brunswick’s Electronic Text Centre, and experts from Netera and the Universities of Alberta and Calgary who created the Campus Alberta Repository of Educational Objects (CAREO). With the move of Terry Anderson, Norm Friesen, and Rory McGreal to Athabasca University (AU), and a new grant from CANARIE under the eduSource project, the CanCore lead was transferred to AU.CanCore Guidelines Web Site |
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These contents have been obtained from the GEM Project official Web site and edited for presentation. Please refer to the GEM Project official Web site for additional information on terms of use
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The Gateway to Educational Materials
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The four major objectives addressed by the GEM project were to:- Define a semantically rich metadata profile and domain-specific controlled vocabularies necessary to the description of educational materials on the WWW
- Develop a concrete syntax and well-specified practices for its application using current HTML specifications
- design and implement a set of harvesting tools for retrieving the metadata stored as HTML meta tags
- encourage the design of a number of prototype interfaces to GEM metadata
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From the outset, GEM developed around emerging standards for networked information discovery and retrieval (NIDR). The Dublin Core Element Set (DC) became the base referent for the GEM element set. One of the underlying assumptions of the DC founders was that it would be extensible in two fundamental ways:- Additional elements could be added to meet the needs of particular domains, and
- Its elements could be enriched through the use of a broad range of qualifying "schemes" and "types".
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These contents have been obtained from the EdNA Online official Web site and edited for presentation. Please refer to the EdNA Online official Web site for additional information on terms of use
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EdNA - Education Network Australia
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In line with Australian whole-of-government initiatives and international metadata efforts the EdNA Reference Committee (now the Australian Information and Communication Technologies in Education Committee (AICTEC) has agreed that the EdNA Metadata Standard be based on the Dublin Core Metadata Element Set.
The Dublin Core Metadata Initiative (DCMI) is an international collaborative effort to establish and maintain standards for describing Internet resources with the aims of enabling targeted resource discovery and interoperability of information exchange.
Key principles of the Dublin Core metadata specification relevant to EdNA include:- Simplicity: The DCMES is intended to be usable by both resource description specialists as well as non-experts
- Interoperability: Promoting a commonly understood set of descriptors that enable the discovery of online information resources from across subject and interest domains
- Extensibility: The DCMES is intended as a core element set, or baseline, from which different communities can extend to meet their own specific needs – these can manifest as different levels of interoperability (local, domain-specific, national, global)
- Refinement: A set of recommended qualifiers (element refinements and encoding schemes) is available to refine the elements and identify standard schemes which define the content in various elements where more precision or control over content is required
- Dumbing-Down: The contents of DCMES descriptions will always make sense without the use of qualifiers so that elements are useful in applications which are not configured to handle the syntax of qualifiers being used in particular communities. The principle is known as the "dumb-down" principle
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These contents have been obtained from the ISO/IEC JTC1 SC36 WG4 documents and edited for presentation. Please refer to the ISO/IEC JTC1 SC36 WG4 web site for additional information on terms of use.
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ISO/IEC JTC1 SC36 logo
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ISO/IEC JTC1 SC36 Working Group 4: Management and Delivery of Learning, Education, and Training (MDLET) is focused on producing a multi-part standard and metadata for learning resources. The proposed data model includes a flexible framework for specifying disjointed conceptual schemas that define structures and data elements for metadata instances associated with learning resources. This section is focused on MetaData (MD).
This group is working in the following areas:- ISO/IEC 19788 Information Technology for Learning, Education and Training - ITLET – Metadata for Learning Resources. This project is made up of the following parts:
- Part 1: Framework
- Part 2: Core Elements
- Part 3: Core Application Profile
- Part 4: Elements Elements
- Part 5: Educational Elements
- Part 6: Availability, Distribution, and Property Elements
- ISO/IEC 19785 Information Technology for Learning, Education and Training - ITLET – Content Packaging.
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These contents have been obtained from the European Committee for Standardization (CEN) official Web site and edited for presentation. Please refer to the CEN official Web site for additional information on terms of use.
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European Commitee for Standardization
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Metadata for Learning Opportunities - Advertising (MLO-AD), supported by CEN WS-LT (CWA 15903:2008), is a European standardized model addressing metadata sufficient for advertising a learning opportunity.
MLO-AD was developed by a group of 21 experts from 12 countries and vendors within Europe. The group has aimed at developing a lightweight standard that fits well with existing business processes and technologies. The MLO-AD standard is also designed to facilitate semantic technologies and web architectures to support several mechanisms for exchange of the information and aggregation of information by third party service suppliers. Finally, the goal has been to make the standard easy to implement to ensure a rapid uptake by the European countries. |
Scope
The goal of MLO-AD is to provide information about a learning opportunity, to enable the learner to make a decision if there is a need for more information about the learning opportunity, and where to find that information. The standard defines the electronic representation of Learning Opportunities in order to facilitate their advertising and subsequent discovery by prospective learners.
Key users of the standard will be:
- those who provide opportunities for learning and wish to advertise them;
- those who offer electronic search services that aggregate results from multiple Learning Opportunity providers;
- those who wish to compare Learning Opportunities that have been represented electronically.
The model proposed within the standard is not intended to define the electronic representation of Learning Objects in general - the scope of the standard is restricted to definine the electronic representions of Learning Opportunities to facilitate their advertising and subsequent discovery by learners. Metadata collected and presented for the purpose of advertising Learning Opportunities may, of course, be used for other purposes - for instance, providing detailed description of a formal learning opportunity to enrich a transcript that showed a learner's educational history. However, guidance on the pecification and organisation of metadata for purposes other than advertising Learning Opportunities is outside the scope of this standard.Metadata for Learning Opportunities |
DC-2009 papers and presentations published
( 14/11/2009 ) |
The DC-2009 conference, held in Seoul, Korea, 12-16 October 2009, featured high quality tutorials, keynotes, conference papers and workshop sessionsThe DC-2009 event was attended by around 100 participants from 18 countries and territories who engaged in lively discussions around the theme of Semantic Interoperability of Linked Data. The conference proceedings are available in the DCMI Conference Paper Repository (http://dcpapers.dublincore.org/ojs/pubs/issue/view/33) and many of the presentations are linked from the program page on the conference Web site. DCMI wishes to thank the National Library of Korea and the Korean Library Association for the splendid organization of the event.
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Open EUscreen Workshop
Metadata Schemes and Content Selection PoliciesMykonos City, Greece - From 23/06/2010 to 24/06/2010 |
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EUscreen has organised a two-day workshop on metadata schemes and content selection strategies in the audiovisual domain, to be held in Mykonos town, Greece on June 23 and 24. The workshop will focus on the presentation and analysis of metadata schemes and content selection policies within major European projects in general and EUscreen in particular, and will present some state of the art applications in multimedia retrieval and reuse. Attendence to the workshop is free and open, but online registration is required.
The first day’s programme will be devoted to developments within the EUscreen project. This includes the presentation of the project’s content selection strategy, a demonstration of the EUscreen back-end, and a preview of the EUscreen portal, to be launched in January 2011. The second day provides an overview of experiences and state of the art European projects in the audiovisual domain. This includes presentations by projects and organisations such as the European Broadcasting Company (EBU), the European Film Gateway (EFG), Europeana (EDLF) and the World Wide Web Consortium (W3C).
Programme
Wednesday, 23 June
09:30–10:00 Welcome and general introduction (Prof. Dr. Sonja de Leeuw, Utrecht University)
10:00–10:45 The EUscreen content selection strategy and guidelines (British Universities Film & Video Council)
10:45–11:30 The EUscreen metadata elements (Cinecittà Luce)
Coffee break
11:45–12:30 The EUscreen mapping and annotation tools (National Technical Unversity of Athens)
12:30–13:30 The EUscreen portal preview (Noterik)
Lunch break
14:30–15:30 EUscreen Roadmap and workflow for content selection, preparation and export (British Universities Film & Video Council)
15:30–16:00 Q&A session (Chair: Sonja de Leeuw)
Thursday, 24 June
Metadata Session (Chair: Marco Rendina)
10:00–11:00 Overview of AV Metadata Schemes and EBUcore (European Broadcasting Union)
11:00–11:30 The EFG metadata schema (European Film Gateway)
Coffee Break
11:45–12:15 Media Annotation Working Group (W3C)
12:15–13:00 Europeana Data Model (European Data Model Group)
Lunch break
Applications Session (Chair: Vassilis Tzouvaras)
14:00–14:30 What users can do with multimedia (WeKnowIt)
14:30–15:00 Use of Linked data (NoTube)
15:00–15:30 Automatic Metadata Extraction (VIDI-Video & IM31)
15:30–16:00 PrestoPRIME project (PrestoPRIME)
16:00–17:00 Final conclusions and future challenges (round table)
Workshop Web Site |
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