Hmmm... I wish people would peek outside the educational ghetto occasionally
when working on these things - its not just learners that collaborate!
The "proposed data model" does a subset of what ATOM does; ATOM is the
proposed IETF standard for weblogs, newsfeeds and discussion forums
(intended to replace RSS eventually).
ATOM has a model of URL-referenced "post-like" objects which can also be
structured into a number ordered models, including things like topic maps
and wikis, as well as the usual threaded/date-ordered forums, feeds and
webblogs.
I guess I would have favoured an approach that took something like the
recent drafts of ATOM (for async) or XMPP (for sync - again this is an IETF
draft for managing synchronous presence and messaging) and looked at what
was additionally needed from an educational perspective, such as for
exchanging transcripts of sessions for assessment or reflection.
Some useful links:
http://www.atomenabled.org/
http://www.ietf.org/html.charters/atompub-charter.html
http://www.ietf.org/html.charters/xmpp-charter.html
http://www.jabber.org/ietf/
- S
On 4/8/04 9:13 pm, "Phil Barker" <[log in to unmask]> wrote:
> Again with apologies to those of you who read Stephen Downes OLDaily ...
>
> -------- Original Message --------
> Subject: OLDaily
> Date: Tue, 3 Aug 2004 16:59:45 -0400 (EDT)
> From: [log in to unmask]
> To: [log in to unmask]
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> OLDaily
> By Stephen Downes
> August 3, 2004
>
> *Metadata for Synchronous and Asynchronous Collaborative Learning
> Environments
> <http://phenom.educ.ualberta.ca/n/papers/atels2YasuhisaNorm.doc>*
> This paper "considers the use of... communication and collaboration
> technologies in educational settings and software systems.... [and]
> identifies specifiable uniformities in the structural and behavioural
> characteristics of these systems, and then uses these uniformities as a
> basis for its proposed data or metadata model." This is an important
> first step in consideration of one of the areas of metadata not well
> established by learning object and associated metadata: collaboration.
> This paper, and the next, should give the guardians of IMS and IEEE-LOM
> some pause for thought. By Yasuhisa Tamura, Norm Friesen, Toshio Okamoto
> and Rory McGreal, August 3, 2004 [Refer
> <http://www.downes.ca/cgi-bin/website/refer.cgi?item=1091566614&sender=>][Rese
> arch
>
> <http://www.downes.ca/cgi-bin/website/research.cgi?item=1091566614>][Reflect
> <http://www.downes.ca/cgi-bin/clist/clist.cgi?topic=1091566614&db=Link&key=109
> 1566614&reply=new>]
>
>
>
> *International LOM Survey: Report
> <http://phenom.educ.ualberta.ca/n/papers/LOM_Survey_Report.doc>*
> Important survey of actual learning object metadata instances received
> from ARIADNE Project (EU), the LTSN (UK), Metalab (France), CELTS
> (China) and CAREO (Canada). The upshot of the findings are ironically
> revealed in a limitation the data imposed on the study itself: though a
> much larger survey was planned, it proved to be impossible to analyse
> the contents through automated means - this from data which is
> specifically intended to be machine-readable! The study showed that most
> of the fields in IEEE-LOM are not used and that some fields, such as
> those requiring vCard data, were particularly problematic. MS-Word
> document. By Norm Friesen, July 27, 2004 [Refer
> <http://www.downes.ca/cgi-bin/website/refer.cgi?item=1091565952&sender=>][Rese
> arch
>
> <http://www.downes.ca/cgi-bin/website/research.cgi?item=1091565952>][Reflect
> <http://www.downes.ca/cgi-bin/clist/clist.cgi?topic=1091565952&db=Link&key=109
> 1565952&reply=new>]
>
>
> [...]
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> Copyright © 2003 Stephen Downes
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