Dear all,
Although I have been following the world of metadata a couple of
years, only now their need and clarification became apparent as I am
authoring content for a system. So I have some (perhaps basic, naive)
questions in relation to actually adding metadata to learning objects
particularly in the UK context.
I am particularly interested in the context metadata element or what is
referred as Learning Context in LOM. I was wondering how people use it
to describe learning objects for first year undergraduate students
(particularly for mathematics) and if they have faced problems.
I 've read again the UK LOM Core (is it still draft?) and I was
wondering if there are any developments there. I see its relation to the
UKEC vocabulary but again I wonder if there are additional values added
after 2003. And I remember in a meeting a discussion about the higher
education term but can't find something after that. I searched the list
and I see some relevant discussions
(http://www.jiscmail.ac.uk/cgi-bin/webadmin?A2=ind0302&L=CETIS-METADATA&D=0&I=-3&P=3702)
but I am not sure what happened after that.
I see that the LOM values university first and second cycle are
not used at all -and for good reasons I guess. But what would happen in
practice if you were given such an object ? In addition, is one uses
UKLOM is there any way to differentiate higher education learning
objects between themselves ? For instance a similar object could be used
for support/introductory mathematics or honours in which case the amount
of detail or rigour will be different. Anything in the metadata to
separate these two ? Are keywords used for that or are there special
elements to tackle this issues ? How is this related to the FAILTE
guidlines where first cycle is used for foundation or introductory and
second cycle for intermediate or advanced ?
I am sorry if there have been similar discussions before. If you feel
that the issue is not important for the rest of the list please email me
in private.
Manolis
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