Hello Manolis,
Yes UK LOM Core is still in draft, the latest complete draft is version 0.2,
available from the main UK LOM Core page [UKLOMCore]. You're quite right about
the discussions having taken place since that was produced, perhaps the best
place for a summary of those is the write up of the Metadat SIG / UK MEG
meeting at Glasgow in Aug 2004 [GlaMeeting]. These resulted in a revision of
the draft, which is mostly completed and can be seen on the UK LOM Core "Work
in Progress" page [WIP]. You'll see there hasn't been much recent progress,
but there are moves which might change that soon--more later.
We maintain backwards compatibility as much as possible, you should be able to
use either draft 2 or 3 without encountering problems in the future (OK, more
accurately: you'll have the same problems regardless of which you use).
In particular UK Educational Context hasn't changed. You mentioned HE first
cycle, second cycle. They were dropped a long time ago, they were part of the
old IMS spec but never made it into the IEEE LOM Standard. You can convey the
same information with a combination of setting context to Higher Education and
choosing a suitable value from the UK Educational Levels [UKEL]. (That's
what we did for FAILTE to get the mapping, but those guidelines are also old.)
There has been recent discussion of the UK Educational Levels, which we need
to wrap up. (Lorna, Pete, Andy...) I don't foresee any changes to the levels
that deal with undergraduate and postgraduate taught courses.
I'm not sure I can comment on the case of distinguishing resources used for
support Vs honours mathematics without some firmer examples. However, there is
the possibility of using the classification for discipline as well as idea to
convey some of this information. For example you might have three resources
covering the statistics of random events (one idea) one for a maths course one
for social scientists and another for physicists (three Disciplines). I think
they would look quite different.
I think that covers most of your points, without ever saying "this is what you
should do". If you want some firmer guidance on what to do rather than more
discussion, the most developed and widely used Application Profile for Higher
Education that is compatible with the UK LOM Core is the RLLOMAP [RLLOMAP].
You could do a lot worse than use that.
All the best, Phil
Refs
UKLOMCore: http://www.cetis.ac.uk/profiles/uklomcore
GlaMeeting: http://metadata.cetis.ac.uk/sig_meetings/glasgow-aug-2004_html
WIP: http://www.cetis.ac.uk/profiles/uklomcore/wip/
UKEL: Here's a summary of the different versions of the UKEL
http://www.jiscmail.ac.uk/cgi-bin/webadmin?A2=ind0504&L=uk-meg&P=2545
RLLOMAP: http://www.rdn.ac.uk/publications/rdn-ltsn/ap/
Manolis Mavrikis wrote:
> 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
--
Phil Barker Learning Technology Adviser
ICBL, School of Mathematics and Computer Science
Heriot-Watt University, Edinburgh, EH14 4AS
Tel: work - 0131 451 3278 home - 0131 221 1352
Web: http://www.icbl.hw.ac.uk/~philb/
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