Guys, 

I am forwarding an exchange I had recently with Phil and the DC ARchitecture group. I think it’d be really;y good if we could all get together for a chat about how to streamline the work we are so busily doing - there is clearly great synergy!

Phil’s response to me from my response to them is below - let’s chat!!

Liddy
> On 11 Apr 2022, at 9:25 pm, Phil Barker <[log in to unmask]> wrote:
> 
> Hello Liddy, good to hear from you.
> 
> Your comparison to ISO MLR makes me think that you are commenting on LRMI as a whole not just the new vocabulary for learning resource types. LRMI has been around for over ten years, so there is no new risk of fragmentation here.
> 
> LRMI properties are designed to be used in application profiles with other RDF schemas, to augment them without the need for every schema that touches on education learning and training to declare new properties for that. I guess that is the major difference in approach between LRMI and MLR, we try to avoid a horizontal standard just for learning resources, and instead add "learny-ness" to any existing standard. 
> LRMI terms are also declared in the schema.org namespace, and we declare owl:equivalentClass / owl:equivalentProperty to enhance interoperability between applications using the those two namespaces. We also do the equivalent with skos match terms for our vocabularies. If there are RDF properties and classes in MLR that are equivalent to those LRMI we would happily discuss doing similar for those.
> 
> On your current problem:
> 
> 
>> Currently in ISO we are working on the problem that if all students, say, are to work with the same resource, there will need to be multiple versions of the resource to suit that potential range of forms of the resource. The issue is that in simplifying the text for a student with a cognitive disability, is one using the SAME or a different resource. We note that it depends on the circumstances. Sometimes an audio version is the SAME and sometimes, e.g. when the student is being tested for reading skills, or asked to read it as part of their research, it might be considered as very DIFFERENT from the text version for a class on research skills.
> It sounds like you need an entity model similar to FRBR, like ILOX in IMS LODE, or the Web Architecture Resource / representation -- different representations of the same resource can be pedagogically very different.
> 
> Phil
> On 09/04/2022 03:04, Liddy Nevile wrote:
>> Phil,
>> 
>> thanks for this. 
>> 
>> I am wondering what has been done to ensure that your standard is not yet another in the same domain as others and so creating a risk of fragmenting, rather than unifying, what we are all doing?
>> 
>> I am not aware of anyone taking notice of the ISO 19788 and the associated standards, which surprises me but perhaps there are some at least watching? This has been made a ‘horizontal’ standard for ISO so there are a lot of countries likely to adopt it if they have not already. All ISO ITLET metadata is now required to conform to it and that means be interoperable with RDF, DC, etc.
>> 
>> Currently in ISO we are working on the problem that if all students, say, are to work with the same resource, there will need to be multiple versions of the resource to suit that potential range of forms of the resource. The issue is that in simplifying the text for a student with a cognitive disability, is one using the SAME or a different resource. We note that it depends on the circumstances. Sometimes an audio version is the SAME and sometimes, e.g. when the student is being tested for reading skills, or asked to read it as part of their research, it might be considered as very DIFFERENT from the text version for a class on research skills.
>> 
>> I wanted to present the ISO work at the upcoming DC meeting but I am not keen to pay to do so and that means I won’t, sadly. I thought the conference would provide a great venue for discussion about the DCMI DC, the ISO DC and the ISO MLR in the context of the forthcoming LRMI work.
>> 
>> Oh well, there’s always lots to do in the world!
>> 
>> 
>> 
>>> On 8 Apr 2022, at 8:53 pm, Phil Barker <[log in to unmask]>
>>>  wrote:
>>> 
>>> Hello everyone
>>> The Dublin Core task group on Learning Resource Metadata (LRMI) wishes to receive comments on a new high-level vocabulary for categorizing Learning Resources by type.
>>> 
>>> The LRMI specification is a collection of classes, properties and concept schemes for markup and description of educational resources. These classes, properties and concept schemes have always been developed in the knowledge that other metadata standards exist, and the aim of LRMI has always been to supplement existing standards with terms that are specific to learning, education and training. So, LRMI properties and classes are complementary to those in Dublin Core Terms, and have been adopted by schema.org, allowing learning resources to be described fully and consistently with either standard.
>>> 
>>> The new concept scheme for Learning Resource Types continues this tradition of seeking to complement existing general purpose standards. It deals only with conceptual categories for the kind of resource that something is, that is the form or genre of a resource, not the medium of transmission, not the media type and not the encoding format of a resource.  Furthermore, it deals only with types for resources that are explicit in their intention to be applicable to learning, education and training, thus supplementing other existing vocabularies for form and genre such as the form and genre terms from the Library of Congress. As it is our experience that more specialized categories tend to be less consistently understood, we provide a small set of broad categories. Where more specialized terms are required, we encourage implementers to declare these terms in RDF and to publish them with a relationship, such as skos:broadMatch, to indicate the most relevant LRMI Learning Resource Type. We, in turn, have published the Learning Resource Type vocabulary as a SKOS Concept Scheme with declared links to the Library of Congress vocabulary for form and genre and to the CEDS vocabulary for Learning Resource Types.
>>> 
>>> The new LRMI Learning Resource Type vocabulary is published as a public draft for comment [1]. 
>>> We welcome comments, questions and suggestions on the coverage, the definitions of the concepts and other aspects of the scheme. Please comment before May 30, 2022, by email to the LRMI task group maillist 
>>> [log in to unmask] or by raising an issue on our github repository, https://github.com/dcmi/lrmi/issues
>>> . Please note that all comments will form part of the public record of the development of this vocabulary.
>>> 
>>> Phil Baker, Chair, LRMI Task Group
>>> 
>>> 1. 
>>> https://www.dublincore.org/specifications/lrmi/concept_schemes/learningResourceType/
>>> 
>>> 
>>> 
>>> 
>>> Links and Further Information
>>> 
>>> DCMI The Dublin Core™ Metadata Initiative is an organization supporting innovation in metadata design and best practices across the metadata ecology, see 
>>> https://www.dublincore.org/about/
>>>   
>>> LRMI™ is a task group of DCMI, see 
>>> https://www.dublincore.org/groups/lrmi-task-group/
>>> 
>>> 
>>> schema.org is a collaborative, community activity with a mission to create, maintain, and promote schemas for structured data on the Internet, on web pages, in email messages, and beyond, see 
>>> https://schema.org/
>>>  
>>> The Library of Congress Genre/Form Terms for Library and Archival Materials (LCGFT) is a thesaurus that describes what a work is versus what it is about, see 
>>> https://id.loc.gov/authorities/genreForms.html
>>>  
>>> CEDS The Common Education Data Standards Initiative is an education data management initiative whose purpose is the streamline the understanding of data within and across P-20W institutions and sectors, see 
>>> https://ceds.ed.gov/whatIsCEDS.aspx
>>>  
>>> CEDS Learning Resource Types are enumerated at 
>>> https://ceds.ed.gov/element/000928/
>>>  
>>> SKOS Simple Knowledge Organization System is an area of work of the W3C developing specifications and standards to support the use of knowledge organization systems (KOS) such as thesauri, classification schemes, subject heading lists and taxonomies within the framework of the Semantic Web, see 
>>> https://www.w3.org/2004/02/skos/
>>>  
>>> 
>>> 
>>> -- 
>>> Phil Barker. 
>>> http://people.pjjk.net/phil
>>> 
>>> CETIS LLP: a cooperative consultancy for innovation in education technology.
>>> PJJK Limited: technology to enhance learning; information systems for education.
>>> 
>>> CETIS is a co-operative limited liability partnership, registered in England number OC399090
>>> PJJK Limited is registered in Scotland as a private limited company, number SC569282.
>>> 
>>> 
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>>> 
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> -- 
> Phil Barker. http://people.pjjk.net/phil
> CETIS LLP: a cooperative consultancy for innovation in education technology.
> PJJK Limited: technology to enhance learning; information systems for education.
> 
> CETIS is a co-operative limited liability partnership, registered in England number OC399090
> PJJK Limited is registered in Scotland as a private limited company, number SC569282.
> 
> 
> To unsubscribe from the DC-ARCHITECTURE list, click the following link:
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