Phil has captured my sentiments exactly.
Here's my list of unwanted elements...
interactivity level - I don't think you can qualify this, as it is likely to
vary from learner to learner, and is too subjective anyhow
semantic density - who is going to say their learning materials are not very
intended enduser role - I'm not clear on the vocabulary provided for this
one. In many cases the teacher is the author, and I could argue that
resources are equally used by teachers and learners
> Juanita Foster-Jones, BA(Hons)
Multimedia Services Development Officer/ DiVA Project Officer
The Interactive Open Learning Centre & Media Archive
The Open University Library
Tel: 01908 655702
Fax: 01908 653571
Email: [log in to unmask]
> -----Original Message-----
> From: Phil Barker [SMTP:[log in to unmask]]
> Sent: 22 January 2002 14:42
> To: [log in to unmask]
> Subject: Re: survey - the number of elements
> Hello All,
> I meant to follow up on this last week but didn't have time, so apologies
> the delayed reply.
> I think that it is important we find out some information on what isn't
> used and why, as Juanita suggests. But it is also quite difficult: a
> list of all the elements in IMS (with a tick box next to each and space
> for a
> line of explanation) would run to several pages. I shall, however include
> question asking whether the respondent could provide us with a mapping of
> element set to IMS, which would allow us to extract this information.
> We could focus our attention on a few elements and ask whether they are
> used. I think this would complement Aida's suggestion of asking for an
> of how many are used and which group they come from.
> So a quick question: are there any elements in IMS that you suspect are
> being widely used?
> I'll lead with semantic density.
> I look forward to hearing any other suggestions.
> Regards, Phil.
> Dawn Holland wrote:
> > Hello
> > I think Aida' s suggestions for more precise information on which IMS
> > elements are being used or not is a good idea.
> > However I have a vague recollection from the CETIS meeting in November
> > please correct me if I am wrong!) that going further and actually
> > the individual elements not being used was suggested.
> > For example, if the survey showed that x% of respondents didn't use the
> > Educational Element "semantic density", this information could then be
> > passed to IMS as evidence to suggest alternations or changes to the
> > schema.
> > What does anyone else think?
> > Dawn
> > Dawn Holland
> > Metadata Project Officer (Maternity Cover)
> > The Jennie Lee Library
> > The Open University
> > Walton Hall
> > Milton Keynes
> > MK7 6AA
> Phil Barker Learning Technology Advisor
> ICBL, Department of Computing and Electrical Engineering
> Heriot-Watt University, Edinburgh, EH14 4AS
> Tel: 0131 451 3278 Fax: 0131 451 3327
> Web: http://www.icbl.hw.ac.uk/~philb/