Rachel, Stuart and others,
I read Rachel as giving us a chance for a last call on audience (not making
us do something extra) = Rachel please let us know if this is how you see
it.
I suggest then that the DC.education troops should work towards a shared
position on this.
It seems there is general agreement about the need for a place in which to
register some classification of the intended audiences of a
resource/service. There is the added complication within the educational
community that there are often two audiences - the one for whom the resource
is intended to have value and the one who is expected to mediate that
ultimate beneficiary's access to the resource. In some cases, the ultimate
beneficiary does not ever get to see the resource as it is published on the
web.
So have I just solved my own problem? Does education need
DC.something.audience and DC.something.beneficiary? That is, does the
education community not need to worry 'in particular' about where to
classify audiences but, given what DC general adopts, does DC.education need
to split it to have audience and beneficiary?
This is not to trivialise the problem of classification of the two kinds of
recipients within education - but for that issue we can work on value
qualifiers. This is a substantial task and we, as an educational community,
should work hard together to find a way of specifying meaningful, useful
values that will accommodate the needs of the discoverers.
Theoretically, I like the model of a triad with teachers, students and
materials/experiences in constant interaction. The idea that the web
resource mediates between the student and the teacher's goal for the
student, and that the teacher in some cases mediates between the student and
the teacher, makes sense to me. If all is well, the goal of those involved
(teacher, student and resource provider) is to advance the learning of the
student and so I think that calling the student the beneficiary might be
reasonable. The teacher as mediator works well for me.
Liddy
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