1. Paul Miller Interoperability Focus p.miller@ukoln.ac.ukwww.ukoln.ac.uk/ Who is this for? Characterising Audience

2. Communicating appropriately with an audience

3. New Directions in Metadata, Edinburgh 2002 Hello, and welcome to Edinburgh Bonjour, et bienvenue vers Edimbourg Hallo und Willkommen nach Edinburgh Hola, y recepción a Edimburgo エジンバラへのこんにちは, そして歓迎

4. Some personalisation

5. New Directions in Metadata, Edinburgh 2002 Hello, and welcome to Edinburgh Bonjour, et bienvenue vers Edimbourg Hallo und Willkommen nach Edinburgh Hola, y recepción a Edimburgo エジンバラへのこんにちは, そして歓迎

6. Simple personalisation — by location

7. New Directions in Metadata, Edinburgh 2002 See news.bbc.co.uk/

8. New Directions in Metadata, Edinburgh 2002 See news.bbc.co.uk/

9. Simple personalisation — using observed behaviour

10. New Directions in Metadata, Edinburgh 2002 See www.amazon.co.uk/

11. New Directions in Metadata, Edinburgh 2002 See www.amazon.co.uk/

12. New Directions in Metadata, Edinburgh 2002 See www.amazon.co.uk/

13. Simple personalisation — allowing user customisation

14. New Directions in Metadata, Edinburgh 2002 See www.bbc.co.uk/mybbc/

15. New Directions in Metadata, Edinburgh 2002 See www.bbc.co.uk/mybbc/

16. Simple personalisation — linking knowledge from elsewhere

17. New Directions in Metadata, Edinburgh 2002 See www.digital.hull.ac.uk/

18. Selecting resources appropriate to an audience

19. New Directions in Metadata, Edinburgh 2002 See www.nc.uk.net/

20. Issues

21. New Directions in Metadata, Edinburgh 2002 Issues Personalisation is increasingly used on the Web –to be suitably granular, it requires a lot of data about content and users For commerce sites, good personalisation can be a USP Different approaches to personalisation are appropriate in different contexts Memory Institutions, Government, etc aren’t actually very good at it.

22. New Directions in Metadata, Edinburgh 2002 See www.ukonline.gov.uk/

23. Personalisation — a need to know your audience

24. New Directions in Metadata, Edinburgh 2002 Reasons to know your audience To deliver appropriate content –Based upon interests, location, authorisation… To avoid delivery of inappropriate content –Restrict access to the Personnel database, prevent children viewing X-rated content… To streamline processes –Remember address, etc., avoiding unnecessary annoyance, and reducing scope for error To build a relationship –Encourage the customer to come back… To deliver appropriate service –Based upon device used, disabilities, language… etc.

25. Allowing an audience access

26. Microsoft

27. New Directions in Metadata, Edinburgh 2002 See www.passport.com/

28. New Directions in Metadata, Edinburgh 2002

29. See www.bizpresenter.com/

30. New Directions in Metadata, Edinburgh 2002 See www.bizpresenter.com/

31. New Directions in Metadata, Edinburgh 2002 See www.bizpresenter.com/

32. Liberty Alliance

33. New Directions in Metadata, Edinburgh 2002 See www.projectliberty.org/

34. New Directions in Metadata, Edinburgh 2002 Types of ‘audience’ Employee, customer, supplier … Staff, Student… Member, Non-member… Staff (Teaching, Research, Admin, Secretarial, Technical), Student (Research, Postgraduate, Undergraduate), Alumni, Prospective staff/student, Parent, Other… Historian, Geographer, Sociologist, Biologist…

35. An example — educational level

36. New Directions in Metadata, Edinburgh 2002 The ‘problem’ Diverse ways of categorising the level at which a course/resource is aimed –Yet there is a wish to compare and contrast Material prepared in one jurisdiction may be appropriate for use in another –Must a Scottish multimedia company know the English National Curriculum ? –Must an English teacher understand SCQF ? Distinctions between vocational and non-vocational blurring.

37. New Directions in Metadata, Edinburgh 2002 Levels and Qualifications Growing number of credit frameworks, etc As well as qualifications, there is interest in describing the tasks to be completed or abilities to be gained to attain a level of attainment –An award may now comprise a set of demonstrable abilities, selected from different programmes of study, and at a range of levels.

38. New Directions in Metadata, Edinburgh 2002 Levels and Qualifications The ‘other’ level… Easy, intermediate, hard… –But easy for whom, in what context?

39. New Directions in Metadata, Edinburgh 2002 See www.ukoln.ac.uk/metadata/education/ Credit Framework ‘Curriculum’ Qualification

40. New Directions in Metadata, Edinburgh 2002 See www.ukoln.ac.uk/metadata/education/

41. New Directions in Metadata, Edinburgh 2002 See www.ukoln.ac.uk/metadata/education/

42. New Directions in Metadata, Edinburgh 2002 See www.ukoln.ac.uk/metadata/education/

43. Defining Audience

44. New Directions in Metadata, Edinburgh 2002 Obstacles Audience seems a simple idea Why do you want to know? –And are you describing the individual, a task, a qualification…? What are you allowed to know? –Data Protection Act ? Which of their many roles is your audience playing –A degree-qualified physicist, doing nightclasses towards Higher French, with an interest in archaeology, and an 8 year old child to help with school work… –A History lecturer with a Ph.D in Scottish Medieval history, wanting to read up on the Boer War… What are the implications of being wrong? –…and how does it all apply to the lifelong learner?

45. New Directions in Metadata, Edinburgh 2002 Finding a way… Hull’s Digital University Project –Augmented by JISC FAIR-funded ‘PORTAL’ with UKOLN –Using local corporate systems knowledge of the individual –Integrating with metadata from/about external services to personalise content –‘Use HUMBUL’ is not enough, is it ? See www.digital.hull.ac.uk/

46. New Directions in Metadata, Edinburgh 2002 Conclusion ‘Audience’ is important –But not as simple as it might appear –Systems are being developed… –But the content is lacking, as is clarity of purpose.

47. Paul Miller Interoperability Focus p.miller@ukoln.ac.ukwww.ukoln.ac.uk/ Who is this for? Characterising Audience