1. Current metadata standards ISO/IEC MLR new for Curriculum Erlend Øverby’ Chair ISO/IEC JTC 1/SC 36 Information Technology for Learning, Education and Training

3. Standards o Makes the world go around o Are invisible Users – should not be aware of standards – their numbers or their specifications Developers should be aware of standards o As building blocks to ensure interoperability o As enablers of innovation o Developing standards take time Some disappears – some develop new industries

4. Standards o You cannot do learning technology without thinking standards Only way to ensure sustainability Only way to ensure interoperability Only way to ensure scalability

5. ISO/IEC JTC 1/SC 36 o Information Technology for Learning, Education and Training 25 Participating countries 20 Observing countries o Established in 2001 Worked closely with IEEE LTSC CEN WS/LT

6. Domains for standards o Competency description o Learning Analytics o Quality Assurance and metrics o Vocabularies o Accessibility (A4A) Personalisation o Learning Resources (Metadata) o eSchoolBag / eTextBook – input to EDUPUB o Virtual experiments o Privacy

7. Historic - background On the development of MLR

8. LOM (IEEE 1484.12.1-2002) o Based on work from late 1990s o When XML and controlled structures was the new way of describing and sharing information Controlled structures Repositories o Do have some flaws: Constructs that makes it hard to develop national profiles that are interoperable with others Not easy to internationalise

9. LOM

11. LOM – Profile scenario o 80 some elements Remove the ones that we will not use Adapt to fit our resources (breaks interoperability)

12. The new world of learning resource metadata Its all about providing semantic and flexibility

13. MLR (ISO/IEC 19788 series) o Metadata for Learning Resources Work started in 2003 o This current version of MLR Started in 2007 Collaboration between Norway and Sweden to change the direction – involving semantic web experts such as Fredrik and Mikael o Goal to make MLR more future proof Based on semantic web technologies Distributed model Linked data

14. MLR

16. MLR – Usage scenario o Focus on the Learning Resource o Based on development of Application Profiles o Provides a base set of classes/concepts that you should use to describe the properties of your resources o Provides graceful degradation of interoperability when sharing metadata among systems o Distributed – NOT centralized – model Realise that we are in a connected environment Could be centralized with common SPARQL front-end  Or REST API’s

17. MLR – Application Profile o For meeting your needs and requirements for describing the properties of the resources that are important for you o Sub-Classing: MLR-classes o Refining: MLR-properties o You could have Application Profiles of Application Profiles DK -> HE -> University of Copenhagen -> History o LRMI – could be viewed as an application profile of MLR

18. What does MLR look like

19. MLR : information elements o Identifier: ISO_IEC_19788-5:2012::DES1200 o Property name: curriculum topic o Definition: description of the subject field of the curriculum, according o Linguisting indicator: linguistic o Domain: Curriculum (ISO_IEC_19788-5:2012::RC0004) o Range: literal o Content value rules: ISO_IEC_19788-1:2011::PRS0001 (MLR String) o Refines: - o Example(s): Samfunnsfag (URI:data.udir.no/KL06/K15277) o Note(s): -

20. The different MLR parts o Part-1: Framework o Part-2: Dublin Core elements o Part-3: Basic Application profile o Part-4: Technical Elements o Part-5: Educational Elements o Part-7: Bindings (DIS) o Part-8: Data-elements for MLR-records o Part-9: Data-elements for Person o Part-11: Migration from LOM to MLR (CD)

21. What constitutes a learning resource? o It has learning resource metadata Graph on the refugee situation Add: data-iso19788-5-rc0004=“data.udir.no/KL06/K15277” to the document for currica topic o Or we could use rdfa

22. Curriculum standards Under development

23. MLR and Curriculum Government/ Institution Resource Standards follows the same principles

24. Curriculum standard o Classes for developing ontology of curricula o Provide some basic information building blocks for expressing curricula information o Since built on semantic technologies, it would enable linking between resource and curricula and from curricula to resource o Focus on reuse of existing information models o Provide basic levels of interoperability aming different curricula systems o Provide “key” curricula concepts and “classes” for use to describe national curricula

25. Curriculum

26. Curriculum standard o Could be used to provide added semantic to national curricula By sub-classing By refining o Identify a few concepts that are commont among as many curricula as possible Curriculum Learning outcome Learning topic Assessment type Program?

27. Personalisation

28. Observation If you allow…

29. Observations o Licensing of materials Only a few have a CC on their presentations o Sharing and collaboration Why do you not collaborate when developing your portals? Why do you not share code and models?

30. Thank you o Erlend Øverby +47 90129642 erlend.overby@karde.no erlend.overby@karde.no @erlendoverby