Beruflich Dokumente
Kultur Dokumente
Abstract. The use of metadata represents the cataloging of a Learning Object (LO) to formalize and structure its
information standardization. This article presents a methodology to select a number of essential metadata, which are
capable of meeting specific repository criteria without compromising the search engine issues and the interoperability.
Keywords: Repositories, Metadata Standards, Learning Objects.
PACS: 01.40.Ha.
INTRODUCTION
As the Internet grows wide and the indexing technologies are improved, the need for cataloging the digital
resources on the network crops up. For this purpose, the metadata standards appear. Metadata can be defined as
"data about data" in such a way that they are able to characterize other data [1]. They describe the digital objects by
attributes, giving them consistent and real meaning. According to [2], metadata is used to identify resources, helping
to filter a search, and facilitating the recovery of a record.
According to [3], metadata are managed as elements within the repository, they're labeled and must have a
context. The context has a name and settings that can be specified in one or more languages that define the scope
and meaning of each type of metadata. It may contain information about areas, systems, databases, modeling or any
other environment variable determined by the owner of record.
Currently, the metadata have a high degree of application, because they allow the development of innovative
applications and can be employed in various areas such as: Geographic Information Systems (GIS), Digital TV,
Information Systems in general, Web Services and Semantic Web [3]. Some forms of using metadata include [3]: (i)
interoperability between distributed objects on different platforms, (ii) standardized data exchange between
distributed components, (iii) standardization of Learning Objects (LOs); (iv) services description and multimedia
content, and; (v) representation of contextual information.
A metadata schema is a set of attributes defined to suit a particular purpose. By identifying problems in storing
and retrieving information by lack of standardization, several schemes were created to serve different purposes, and
were called metadata standards [3].
This article is structured as follows: section 2 describes metadata standards and its applicability; section 3
presents the methodology for obtaining a minimal amount of metadata, which refers to the purpose of this article;
section 4 presents an application of this methodology, which can be though of as a metadata elements approval
process for a thematic repository. After this, section 5 addresses questions on essential metadata approving process.
Section 6 outlines the conclusions of this work.
2. METADATA STANDARDS
A standard is a formal document that specifies a set of metrics and technical processes that can be followed with
the aim of assuring quality to a product. In this sense, the adoption of a metadata standard is intends to provide
definitions and to form a mechanism to automate registering features and cadastral data in a standardized and
consistent way [4]. Its use allows to define, to catalog, to discipline and to describe the contents of Learning Objects
(LO), resulting in the database standardization and quality expansion and also in the reuse of LO [5].
One of the main reasons for the existence and use of metadata standards is related to the management and
broadcasting of information. The scientific communities have developed metadata standards so that their scientific
production can be disseminated through information mechanisms like the Internet, libraries and digital databases, as
well as through electronic journals [7].
The importance of interoperability of information between producer communities and / or users of LOs has been
highlighted [7], since by sharing data (through metadata standards) it minimizes the time in developing research
about the production of such technology, as well as shortens the processing of generated information.
Several organizations have established standards of metadata for LOs, leading to various existing standards,
among them the following stands out: the LOM - Learning Object Metadata [9]; the IMS-LD - Instructional
Management System - Learning Design [10]; the ARIADNE - Alliance of Remote Instructional Authoring and
Distribution Networks for Europe [11]; the SCORM - Sharable Content Object Reference Model [12]; the DCMI -
Dublin Core Metadata Initiative [13]; the CanCore - Canadian Core Learning Metadata Aplicatiom Profile [14]; the
OBAA - Agent based Learining Objects [15], and; the MTD-BR – Brazilian Thesis and Dissertations Metadata
[16].
Based on these standards, were adopted the methodology cited by[17], performing an expansion in the data
surveyed, with the intent to approve the selected metadata for cataloging LOs in the repository of LO to the
Information Area, named ROAI.
This "Essential Metadata" methodology has been used [17] to identify the metadata to be applied to the
Repository of Learning Objects for the Informatics Area of Universidade do Estado de Santa Catarina (UDESC),
called ROAI. This process was applied to obtain and subsequently validate the minimal metadata needed to catalog
a LO in the repository without compromising filtering, searching and interoperability issues.
4. METHODOLOGY APLICATION
The methodology described above was used to approval the "essential metadata" obtained by [17] in a
research entitled “Learning Objects Repository for Informatics Area (ROAI)”. The essential metadata obtained are
shown in Table 1:
Category Metadata
1 General 1.1.2 Entry
1.2 Title
1.3 Language
1.4 Description
2 Life Cycle 2.3.2 Author
2.3.3 Date
4 Technical 4.1 Format
4.2 Size
5 Educational 5.2 Type of Learning Resource
6 Rights 6.3 Description
Table 1: Essential Metadata for ROAI [17].
The step-by-step application of the methodology will be detailed in the following sessions.
The first step is to perform a comparison between the metadata standards previously identified. This process
verifies which are the metadata that all standards have in common. The standards searched and compared for this
case were the CanCore, DCMI, ADL-SCORM, ARIADNE, IMS-LD, IEEE-LOM, MTD-BR, OBAA. Listed out all
the metadata for each standard, we compared which metadata elements are presents in all standards. Among those
standards the OBAA is the one who contains the biggest quantity of metadata items. It encompasses all metadata
from the IEEE-LOM once it is a proposal of extension to it (it adds two categories of metadata, which were
excluded from the analysis because they are not part of the other standards). To help find the commonplace metadata
between the standards, categories according to the IEEE-LOM were preferred. These categories are presented in
Table 2.
Category Description
General Groups general information that describes the LO as a whole.
Lifecycle Describes the history and current state of this LO and those entities that have affected the
LO during its evolution.
Meta-metadata Describes the metadata record itself (rather than the LO that this record describes).
Technical Describes the technical requirements and characteristics of the LO.
Educational Describes the educational or pedagogic characteristics of the LO.
Rights Describes the intellectual property rights and conditions of use for the LO.
Relation Defines the relationship to other LO, if any.
Annotation Provides comments on the educational use of the LO, and information on when and by
whom the comments were created.
Classification Describes where the LO falls within a particular classification system.
Table 2: Categories of data elements of LOM Base Schema.
Table 3 compares the standards and their metadata. The legend used for comparison was the following:
(Y) inform that the standard also uses the described item;
(N) inform that the standard does not use the described item;
(O) indicates that the standard does not require the use of this item, in other words, its use is optional.
After mounting various comparative tables like this (one for every IEEE-LOM category), it resulted in the nine
metadata shown in Table 4 which are present in all standards (showing legend Y or, at least, O).
Category Metadata
1.1.2 Entry
1.2 Title
1 General
1.3 Language
1.4 Description
2.3.2 Entity
2 Lifecycle
2.3.3 Date
4 Technical 4.1 Format
5 Educational 5.2 Learning Resource Type
6 Rights 6.3 Description
Table 4: The metadata most commonly used by the standards
The following procedure was the analysis of the data most commonly used by various repositories found in the
literature that is described following.
Category Metadata
1 General 1.1.2 Entry
1.2 Title
1.3 Language
1.4 Description
2 Lifecycle 2.3.2 Entity
2.3.3 Date
4 Technical 4.1 Format
4.2 Size
4.3 Location
5 Educational 5.2 Learning Resource Type
6 Rights 6.3 Description
Table 6: Predominant metadata
The original purpose of the Dublin Core is to define a minimum set of elements capable of describing digital
artifacts available on the Internet [8]. This set aims to be as simple as possible for better understanding and to be
easily used by a lot of authors and providers who contribute on the Internet.
6. CONCLUSION
This paper surveyed metadata standards and repositories and proposed a methodology that takes this information
and composes a minimal set of metadata items to a specific type of repository. By applying the methodology, it is
possible to reach a satisfactory amount of metadata that does not compromise the search or even interoperability
issues. This methodology seeks to provide procedures for the selection of metadata, based on the most frequently
metadata used among all repositories and standards. It can be applicable when there is a need for integration
between repositories that work, for example, using federated search engines. In this case, it is possible to make a
comparative evaluation among the repositories which are going to work together in order to find a minimal amount
of metadata that is the intersection of all the metadata repositories involved. The methodology proposed in this paper
would help find a suitable essential metadata to be used.
ACKNOWLEDGMENTS
The authors would like to thank the Universidade do Estado de Santa Catarina for the financial support, in the
form of a Scientific Initiation Grant, which enabled this work.
REFERENCES
1. V. Licks et al., “Learning Objects: model for collaborative content production and a case study”. International Conference
Engineering Education (ICEE). Oslo, Norway, 2001.
2. F. M. Hasegawa and J. P. Aires., “Proposta de um Padrão de Metadados para Imagens Medicas”. Escola Regional de
Informática (ERI), Guarapuava, Paraná, 2007.
3. A. Benacchio et al., “Metapadrão – Descrição e Integração de Metadados”. Revista Unieuro de Tecnologia de Informação,
2008.
4. T. B. Souza et al., (1997) “Metadados – Catalogando dados na Internet”. Transiformação, v. 9, n. 2. Disponível em
<http://puccamp.br/~biblio/tbsouza92.html>.
5. R. A. Kratz., “Fábrica de Adequação de conteúdo de ensino para Objetos de Aprendizagem Reutilizáveis (RLOs) respeitando
a Norma SCORM”. In: Dissertação de Mestrado submetido à Universidade do Vale do Rio Sinos, são Leopoldo, Rio Grande
do Sul, 2006.
6. L. G. Alves et al., “Análise Comparativa de Metadados em TV Digital”. Simpósio Brasileiro de Redes de Computadores.
Workshop de TV Digital, Anais do XXIV Simpósio Brasileiro de Redes de Computadores, Curitiba, Paraná, 2006
7. G. Dzekaniak, “Mapeamento do uso de padrões de metadados por comunidades científicas”. In: : XXII Congresso Brasileiro
de Biblioteconomia e Documentação, Brasília. Anais do XXII CBBD, 2007.
8. A. A. R. Girardei. “) Framework para coordenação e mediação de Web Services modelados como Learning Objects para
ambientes de aprendizado na Web”. Rio de Janeiro: Departamento de Informática do Centro Técnico e Científico da PUC
[Dissertação de mestrado]. 2004.
9. LOM (2002) Draft Standard for Learning Object Metadata – IEEE 1484.12.1. Disponível em
<http://ltsc.ieee.org/wg12/files/LOM_1484_12_1_v1_Final_Draft.pdf>.
10. IMS (2006) Global Learning Consortium. IMS Learning Resource Meta-Data Information Model, Version 1.2.1 Final
Specification. Disponível em <http://www.imsglobal.org/metadata/imsmdv1p2p1/imsmd_infov1p2p1.html>.
11. ARIADNE (2006) Alliance of Remote Instructional Authoring and Distribution Networks for Europe. Disponível em
<http://www.ariadne-eu.org/>.
12. ADL (2008) Advanced Distributed Learning. SCORM 2004 4th Edition Documentation. Disponível em
<http://www.adlnet.gov/Technologies/scorm/SCORMSDocuments/SCORM%20Resources/ADLGuidelines_V1PublicComm
ent.zip>.
13. DCMI (2008) Dublin Core Metadata Initiative. Dublin Core Metadata Element Set, Version 1.1. Disponível em
<http://dublincore.org/documents/dces/>.
14. CANCORE (2006) Canadian Core Learning Metadata Aplication Profile. Disponível em
<http://www.cancore.ca/en/guidelines.html>.
15. R. M., Viccari. “Relatório Técnico RT-OBAA-01 Proposta de Padrão para Metadados de Objetos de Aprendizagem
Multiplataforma”. Relatório de pesquisa, 2009.
16. IBICT (2005) Instituo Brasileiro de Informação em Ciência e Tecnologia. Disponível em < http://bdtd.ibict.br/bdtd/>.
17. J. Ferlin. “Repositório de Objetos de Aprendizagem para a Area de Informática”. In: Trabalho de Conclusão de Curso
submetido à Universidade do Estado de Santa Catarina. UDESC, Joinville, 2009.
18. CAC (2006) Canadian Advisory Committee. Disponível em <http://www.cancore.ca/en/docs.html>.
19. S. C. Gomes (2007) “Uma Proposta de Metadado para Objetos de Aprendizagem Funcionais” In: Monografia submetida ao
Centro Federal de Educação Tecnológica do Amazonas. Manaus, 2007.
20. ISO (2003) International Organization for Standardization. Geographic Information – Metadata. ISO 19115:2003. 1st ed.
London, England. Disponível em <http://www.iso.org/iso/home.htm>.
21. Federal Geographic Data Committee – disponível em < http://www.fgdc.gov/metadata/geospatial-metadata-standards>
acesso maio 2010.
22 C. Coelho (2006) “Um Repositório Digital para a Universidade do Porto”, In: Relatório Preliminar, Biblioteca Digital.
23. CAREO. Campus Alberta Repository of Educational Objects. Disponível em <http://www.ucalgary.ca/commons/careo/>
Acessado em maio 2010.
24. ARIADNE. Alliance of Remote Instructional Authoring and Distribution Networks for Europe, 2006. Disponível em
<http://www.ariadne-eu.org/>.
25. CELTS. Chinese eLearning Technology Standard. Disponível em < http://www.celts.edu.cn>. Acessado em maio 2010.
26. MERLOT. Multimedia Educational Resource for Learning and Online Teaching. 2008. Disponível em
<http://www.merlot.org/>. Acessado em maio 2010.
27. CESTA. Coletânea de Entidades Suporte ao uso de Tecnologia na Aprendizagem. 2008. Disponível em <
<http://www.cinted.ufrgs.br/CESTA/>. Acessado em maio 2010.
28. LABVIRT. Laboratório Didático Virtual. Disponível em <http://www.labvirt.fe.usp.br/>. Acessado em maio 2010.
29. OE³/E-TOOLS. Objetos Educacionais para Engenharia de Estruturas. Disponível em
<http://www.cesec.ufpr.br/etools/oe3/index.php> . Acessado em maio de 2010.
30. INTERRED. 2008. Disponível em <http://interred.cefetce.br/interred/>. Acessado em maio 2010.
31. BIOE. Banco Internacional de Objetos Educacionais. Disponível em < http://objetoseducacionais2.mec.gov.br/> . Acessado
em maio 2010.
32. Université en Ligné - Disponível em www.uel-pcsm.education.fr
33.Economics Network – Disponível em http://www.economicsnetwork.ac.uk/