ࡱ> .0+,-7 bjbjUU &7|7|lVVVVVVVj6 6 6 6 jb!V%V%V%V%1&n&$&$ \uV&1&1&&&*VVV%V%d:***&"VV%VV%*&* *4:,VVV%V! DҢ]j6 &.<<o ''d*jjVVVVCETIS EC SIG Minutes Minutes of the 7th meeting of the CETIS EC SIG University of Huddersfield Friday 6th June 2003 Participants Dick Bacon, Warwick Bailey, Bob Banks, Ed Barker, Phil Beauvoir, Tom Boyle, Sara Frank Bristow, Jenny Brook, Shelagh Brumpton, Lorna M. Campbell, Jackie Carter, John Casey, Eddie Clarke, Lisa Corley, Sarah Currier (Chair), James Dalziel (participated remotely), Andy Davidson, Charles Duncan, Phyl Fletcher-Cook, Andrew Gold, Gerry Graham, Andy Hall, Glenn Hardaker, Ann Jeffery, Chris Jesshope, Steve Jeyes, Jon Loken, Sheila MacNeill, Richard Mather, Colin Milligan, Howard Noble, Kieran OFarrell, Bill Olivier, Daniel Owen-McGee, Dave Pattern, Sharon Perry, Sally Rimmer, Maria A. Rodriguez-Yborra, Terry Russell, Ben Ryan, Paul Sharples, Sarah Smith, Adrian Stevenson, Chris Swaine, Maria Toro-Troconis, Tunde Varga-Atkins, Steve Walmsley, Lipeng Wen, Sue White, Lara Whitelaw, Dominic Winsor, Debbie Wood, Puzhuang Zhu. Apologies Paul Bacsich, Phil Barker, Eddie Boyle, Jake Broadhurst, Gayle Calverley, Clive Church, Suzanne Hardy, Paul Hollins, Wilbert Kraan, Erica McAteer, Andrew Middleton, Mark Power, Scott Wilson, Vashti Zarach. Welcome, introductions and housekeeping Presentation / Demo LAMS"! (Learning Activity Management System): An IMS Learning Design inspired tool: Update - James Dalziel of WebMCQ, Macquarie University & IMS Australia:  HYPERLINK "mailto:james@webmcq.com" james@webmcq.com (remote presentation) NB: No slides publicly available; summary slides were distributed to meeting participants. James followed up on his demo/presentation at the previous EC SIG Meeting with an update on the LAMS"! tool, including a walk-through of new features. PowerPoint slides for the previous presentation are available at:  HYPERLINK "http://www.cetis.ac.uk/groups/20010809144711/FR20030326114555" http://www.cetis.ac.uk/groups/20010809144711/FR20030326114555 Full summary of that presentation and discussions (including the What is Greatness? use case which he presented again this time) are in the previous minutes:  HYPERLINK "http://www.cetis.ac.uk/groups/20010809144711/FR20030331190714" http://www.cetis.ac.uk/groups/20010809144711/FR20030331190714 LAMS"! = Learning Activity Management System.  Inspired by EML and IMS Learning Design. Goal: to make an intuitive tool for teachers designing online lessons. The version presented is a new Beta 1.0, which they are hoping to find development partners for; hoping to have full public version ready later this year. They are working on a new API to provide new tools and extend the tool set. For more background info on IMS Learning Design and EML, see EC SIG website under Links and Files: overview slides by Peter Sloep of OUNL, from Stafford EC SIG Meeting at:  HYPERLINK "http://www.cetis.ac.uk/groups/20010809144711/FR20021106120327" http://www.cetis.ac.uk/groups/20010809144711/FR20021106120327 For an update on the IMS Learning Design development groups activities see Valkenburg Group report below by Bill Olivier. For details of a UK-based project that is using LAMS, see project presentation below by Ann Jeffery. One way to think of LAMS"!/EML/IMS LD is  Who, What and How . James commented that the current issue for the IMS Learning Design is the fourth W: When- e.g.; synchronous/asynchronous activities; parallel activities; dependencies, etc. LAMS includes a variety of tools for learning scenarios in the Web environment, including: Discussion tool; View resources tool; Web page upload; File upload and download (PDF, Word documents etc.); Combined chat / scribe tool; Reports tool; Monitor student progress. Students and staff can submit and comment on resources they have found. Web pages are put in context, using a frame, so page has headers that can include instructions for browsing the pages. Authoring tool enables learning designers to build sequences of tasks. These are created in a graphical environment and can be linked and labeled with the task name. Tasks can be any of the tools or web sites or uploaded websites. An option allows users to upload web pages at run time. The sequence does not support run-time variables and branching but allows branching in that groups may be divided into parallel activities. The grouping that is supported can be done randomly. There is also a simple assessment tool, which supports multiple-choice questions. This does not support IMS QTI output but they do have another product called IQS (Interactive Question Server), which does support the current specification and will be integrated eventually. See  HYPERLINK "http://www.webmcq.com/public/company/news/20021128.htm" http://www.webmcq.com/public/company/news/20021128.htm for details. A wizard allows a high-level approach to building learning designs at a conceptual level. It asks questions and presents templates to the user. Questions & discussion There was a comment that "It looks like a VLE". James commented that if you already had a course portal + content repository + activity sequencing, then this would cover much of what a current VLE does. However, this integration of systems is unlikely to be widespread for several years at least, so the most appropriate way to think about LAMS is as a VLE-extender rather than a VLE. Integration using the IMS Enterprise spec has not yet been attempted. *** NB: An even more up-to-date version was presented at the CETIS Pedagogy Forum meeting on the 25th July 2003. See Pedagogy Forum website/mailing list  HYPERLINK "http://www.cetis.ac.uk/members/pedagogy/" http://www.cetis.ac.uk/members/pedagogy/ to keep up-to-date with this *** CETIS Reports Educational Content SIG Sarah Currier, EC SIG Coordinator:  HYPERLINK "mailto:sarah.currier@strath.ac.uk" sarah.currier@strath.ac.uk PowerPoint slides:  HYPERLINK "http://www.cetis.ac.uk/groups/20010809144711/FR20030703131744" http://www.cetis.ac.uk/groups/20010809144711/FR20030703131744 EC SIG Activities Since Feb. 2003 Produced use cases for IMS next generation developments in collaboration with CETIS Assessment SIG; active participation in IMS InterActive Content SIG (see below for update report on IMS by Sarah Currier). CETIS use cases are available on the EC SIG website under Files, and now also in the public section of the IMS website. Producing CETIS Briefing Papers on IMS Learning Design & IMS Simple Sequencing. Supported CETIS Pedagogy Forum launch. ALT/SURF study tour of the Netherlands: Standards strand. Support for JISC X4L & DiVLE Programmes; JISC/NSF project. Survey/scoping papers on quality assurance for metadata creation submitted to ALT-C Research Strand (looks at LOs only; paper accepted- final version of paper available on CETIS Metadata SIG website under  HYPERLINK "http://metadata.cetis.ac.uk/usage_survey" http://metadata.cetis.ac.uk/usage_survey) & Dublin Core Conference (covers LOs and ePrints; paper accepted- contact Sarah Currier for a copy). Co-authors Jane Barton and Jessie Hey. Collaboration discussions with Tore Hoel, Director of Norwegian eStandard Project (slides on the Project from Tore & report on meeting are available on the EC SIG web page under Files; link to project:  HYPERLINK "http://www.estandard.no/" http://www.estandard.no/). Evaluation of 6th EC SIG meeting (reports available under Files on EC SIG website). EC SIG Specs/Standards News Since Feb. 2003 IEEE: considering options for standardising a content packaging and transmission specification- surveying IMS Content Packaging, METS (Metadata Encoding & Transmission Standard:  HYPERLINK "http://www.loc.gov/standards/mets/" http://www.loc.gov/standards/mets/) and MPEG21 ( HYPERLINK "http://www.chiariglione.org/mpeg/index.htm" http://www.chiariglione.org/mpeg/index.htm); also currently working on standardising SCORM CMI. CEN/ISSS and SCORM: no news since last meeting- see Lorna Campbell & Scott Wilsons previous presentations on EC SIG website under Files. IMS specs; Valkenburg Group: see update presentations below by Sarah Currier & Bill Olivier. Upsurge of interest in IMS Learning Design since last meeting. EC SIG Plans CETIS Briefing on Pedagogy and Interoperability in collaboration with CETIS Pedagogy Forum. IMS Learning Design workshop in collaboration with CETIS Pedagogy Forum; invite James Dalziel, OUNL folk and other developers/implementers of IMS LD. Revamping EC SIG website in conjunction with rest of CETIS website. Commissioning case studies: any volunteers? Support CETIS Code Bash 2 (see below for more details). Do you want a CETIS Briefing Paper on SCORM? What about meeting format? Please fill in evaluation forms! Discussion: The general feeling was that a CETIS Briefing Paper on SCORM is a good idea. There is a lot of other SCORM material out there but it generally comes from within the SCORM community. The CETIS community wants impartial advice on SCORM from CETIS; also there is a lack of aimed at beginners/non-techies material. (NB: This Briefing is now nearly complete; principal author is Warwick Bailey of Cambridge University who also wrote the IMS Simple Sequencing Briefing Paper). It was also suggested that more back-to-back CETIS SIG meetings could be held, which would make it easier for people to attend more than one. (NB: Next EC SIG meeting will be held in conjunction with Assessment SIG meeting, 28/29 August, LTScotland, Glasgow). CETIS - TechDis Accessibility SIG - Sharon Perry, Accessibility SIG Coordinator:  HYPERLINK "mailto:s.perry@bangor.ac.uk" s.perry@bangor.ac.uk (Verbal report, no slides available) Brief summary of previous meeting in March 2003 was given, see:  HYPERLINK "http://www.cetis.ac.uk/members/accessibility/meetings/meetings#sig2" http://www.cetis.ac.uk/members/accessibility/meetings/meetings#sig2. Next meeting on 24th June 2003 was announced. Watch Accessibility SIG website for minutes. FE Focus Group Steve Jeyes, FE Focus Group Coordinator:  HYPERLINK "mailto:jeyesint@ntlworld.com" jeyesint@ntlworld.com (Verbal report, no slides available) The recent FE Focus Group hosted by BECTA had a keynote presentation from Scott Wilson on Web Services and the JISC developments towards an eLearning Architecture and the SUN / UKEU infrastructure. IMS QTI interoperability was demonstrated by developing a question in the ICONEX QTILite editor and then playing it using the CAN Studios QTI player - 27 people attended a meeting including Head of Adult learning at Becta, Chief Exec of Nilta, reps from LSC, LSDA, DFES, JORUM and several RSC officers. After extensive discussions it was decided that these issues needed to be pursued at national level for the benefit of FE and several initiatives are being considered / developed. There have been comments from many areas, including government, now emphasizing the message that schools/FE/HE sectors need joining up in order to maximize the effectiveness of eLearning. It is rewarding to see the message we have been pushing for sometime finally returning! Clive Church (FE Focus Group Coordinator) has spoken with Gerry Graham (LTScotland) and others at a SWANI event in Belfast on content packaging and reusability. The view of teachers attending was that aggregation / disaggregation was not only what is needed but also essential for cultural acceptance by teachers in Northern Ireland. We have come to an agreement with Glenrothes College to run events and support activity in Scotland the first event will be at Glenrothes from 10:00 - 15:30 on Tuesday August 26th. Steve Jeyes attended an industry club meeting run by the DFES at which the minister Charles Clarke spoke and was followed by speakers from schools, HE and FE which is starting to show the joined up approach they emphasized the great success in getting infrastructure in place e.g. extending JANET to FE and now on to schools,but the current and future drive would be elearning effectiveness and two of the key words were Pedagogy and Delivery. Pedagogy Forum Lisa Corley, Pedagogy Forum Coordinator:  HYPERLINK "mailto:L.Corley@bolton.ac.uk" L.Corley@bolton.ac.uk (Verbal report; no slides available) Forum was launched on Monday 14th April at the Chancellors Conference Centre, Manchester. Included presentations by Diana Laurillard, Oleg Liber, Mark Stiles and Grainne Conole, with plenty of discussion. See website at:  HYPERLINK "http://www.cetis.ac.uk/members/pedagogy/" http://www.cetis.ac.uk/members/pedagogy/. Next Forum meeting 25th July 2003 in Huddersfield (including update on LAMS and more detail on Glenn Hardakers project). Watch Pedagogy Forum website for minutes. CETIS Code Bash 2 Lorna Campbell, Assistant Director, CETIS.  HYPERLINK "mailto:lmc@strath.ac.uk" lmc@strath.ac.uk (Verbal announcement; no slides available) Lorna announced the second CETIS Code Bash, a plug-fest style event, to be held at Learning & Teaching Scotland in Glasgow on 26/27 June 2003. Follows on from previous Code Bash, which was a closed event and tested IMS Content Packaging & IMS/IEEE metadata. Results fed directly back into IMS spec development. For report and PowerPoint slides on the first Code Bash, see the 6th EC SIG meeting minutes and:  HYPERLINK "http://www.cetis.ac.uk/groups/20010809144711/FR20030304181551" http://www.cetis.ac.uk/groups/20010809144711/FR20030304181551 or the CETIS website report at:  HYPERLINK "http://www.cetis.ac.uk/content/20021120030704" http://www.cetis.ac.uk/content/20021120030704 Report on the second Code Bash, which included IMS QTI as well as Content Packaging, Metadata and SCORM, at:  HYPERLINK "http://www.cetis.ac.uk/content/20030702184848" http://www.cetis.ac.uk/content/20030702184848 Reports on Latest in Specifications and Standards Latest on IMS Sarah Currier  HYPERLINK "mailto:sarah.currier@strath.ac.uk" sarah.currier@strath.ac.uk PowerPoint slides:  HYPERLINK "http://www.cetis.ac.uk/groups/20010809144711/FR20030729170724" http://www.cetis.ac.uk/groups/20010809144711/FR20030729170724 NB- these slides cover the state of play at the time; new developments are still very much in flux and subject to change. Contact Sarah Currier for further details. Specification development procedure: IMS Special Interest Groups (SIGs) create charters; charters passed to Technical Board for approval; Project Groups formed to undertake work outlined in charters and create specifications; SIGs come under Requirements Committee (deal with What?) and Project Groups come under Development Committee (deal with How?); SIGs can also create best practice guides, research documents, or examine a problem and decide no action is required; any IMS contributing member can form a SIG. There are 10 released specifications (listed in slides). Second generation developments include: Accessibility; Vocabulary Definition Exchange; Meta-data; Enterprise Services; General Web Services; InterActive Content (including Simulations & Mobile Learning); Digital Libraries. This presentation covered updates on IMS Content Packaging; IMS InterActive Content SIG; IMS Conformance developments and IMS Abstract Framework developments. See slides for details, but NB- these slides cover the state of play at the time; new developments are still very much in flux and subject to change. Contact Sarah Currier for further details. Valkenburg Group / IMS Learning Design update Bill Olivier, Director of CETIS:  HYPERLINK "mailto:b.olivier@bolton.ac.uk" b.olivier@bolton.ac.uk PowerPoint slides at:  HYPERLINK "http://www.cetis.ac.uk/groups/20010809144711/FR20030709014729" http://www.cetis.ac.uk/groups/20010809144711/FR20030709014729 This group is an EML / IMS Learning Design developer network that has quarterly meetings collocated with IMS meetings. Two levels of activity: implementation support, demos, developer exchange, plugfests, etc.; and development of reference architecture. 5th Meeting held in Genoa, Italy, 16 May 2003. Involved in various EU 6th Framework proposals. One (RELOAD development) failed; one on support action for collaborative learning and LD implementation passed first round. Some other LD bids- status not yet known. There was discussion on Valkenburg Architecture; not yet published as needs more explanatory material and details of proposed interfaces. May have multi-day session to take architecture to next level, and investigate inclusion in IMS/JISC/OKI architectures. EduBox 3.0 (EML player from OUNL)- Rob Koper at OUNL would like to find a way to open source this product. Progress reports on UFP and RELOAD projects (for latter see below also) both dealing with LD. A book on IMS LD will be published, including case studies. Presentations / Demos Learning & Creativity Profile Generator Prof. Glenn Hardaker, University of Huddersfield:  HYPERLINK "mailto:g.hardaker@hud.ac.uk" g.hardaker@hud.ac.uk Software at:  HYPERLINK "http://www.hud.ac.uk/ltiu" www.hud.ac.uk/ltiu PowerPoint slides at:  HYPERLINK "http://www.cetis.ac.uk/groups/20010809144711/FR20030707202009" http://www.cetis.ac.uk/groups/20010809144711/FR20030707202009 This was a very short presentation squeezed in at the last minute. Glenn gave a more detailed presentation at the CETIS Pedagogy Forum meeting on 25th July 2003; watch Forum website for more details. Glenn described his work on a project that is developing a tool for generating profiles of students. The tool attempts to capture the learners general interests, learning preferences, imagination, learning styles, barriers to learning and motivations to learn. This is a stand-alone tool and its key output is a 20-page report to assist the student in understanding their learning style and creativity. The tool has been designed to be SCORM compliant, but the limitation in SCORM is in moving towards adaptive learning. The tool is modular and follows the following path: Interests... pre-attitudes... learning preferences... cognitive style... creativity It is currently based on music and would need to be customized to specific subject areas. The two stages are to capture attitudinal data in a knowledge base and then to capture behavioural data. It does this by using value inputs for various questions and also getting the user to solve various puzzles. The end result is the final 12-page report, based on the analysis of this input. Content may then be presented according to the learner profile in the learning environment. Questions: Steve Jeyes raised the issue that multiple profiles were required depending on activity being undertaken. Question about how the model feeds into things like IMS LIP (Learner Information Package) but this was still unclear. Chris Jesshope asked about the complexity of the learner model, which comprised some 100+ variables mostly in the range 1-10. The state space covered is huge and the comment was made that for authoring, a very much simpler model was required. Creating Dynamic, Reusable Learning Objects Prof. Tom Boyle, London Metropolitan University:  HYPERLINK "mailto:t.boyle@unl.ac.uk" t.boyle@unl.ac.uk PowerPoint slides at:  HYPERLINK "http://www.cetis.ac.uk/groups/20010809144711/FR20030703135242" http://www.cetis.ac.uk/groups/20010809144711/FR20030703135242 See also, for detailed report on this project, Toms paper from the ASCILITE 2002 conference covers the background to his presentation in detail: Design Principles for Authoring Dynamic, Reusable Learning Objects:  HYPERLINK "http://www.unitec.ac.nz/ascilite/proceedings/papers/028.pdf" http://www.unitec.ac.nz/ascilite/proceedings/papers/028.pdf Tom has a background in multimedia design and psychology, and is now Professor of Computer Science & Director of Learning Technology Innovation Unit at London Metropolitan University. He described a project that developed reusable learning objects to support the teaching of Java as a first programming language. His talk focused around the structural design for reuse with a focus on the pedagogy and challenges of designing good learning objects. The presentation included some live demos of the learning objects. A number of people/institutions contributed to this project, which is not an externally funded project but a collaboration to develop learning materials. The objects produced were evaluated by over 700 students and involved a national dimension via the LTSN for ICS. Outcomes were also evaluated, showing an increase in student retention rate and pass rates. The philosophy developed required structural design for reusability, i.e. each object should do one thing (modularity) and have one learning goal or objective, i.e. as a minimum pedagogically meaningful unit. He said that it was important to have decoupling, i.e. a minimal binding to other units and no unnecessary links, as these provide control couplings that mitigate against reuse. The objects should also be self-contained. He quoted Wiley 2003 (see slides for reference), saying that LOs were based on 1980s ideas oriented to training rather than education and that there was a clash with modern constructivist ideas in education (Gotsky 1920 see slides). He asked the question, "Can LOs encapsulate rich pedagogy?" i.e. facilitate engagement, facilitate the managing of complexity and abstraction, empower students as learners. If so how do we integrate LOs into courses? Their solution was to provide a blended learning environment with online parts accessed in WebCT. These involved compound objects comprising 2 or more different points of view on the same concept. One of the issues tackled in teaching Java programming was to engage the student by getting them to read the code, while performing some simple and engaging activities. He gave various examples of hammers, cars and diving submarines, all illustrating conceptual issues in programming. They also get the student to run the code they are engaging with in the class but this is not built in as a dependency on the online material. Another approach is to get students to build code from components, rather than from scratch, which gives transitional from the early exercises in moving towards real coding. This is implemented with drag-and-drop and so is intuitive. Questions A number of comments were raised about the wider applicability of the methodology and it was pointed out that programming is a very specialised area. Availability was another issue and they have set up a website and want to make it publicly available in order to get wider feedback on the LOs. The Huddersfield Three: Learning Object Projects at the University of Huddersfield 1. HLSI (High Level Skills for Industry) Learning Object Repository update: Creating, Using and Re-using Learning Objects Ben Ryan:  HYPERLINK "mailto:b.ryan@HUD.AC.UK" b.ryan@HUD.AC.UK PowerPoint slides available at:  HYPERLINK "http://www.cetis.ac.uk/groups/20010809144711/FR20030807121739" http://www.cetis.ac.uk/groups/20010809144711/FR20030807121739 with 4 sample learning objects linked to, or available directly from the EC SIG website under Files. There have been previous presentations & demos on this project at EC SIG meetings, see:  HYPERLINK "http://www.cetis.ac.uk/groups/20010809144711/FR20020624160000" http://www.cetis.ac.uk/groups/20010809144711/FR20020624160000 for introductory presentation from 4th meeting and:  HYPERLINK "http://www.cetis.ac.uk/groups/20010809144711/FR20021106120759" http://www.cetis.ac.uk/groups/20010809144711/FR20021106120759 for further update from 5th meeting. See also the minutes from these meetings and a Flash demo of the project under Files on the SIG website. Ben Ryan gave an update presentation on the HLSI tool for authoring, storing, using and reusing e-content. The talk focused on the outcomes of the project that has developed an authoring tool, repository and now holds a range of LOs. It was reflective and looked at some of the problems they have encountered and how they are dealing with them. Metadata collection was a big issue: they have concluded that it is hard and that people (i.e. resource authors) do not want to do it. They have used forms and wizards to extract metadata and attempted to automate as much as possible but people provide poor metadata. The project has hired extra staff (information science professionals) to edit the metadata records. At the time of the meeting, 2,500 out of 6,500 had been re-edited, at a cost of 6,500 and taking 550 hours. Ben stated that this was too costly, and resource authors must be encouraged to produce quality assured metadata. However, someone pointed out that it was only 2.60 per record. Problems encountered included spelling mistakes and using defaults too frequently. Authors just could not be bothered. Designing content for reuse is also hard and they need more money in order to train people to use systems like this. Ben said that there is a tendency to make everything a LO but this is not necessarily the best approach. Problems in designing LOs include issues such as context and look and feel. There were other problems in getting to links in objects like flash. Their solution was to analyse the curriculum thoroughly, define the content and to provide clear advice on content creation. A learning object should focus on one of the following (Source CISCO): a concept a fact a theory a process a procedure a principle Like Tom Boyle, Ben emphasised that context independence helps reuse. He showed some live examples of content. Ben also raised the issue of pedagogic neutrality, stating that at this level there is no such thing, therefore you have to understand and classify pedagogy to provide informed selection of the LOs. He finished by describing some new features, including templates and vocabularies for metadata; port to an open source database (SAPDB); direct access to the repository from XML tools; a browse interface for the repository; BOBBY compliance for HTML; BlackBoard 6 IMS Content Packaging output. 2. Consortium of Post Compulsory Education & Training MLE Project - Ann Jeffery:  HYPERLINK "mailto:a.c.jeffery@HUD.AC.UK" a.c.jeffery@HUD.AC.UK PowerPoint slides available at:  HYPERLINK "http://www.cetis.ac.uk/groups/20010809144711/FR20030703140351" http://www.cetis.ac.uk/groups/20010809144711/FR20030703140351 This project involves 2 HE institutions and 30+ colleges. It has HEFCE funding to develop the use of ICT in training. It is based around the following set of technologies: Evision record Library systems Blackboard 6 IntraLibrary LAMS All systems made available over WWW, which was an effort to reduce reliance on single computers. They use IntraLibrary for collaborative development of learning materials, and incorporate a homegrown taxonomy. LAMS will be used to author more complex materials. The emphasis was on support and providing learning time rather than learning space. A single logon was provided (in BB6) and LAMS will be launched from a URL on one page. This approach enhances BB. Focus groups will be used to find out what people want, comprising various user groups in different sectors and mixed groups. There is a problem in how to disseminate, which could perhaps be solved by pathway leaders, college ICT champions and learning technology advisors. 3. INFORMS Project Jenny Brook & Dave Pattern:  HYPERLINK "mailto:j.a.brook@hud.ac.uk" j.a.brook@hud.ac.uk &  HYPERLINK "mailto:d.c.pattern@hud.ac.uk" d.c.pattern@hud.ac.uk PowerPoint presentation available at:  HYPERLINK "http://www.cetis.ac.uk/groups/20010809144711/FR20030728173152" http://www.cetis.ac.uk/groups/20010809144711/FR20030728173152 Project website available at:  HYPERLINK "http://informs.hud.ac.uk/cgi-bin/informs.pl" http://informs.hud.ac.uk/cgi-bin/informs.pl This project is funded under the JISC Digital Libraries in VLEs programme - DiVLE. It built on units of study developed for nursing students by the JISC 5/99 project INHALE ( HYPERLINK "http://informs.hud.ac.uk/inhale/" http://informs.hud.ac.uk/inhale/). The background was that there was concern across the UK that VLEs are being used but not integrated with library resources. This means that effective support for teaching and learning was being cut out. Project has been developing information skills units using live web-based information resources, both free and subscription based. The project wanted reusable customised resources, i.e. customised to institutions requirements. They had a tight timetable with 10 months to disseminate to a number of partners each using different VLEs, namely: OU with Bodington VLE Loughborough with internal VLE Leeds Met Univ Central Lancashire Huddersfield with BlackBoard + more. Live examples of the units within VLEs were demod; there are links in the slides to look at some of these. The base learning materials are available at:  HYPERLINK "http://informs.hud.ac.uk/cgi-bin/informs.pl" http://informs.hud.ac.uk/cgi-bin/informs.pl A number of issues were looked at, including database to be used; the UK Common Metadata Framework; copyright (using moral rights, not full copyright, because units will be modified and reused). Like Ben, Jenny reported that QA was also an issue. The project used a draft editorial document in order to define a policy of proofing and checking. The project used 2 classification schemes: Dewey + JACS. The system is a web-entry-editing database driven system, i.e. edit in web page to create web pages. It is forms/script based. In order to evaluate by statistics on use they had to analyse web logs (there is a link in slides). Questions and discussion on The Huddersfield Three Discussion focused on the metadata creation and collection problems identified by Ben Ryan and the HLSI project. Steve Jeyes commented that we need much better tools for metadata creation, and we need to engage users, make inputting metadata engaging. Lorna Campbell mentioned a new approach she has heard recently; the idea that metadata could be considered advertising or promotion of ones work/academic reputation, and hence worthwhile. Bill Olivier suggested that getting credit for metadata might be an incentive. Ben pointed out that although they feel they now have good quality metadata, they still dont know how end users will search, what metadata they will actually utilize. Steve Walmsley (also of HLSI) believed that subject specialists created the best subject metadata; Sarah Currier pointed out that it is possible to have metadata/subject specialists as in libraries where you may have music cataloguers for instance. Steve Jeyes also mentioned fuzzy metadata, the Semantic Web and other such developments that should be kept in mind. See Sarah Curriers paper on quality assurance for metadata creation (which uses the HLSI project as a short case study along with 2 others) on the CETIS Metadata SIG website:  HYPERLINK "http://metadata.cetis.ac.uk/usage_survey" http://metadata.cetis.ac.uk/usage_survey. There was also a brief discussion on IPR and the use of Creative Commons as a way of allowing use of content; Eddie Clarke mentioned a recent JISC IPR workshop, which had included a presentation on Creative Commons. See:  HYPERLINK "http://www.creativecommons.org/" http://www.creativecommons.org/ for more details. There is a cool animated short about Creative Commons at:  HYPERLINK "http://mirrors.creativecommons.org/" http://mirrors.creativecommons.org/. RELOAD Project update Bill Olivier, Phil Beauvoir, Paul Sharples:  HYPERLINK "mailto:b.olivier@bolton.ac.uk" b.olivier@bolton.ac.uk,  HYPERLINK "mailto:p.beauvoir@BOLTON.AC.UK" p.beauvoir@BOLTON.AC.UK &  HYPERLINK "mailto:ps7@bolton.ac.uk" ps7@bolton.ac.uk PowerPoint slides at:  HYPERLINK "http://www.cetis.ac.uk/groups/20010809144711/FR20030709014905" http://www.cetis.ac.uk/groups/20010809144711/FR20030709014905 Project website at:  HYPERLINK "http://www.reload.ac.uk/" http://www.reload.ac.uk/ Current version of tool downloadable from:  HYPERLINK "http://www.reload.ac.uk/editor.html" http://www.reload.ac.uk/editor.html This is a JISC funded project, one of 3 X4L Strand B projects that were funded. Its goal is to develop a standards-based editor for IMS Content Packaging and IEEE LOM Metadata, including eventually IMS Simple Sequencing and IMS Learning Design. It is an 18-month project and was to look at integrating two previous content packaging tools, the PacMan editor and PackageIt. However they started afresh using some of the best ideas from both due to conceptual incompatibilities. At its core is an XML engine driven by a schema. This allows new versions of standards to be incorporated easily. It also uses configuration files to customise the tool. This includes providing labels for field names, turning various fields on or off and defining locations and properties. The tool supports a raw tree view as well as a form view and everything can be done with drag and drop, including package to package in multiple file edits. Bill talked about the second phase of the project, which will implement IMS Learning Design. The strategy was to use Colloquia and he looked at some of the issues. Colloquia is a peer-to-peer system and has to be cludged in order to provide the client-server functionality required. This will be done by providing a wrapper around Colloquia. The coordination service will use Java spaces. Phil Beauvoir finished off by giving a demo of RELOAD. He showed how to create packages and import resources and add metadata to them. The package creates its own identifiers, which are unique within the package. Questions and comments. Some comments were made about the interface and a question as to when would an interface be provided that real lecturers can use it, i.e. hide the detail of the structure of the content manifest. Phil said that it needs to be packaged for a particular use of the tool and that could not be achieved within this short project but that the tool is open source, so people were welcome to create their own interfaces. Steve Jeyes commented that novice view and an advanced view might be a solution. There was also the comment that, like metadata creation, content packaging is hard and making the interface more user-friendly could lose some of the complexity available. Date and Venue of Next Meeting Learning & Teaching Scotland, Glasgow, 28th August 2003:  HYPERLINK "http://www.cetis.ac.uk/groups/20010809144711/20030625141215/" http://www.cetis.ac.uk/groups/20010809144711/20030625141215/. To be held in conjunction with CETIS Assessment SIG Meeting on 29th August. 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Rhttp://www.cetis.ac.uk/members/pedagogy/DyK lmc@strath.ac.ukyK 0mailto:lmc@strath.ac.ukmDyK >http://www.cetis.ac.uk/groups/20010809144711/FR20030304181551yK |http://www.cetis.ac.uk/groups/20010809144711/FR20030304181551-DyK .http://www.cetis.ac.uk/content/20021120030704yK \http://www.cetis.ac.uk/content/20021120030704-DyK .http://www.cetis.ac.uk/content/20030702184848yK \http://www.cetis.ac.uk/content/20030702184848DyK sarah.currier@strath.ac.ukyK Dmailto:sarah.currier@strath.ac.ukmDyK >http://www.cetis.ac.uk/groups/20010809144711/FR20030729170724yK |http://www.cetis.ac.uk/groups/20010809144711/FR20030729170724DyK b.olivier@bolton.ac.ukyK <mailto:b.olivier@bolton.ac.ukmDyK >http://www.cetis.ac.uk/groups/20010809144711/FR20030709014729yK |http://www.cetis.ac.uk/groups/20010809144711/FR20030709014729DyK g.hardaker@hud.ac.ukyK 8mailto:g.hardaker@hud.ac.ukmDyK >http://www.cetis.ac.uk/groups/20010809144711/FR20030707202009yK |http://www.cetis.ac.uk/groups/20010809144711/FR20030707202009DyK 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