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Creating High Quality Learning Object Metadata Based on Web 2.0 Concepts

Creating High Quality Learning Object Metadata Based on Web 2.0 Concepts

Daniel Dahl, Gottfried Vossen
Copyright: © 2010 |Pages: 15
ISBN13: 9781605669366|ISBN10: 1605669369|ISBN13 Softcover: 9781616924232|EISBN13: 9781605669373
DOI: 10.4018/978-1-60566-936-6.ch004
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MLA

Dahl, Daniel, and Gottfried Vossen. "Creating High Quality Learning Object Metadata Based on Web 2.0 Concepts." ICTs for Modern Educational and Instructional Advancement: New Approaches to Teaching, edited by Lawrence A. Tomei, IGI Global, 2010, pp. 32-46. https://doi.org/10.4018/978-1-60566-936-6.ch004

APA

Dahl, D. & Vossen, G. (2010). Creating High Quality Learning Object Metadata Based on Web 2.0 Concepts. In L. Tomei (Ed.), ICTs for Modern Educational and Instructional Advancement: New Approaches to Teaching (pp. 32-46). IGI Global. https://doi.org/10.4018/978-1-60566-936-6.ch004

Chicago

Dahl, Daniel, and Gottfried Vossen. "Creating High Quality Learning Object Metadata Based on Web 2.0 Concepts." In ICTs for Modern Educational and Instructional Advancement: New Approaches to Teaching, edited by Lawrence A. Tomei, 32-46. Hershey, PA: IGI Global, 2010. https://doi.org/10.4018/978-1-60566-936-6.ch004

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Abstract

When introducing the metadata standard LOM, objectives such as the ability to find or to reuse learning objects were followed. These objectives are actually achieved in LOM to a limited degree only, despite the designation as de-facto standard for description of electronic learning content. Based on the complexity of the standard, a high theoretical potential faces rejection in practice. One reason for this is that the process of metadata generation—for example, who creates which metadata attributes—is not defined in detail yet. This paper illustrates an approach which guarantees a high quantity as well as a high quality of learning object metadata records, bringing together known ways of metadata creation and the new paradigm of users describing content as implemented in recent Web 2.0 applications. In the context of a concrete e-learning platform, we exemplarily illustrate who creates which metadata records of LOM in which way at what time. Finally, we show why this approach of creating metadata matters as we measure our metadata quality and compare it with other’s findings.

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