The use of IEEE LOM in the UKOER programme

March 11, 2010

“Learning Object Metadata (LOM) is a data model, usually encoded in XML, used to describe a learning object and similar digital resources used to support learning. The purpose of learning object metadata is to support the reusability of learning objects, to aid discoverability, and to facilitate their interoperability, usually in the context of online learning management systems (LMS).” http://wiki.cetis.ac.uk/What_is_IEEE_LOM/IMS_LRM


The LOM standard is available from the IEEE store. There are also many Application Profiles of the LOM data model. One of which is the UK LOM CORE http://www.cetis.ac.uk/profiles/uklomcore/uklomcore_v0p3_1204.doc

There are a number of projects in the UKOER programme which have identified themselves as using IEEE LOM, they are:

Some of the projects use the LOM as the software they are using to manage OERs uses it or offers it as an export option. These projects are:

  • Unicycle
  • BERLiN
  • OpenStaffs
  • EVOLUTION
  • FETLAR

Some projects have created mappings to the LOM to support interoperability

Others using LOM natively have created a mapping from LOM to Dublin Core to support interoperability

Observations

Given the prevalent use of the LOM in VLEs and Learning Object Repositories there’s surprisingly few projects using it – this could have more to do with the technology choices which projects have made for sharing OERs than with the standard as such – although the complexity and richness of the LOM may have been a factor in some project’s choices of technology and (unlike IMS Content Packaging) I suspect choices of whether or not to use the LOM have been much more deliberate.

It is notable that some projects have considered the use of LOM with the explicit intention of better interoperability with other repositories -in particular Jorum (although JorumOpen now supports Dublin Core - this feature was still under development in the early stages of the programme).

Of course this indication of use says nothing about which LOM elements where selected for use in any project or to what extent or how the selected elements were used - that’s a different question for another time.

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The use of IMS CP in the UKOER programme

March 8, 2010

IMS Content Packaging “describes data structures that can be used to exchange data between systems that wish to import, export, aggregate, and disaggregate packages of content.” http://www.imsglobal.org/content/packaging/ .
There are a number of projects in the programme which have identified themselves as using IMS Content Packaging, they are:

Some of the projects use Content Packaging in so far as the software they are using to manage OERs uses it or offers it as an export option. These projects are:

  • Unicycle
  • OpenStaffs
  • OLE Dutch History
  • FETLAR
  • Simulation-OER

Some projects using IMS_CP as a mechanism to deposit content into Jorum

  • Unicycle
  • OpenExeter [tbc conversation about CP use occured early in project]

Some projects are mediating but not creating resources which are Content Packages

  • OERP
  • OOER

Observations

Although some projects have chosen to use CP, it should be observed that many projects are either submitting single resources or simply using zip to aggregate or bundle resources. There are a number of reasons CP may not have featured as much as usual, which include:

  • different tools in use
    • In comparison to many e-learning development projects few projects in the UKEOR programme are using elearning specific technology (more on this in a future post) and as a result out-of-the-box support for CP is not prevalent in the programme. There is also only limited use of VLEs in the programme.
  • detailed structuring seen as superfluous?
    • Another possible reason for the relative underuse of CP may be that the functionality and features it offers to support or store structured content was not considered necessary by projects.
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The use of IMS QTI in the UKOER programme

March 3, 2010

IMS Question & Test Interoperability Specification http://www.imsglobal.org/question/ is a standard used to support the interoperability and exchange of digital assessment items (questions, answers, and data). Based on the technical conversations we’ve been having with projects, here’s a brief overview of the use of IMS QTI in the UKOER programme based on the data we have.
Eight projects identified themselves as using QTI in some form.

The use of QTI in these projects does not however follow a single pattern, there are three rough groups of the occurrence of QTI in the Open Educational Resources being released in the programme.
Some projects have acquired OERs which already use QTI and they are managing and passing them on as they are. These projects are:

  • Skills for Scientists
  • CORE-Materials
  • Evolution

Some projects are using tools which support the export of QTI, and they could export items they have in that manner. These projects are:

  • TRUE
  • Open Educational Repository in Support of Computer Science
  • OLE Dutch History

Some projects are explicitly creating or releasing OERs which are QTI assessment items. These projects are:

  • FETLAR (particular focus on Math related items and using some Math-specific tools )
  • brome OERP (are taking items they have been given in in QuestionMark and exporting as QTI to make more open before sharing)

FETLAR’s work builds on cutting edge development on how to use QTI with Math items.

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Libraries, librarians, and Open Educational Resources

February 9, 2010

I’m a librarian by training but my professional experience is mostly in repository and e-learning related stuff. As a result I’m fascinated by the intersection of the e-learning, repository, and library communities, particularly when it comes to managing learning materials as the three groups often have different perspectives on how to describe and manage stuff. [I'll note this is more a personal viewpoint that one that directly relates to CETIS's support for UKOER]

In the context of Open Educational Resources there are the beginnings of some consideration of how OER initiatives and libraries/ librarians might relate. There are some clear patterns but, in a somewhat similar way to the beginnings of the Open Access movement, there is a need to consider how OER initiatives scale and they integrate or relate to institutions (or not). I think libraries have an important part to play though one quite different than their role in the Open Access movement, but that’s a thought to come back to in detail another time (in a nutshell - I think OERs require a much more distributed and collaborative process).

There have been some interesting offhand comments about the role of libraries cropping up in the context the UKOER programme and more widely the question surfaces every so often.
For example:

This is an area I hope to do some more work in and recently I ‘pitched’ for an opportunity to carry out some research in this area. I was ultimately unsuccessful but I think my presentation captures some of the potential opportunities for libraries. The short version is:

It has been suggested that Libraries and librarians can:

  • Create and use their own OERs
  • Identify and index quality OERs [...let's not start talking about 'quality' learning resources please...]
  • Preserve OERs
  • Help with IPR

These are all good ideas but I’d like to suggest is that libraries might also:

  • have an interest in promoting ‘openess’/ open resources
  • help users describe OERs
  • help users discover OERs
  • help manage OERs
  • help users disseminate OERs
  • evolve their approach to information literacy and study skills to include OERs
  • supporting the use of OERs for learning and teaching in collaboration with other relevant services

The full presentation is over on slideshare http://www.slideshare.net/RJohnRobertson/oers-and-libraries and I’m hoping to get a chance to write this up a bit more soon.

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RSS for deposit, Jorum and UKOER: part 2 commentary

February 4, 2010

Following on from part 1 which reviewed Jorum’s requirements for RSS-based deposit, this section synthesises the comments and feedback emerging in response to it.

Community views

In response to the requirements and position papers a number of feeds where submitted for testing and there has been some thoughtful reflection on the issues in the blogs and by email. This is a brief summary of responses to the key issues:

Issues around generating the RSS

Although most platforms in use can easily create RSS feeds and some can create a feed from any search result, it has become clear that, the RSS profile that is created is frequently fixed and does not match the profile requested by Jorum (which is very similar to the profile suggested by OCWC).

Irrespective of repository software of other OER management ‘platforms’ in use, adjusting the RSS output profile has proved to be a non-trivial task. Emerging issues in adjusting the RSS outputs include:

  • Users of commercial platforms may have to rely on the company’s developers and development schedule.
  • Open source platforms may require additional local coding or at the least will require adjusting an XLST.
  • It is likely that the RSS output of web 2.0 platforms will simply not be editable.

In all three cases there may also be possible solutions that utilise independent tools, such as Yahoo Pipes, to process the feed after production or create a feed from another interface. However, such an approach to adjust the RSS profile is either still reliant on the information present in the original source feed or is dependent on adding standard profile information or extracting additional information and creating a new feed. See for example http://repositorynews.wordpress.com/2010/01/07/really-not-so-simple-syndication/.

Xml validity

Xpert note that of the 60 feeds they harvest, 5 aren’t valid xml and 20 aren’t valid RSS (see comment on Lorna’s post). It is worth noting that aggregators can and do deal with poorly formed data, however, in the timescale of the programme the kind of manual effort involved in dealing with poorly formed feeds (and the quality of the item metadata they would generate) is not likely to be supportable.

Conclusion

With the exception of some web 2.0 platforms and (potentially) some commercial repositories a revised or reprocessed RSS feed to meet Jorum’s requirements is, in theory, a possibility. However, few projects currently produce RSS meeting Jorum’s required RSS profile. From the project trials thus far, one project has so far been able to conform sufficiently to permit successful harvest. In the context of UKOER, adjusting the RSS profile requires the right congruence of platform(s), skills, and time within the project team. Hence it is unlikely that this solution will work for all projects who need a bulk upload option. In terms of the longer term feasibility of using RSS to facilitate bulk deposit, this which may change over time, particularly if the OCWC profile is adopted more widely.

Issues around metadata

The following issues were noted about the feed content:

  1. There is tentative agreement that it would be good if RSS feeds used a DC namespace where possible and ideally supporting the OCWC profile.
  2. The addition of custom elements (for example for the purposes of tracking OER currency) is not regarded as a good idea.
  3. It cannot be taken for granted that the item identifier in a feed is the same as the identifier of the OER within the platform.
  4. It cannot currently be assumed that the item identifier in a feed is either unique or persistent. This is a critical issue for processing the feed.
  5. There may be multiple feed identifiers for a given OER.
  6. Feeds may contain more than one namespace and / or feed formatting
  7. In a number of repository platforms the identifier supplied frequently points to the splash page rather than the OER itself. This is an issue if the resource itself is to be harvested.
  8. Few feeds have rights information for the items or for the feed itself. Including this information is regarded as good practice.
    1. Feeds that use one of the variants of Creative Commons encoding may allow aggregators and Jorum to provide enhanced services.
    2. Projects should clearly license their feeds and underlying items.
    3. In the last resort projects should state clearly on their site or by telling Jorum what rights and licensing exists in connection to their feeds.
  9. Metadata quality (including completeness) in feeds is variable.

Issues around processing the RSS

There are a number of issues about feed size, currency, updating, identifiers and OER deletion but these depend on whether the service is collecting information to help point to current OERs (like an aggregator) or whether it is seeking to provide a central collection of OERs (a library - even if some of those OERs are actually elsewhere). These distinctions are not clearly made in much of the discussion.

Feed classification:

Pushing everything into one classification seems to negate the classification work done by projects and many projects will be producing OERs with more than one JACS code. This could be addressed by having multiple feeds per platform (either from the platform or by subsequently dividing the feed) but there are potential duplication management issues with multiple feeds.

Feed setup

News feeds are the most common use of RSS or Atom, they typically are limited to a fixed number of most recent items (this does not preclude multiple subject based feeds from a repository as mentioned above). They can, however, contain the entire contents of the repository or all the results for the search term.

If the feed contains the entire contents of the repository (or search) it inevitably becomes very large. Large feeds tend to time out in browsers and can be difficult to ingest (as outlined in Xpert’s paper). However, many aggregator services prefer this approach as it provides a straightforward way to maintain currency, avoid duplication, and not have to consider partial deletion. This is because each time the feeds are polled/ gathered the previous index created by the aggregator is deleted. Only the content currently in the feed is indexed.

Magazine type feeds are the most common form of RSS and are more likely to be the default feed produced by repositories or other platforms ; they are usually small. However, to build an aggregation service or collection based upon them would require items from feeds to be stored in an incrementally built index (i.e. new items from feeds are added to a persistent index that retains their information even after they are no longer present in the feed). This works if there are unique and persistent identifiers for feed items or OERs included in the feed record and OERS do not end up with multiple feed identifiers.

OER currency

I’d suggest that the discussion about how to tell if a given OER has updated is a management and policy question to do with versioning and should be out of scope for this discussion. If a uri/url is provided for an OER, I think subsequent versions of the OER should have different urls as they are different things! There is a difference between an academic’s view of an OER as constantly in flux and a digital asset management perspective which needs a clear notion of the persistence or fixity of an released OER.

Feed currency

The discussion of how often feeds should be polled to check for new items is something which has to be agreed. It will impact on a number of issues and is affected by the type of feeds being consumed (magazine feeds will need to be polled more frequently) and will impact on the performance of the index.

Upload

Jorum have currently indicated that uploading OERs via RSS is out of scope. Upload would probably require some form of persistent and locally unique identifier for each OER to be included in the feed.

Deletion

There are wider questions in connection to deletion from Jorum, but in the context of RSS link deposit, deletion is only an issue if Jorum opts for some form of incremental built index. RSS is not designed to manage the deletion of items.

Overview of combinations of RSS options

I’ve created this table to try to pull together some of the interdependent issues relating to feed processing.

  A B C D E F
  Feed of all OERS Feed of all OERS Subject feed of OERS Subject feed of OERS Magazine feed of OERS Magazine feed of OERS
Feed size Very Big Very Big ‘Medium’ ‘Medium’ Small Small
Update Replace Incremental addition Update Incremental addition Incremental addition Update
Coverage Whole current collection Whole cumulative collection Current subject collection Cumulative subject collection Whole collection (gradually) Transient snapshot of collection
Deletion occurs as a feed is replaced does not occur automatically occurs as a feed is replaced does not occur automatically does not occur automatically occurs as a feed is replaced
OER Deduplication? Not significant Issue Minor issue Issue Issue Not significant

Other options

OAI-PMH

As a precursor, JorumOpen does not currently act as an OAI harvester so this is a somewhat moot point (Note: the software required for OAI-PMH consumption is distinct from the software needed for harvesting).

Within the programme not all OER producers are using repositories and of those that are not all repositories have OAI-PMH enabled. So, although there is some established practice of harvesting metadata via OAI-PMH it would be at best a partial solution.
There are pieces of software which can add support for OAI-PMH export but adapting and implementing them creates an additional development task for projects.

OAI-PMH harvesting has some built in support for resumption (incremental harvesting of metadata from large repositories) and has some support for record deletion but this is not always well supported.
OAI-PMH harvesting services have a mixed record – a key point of note is that they invariably need time to set up.
OAI-PMH harvesting will face many similar issues to RSS harvesting – in that identifiers will point to splash pages and that resources themselves are not harvested.

SRU

As a precursor: JorumOpen does not support SRU based harvesting so this is another moot point.
Considering SRU would require this functionality in both contributing repositories other platforms and into Jorum. It is, however, not yet widely supported or used. Though some commercial repositories do implement it and there are open source clients to bolt-on to repositories or other platforms. This is requires developer time and is likely to be a partial solution only.

Deposit API?

The current deposit tool is based on third party software MRCUTE which runs through Moodle - as such it cannot easily be adapted by Jorum to provide an API.
Jorum are however, exploring the addition of a SWORD deposit endpoint. Suitable SWORD deposit tools would need to be identified (ie those that can handle the right metadata and cope with something that isn’t a research paper – given the research focus of SWORD tool development these are likely to be some of the less-developed tools ).

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RSS for deposit, Jorum and UKOER: part 1 review

February 4, 2010

Over the past few months CETIS and Jorum have been discussing approaches to bulk deposit to support the projects in the UKOER programme as they deposit or represent their OERs in Jorum. Based on feedback from projects gathered through our technical reviews of projects, we’ve investigated approaches which might work for the programme.

One option we have investigated is the use of RSS. Gareth Waller from Jorum produced a set of feed requirements and a discussion paper suggesting possible issues with the use of RSS. A number of projects have trialled their feeds and provided feedback on Lorna’s blog post introducing Gareth’s paper and outling the issues. The Xpert project has also produced a briefing paper looking at issues around RSS –based deposit. (Considerations and evaluations of the development of distributed repositories when using RSS aggregation as a submission protocol. By Pat Lockley, The University of Nottingham http://webapps.nottingham.ac.uk/elgg/xpert/files/-1/803/xpert+metadata+final.pdf )

Many thanks to Gareth and Laura from Jorum and everyone else who’s contributed to the discussion thus far. This post is a summary of that discussion and comment about other options suggested.

Please note this conversation is shaped by the constraints of the programme. The discussion below focuses on the relation of a single OER project producing a feed or feeds of resources to contribute to Jorum. Issues of how Jorum addresses and combines data feeds from different projects and provides standardised data are a separate discussion.

RSS

Suitability

Although submission to a repository isn’t the primary purpose of RSS, it does have functionality and features that may make it suitable for such a purpose. The investigation of RSS as an option for submitting content to Jorum began with the observations:

Jorum’s requirements

Jorum produced an outline of their minimum requirements for feed-based ingest and a briefing paper summarizing their current take on issues around RSS for deposit.

Feed format and content

Jorum‘s current requirements are:

  1. RSS version 2.0 feed
  2. At least one element belonging to one of the following namespace directly under the channel element. Metadata for all items must be represented in elements belonging to this namespace.
    1. http://www.imsglobal.org/xsd/imsmd_v1p2
    2. http://ltsc.ieee.org/xsd/LOM
    3. http://purl.org/dc/elements/1.1/
  3. Licence information on each item (in the relevant metadata element). This must contain a v2 Eng & Wales CC licence url e.g.
    1. DC : rights e.g. Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/
    2. IMSMD : rights/description/langstring
    3. LOM: rights/description/string”

Feed processing

Jorum currently processes the feed as follows:

  1. “The feed is *not* continually polled for new content. [...] The current functionality simply reads the feed when it is deposited and all the items are created in DSpace. It’s a snapshot in time of that RSS feed. If you add in the same feed again, it will store duplicates.
  2. The physical data of a resource in the feed is not stored in JorumOpen. A link is simply created pointing to the resource as indicated by the RSS feed (the “link” element).”
  3. “The feed MUST be valid XML - if the XML coming back isn’t valid in the first place then we cannot process it (neither can any validator, XML reader etc). ”
  4. “Items within a feed are not auto classified within Jorum. In other words, every item in a feed is stored within a single collection as chosen by the admin user i.e. a top level JACS or LearnDirect classification. Having individual feed for each classification such as the OpenLearn model would ensure that items are classified correctly as these feeds can be deposited separately.”

Possible issues about the use of feeds

In his paper Gareth raises a number of issues and questions including the following:

  1. RSS items need to contain the unique id of the OER
  2. It’s not yet clear how to tell from the feed if an OER has changed or been deleted
  3. Feeds should not contain the whole repository contents
  4. There is the possibility that OERs might fall between arbitrary limits for feed creation (50 most recent items polled everyday misses resources above this number)
  5. The richness of metadata which exists within the platform creating the RSS may be restricted to using subset of the fields they have available by the feed creation process or feed consumption process.
  6. Feed deposit needs to make assumptions about licensing
  7. Current exploration of feed deposit relates only to harvesting metadata, not to harvesting resources.

Part 2 of this post will look at the community responses to this proposal and look at emerging issues.

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JISC and MIT: comparing notes on ed tech

December 11, 2009

A few weeks ago I had an opportunity to join a conversation between JISC and MIT OEIT (http://oeit.mit.edu/) to exchange information about current initiatives and possible collaborations. The general themes of the conversation were openness and sustainability. There was an agreed sense that, currently, “Open is the new educational tech” (Vijay). The areas of strategic interest, competencies, and knowledge of open institutes are now central to much educational development. JISC’s work in many diverse areas has contributed to the growth of openness both the successive programmes of work connected to repositories (including the cultivation of developer happiness) and more recently the JISC and HEA OER programme.

Vijay outlined some of the thinking that MIT OEIT are doing around innovation and sustainability outlining where they fit in that cycle and the limiting dependencies of innovation. In a four stage innovation cycle. MIT OEIT are mostly involved in the initial incubation/ development phase and the early implementation phase. They’re not in the business of running services but they need to ensure that their tools are designed and developed in ways which are congruous with sustainability. One key point in their analysis is that the limiting factor for innovation is not your organisational growth (whether the size of the project, design team, or facilities) but the growth of nascent surrounding communities in other parts of the value chain.

As a result, MIT have found that sustainability and embedding innovation isn’t just about more resources it’s about basic design choices and community development. Openness and open working allows the seeding of the wider community from the outset and allows a project to develop competencies and design skills in the wider community). This resonates with some of observations made by OSS Watch and Paul Walk. We then discussed the success of the Wookie widget work carried out by Scott Wilson (CETIS) and how that has successfully developed from a JISC project into an Apache Foundation incubator http://incubator.apache.org/wookie/.

The conversation continued around the tech choices being made in the UKOER programme noting the strength in the diversity of approaches and tools that have been in use in the programme and the findings that appear to be emerging- there is no dominant software platform, choices about support for standards are being driven, in part, by the software platforms rather than a commitment to any standard. [I’ll blog more on this in January as the technical conversations with projects are completed]. We also noted upcoming work around RSS and deposit tools taking place both following on from the JISCRI deposit tools event and emerging from the UKOER programme [see Jorum’s discussion paper on RSS for ingest http://blogs.cetis.ac.uk/lmc/2009/12/09/oer-rss-and-jorumopen/]

Brandon then highlighted the SpokenMedia project (http://spokenmedia.mit.edu/) creating tools to automatically transcribe video of lectures both for to enable better search and to make materials to be more accessible and scannable. The tools achieve up 60% base accuracy and are trainable up to 80% accuracy. MIT hope this will make lecture video significantly more browseable and are exploring the release of an api for this as an educational service.

We then discussed some projects working in areas that support bringing research data into curriculum. MIT have a series of projects in this area under the general name of STAR (http://web.mit.edu/star/) which provide suites of tools to use research data in the classroom. One successful implementation of this is STARBioGene allows Biology students to use research tools and materials as part of the core curriculum. Some of the STAR tools are desktop applications and some are cloud-based, many have been made open source.
The wider uptake of the project has contributed to the development of communities outside MIT who are using these tools - as such also it’s an example of growing the wider uptake community outlined in their innovation cycle. One consideration that it has raised about communities of use is that some of the visualisation tools require high performance computing (even if only needed in small bursts). The trend toward computationally intensive science education may create other questions of access beyond the license.

Another interesting tool that we discussed was the Folk Semantic Tool from COSL at Utah State University: on the one hand it’s another RSS aggregator for OERs, on the other, for users running Firefox and Greasemonkey it’s a plugin to add recommendations for OERs into any webpage (which runs off a single line of javascript). http://www.folksemantic.com/

MIT: M.S. Vijay Kumar & Brandon Muramatsu JISC: David Flanders, John Robertson (CETIS)

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Managing OERs: the problem of version control?

December 9, 2009

Proposal: those releasing OERs should not invest undue effort in attempting to maintain version control over copies of their material other than those they directly manage.

This post looks at one possible administrative or management concern or challenges emerging from the technical side of working with Open Educational Resources. My response to this concern is (more than usual) opinion rather than advice and hopes to provoke some debate.

There are plenty of reasons why version control of files is critical. These range from managing which version of a document you can safely delete to making sure you’re reading the right document or installing the most up to date patch. Good version control is a key part of content production, file management, and dissemination. Any repository, content management system or other tool - need to clearly distinguish between current and older versions. Older versions may or may not be maintained (whether publicly or privately). In itself this creates a question of what those releasing resources should link to. At its simplest version information about research papers is important to distinguish between pre-print and post-print. However, when papers are published that usually represents a final version of that paper (and not many repositories are [currently] likely to make public multiple versions of an article.

Educational resources on the other hand are usually considered less finished in that even once they are used for teaching year by year [in theory] they regularly evolve to reflect feedback, changes in course content, and developments in teaching style. These iterative versions may often blur into each over as in the lecturer’s mind they are the notes for topic ‘x’ rather than discrete intellectual works. Unless a course or class is completely restructured these assets are likely considered to be one entity [There is a case to be made that these materials are perhaps in need of more rigorous versioning]. For academics who’ve engaged with the idea of Open Education or simply appreciate the visibility it offers this may create a desire to update the materials they’ve released and replace them with new versions. Indeed, if they discover an error in their materials, or their thinking shifts they may be insistent on trying to manage the available copies of their work.

Local repositories or services managing OERs will doubtless develop their own policies and practices to support or address this concern and it makes sense to keep the available learning resources updated. The policies and practices will likely diverge over whether older versions of materials are kept and/or made available to the public. This process gets more interesting though when we consider what interaction projects have with other services which have copies of (rather than just link to) their resources - to what extent do you try to version secondary copies of your resources?

I think there are several factors that shape how OER producers should respond to this question:

  1. strictly speaking you have no legal right to request the removal or update of such resources. Once released under an open license the content is out of your control as long as the license is conformed to. [Note: I am not a lawyer but part of the entire point of most open licenses is that they are non-transactional and irrevocable].
  2. most services or individuals that have taken copies of your resources are likely to be very happy to take updated copies as well.
  3. although most notification or harvesting technologies or standards can support (in some form) the deletion, creation or updating of records [and this would potentially support pointing to a new version]; they deal with metadata rather than allowing remote file management [AFAIK] and even if they did support remote file management few people are going to enable such a feature.
  4. manually distributing updated copies is a possibility but is time intensive and also relies on the policy, procedure, and practice of the third party service.

Considering these factors, I don’t think under normal circumstances OER distributors should be concerned about how their materials are versioned once they leave their local service. This does imply that there may always be some degree of confusion but I’d suggest that on the web there is (even when concerted efforts are made to reduce it) and that responding to the confusion requires consumers of OERs to exercise the same information literacy skills that they need when interacting with any online resource.

This said I think there are steps OER producers can take to promote the visibility of their current resources: one such would be to include a purl or other appropriate uri which points to for the latest version in the resource and metadata where this is possible, whether as a cover page, a subtitle at the start of a video, or other such mechanism, there is a compelling case that resources should include information about where they’ve come from - not only to promote the latest versions but also to note the resource provider. I’ve talked previously about this idea of that resources should be self-descriptive. There may be limit cases in which there is a compelling case to try to remove every trace of a resource but these are unlikely to be common.

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Technical challenges for managing Open Educational Resources

November 13, 2009

At the CETIS conference this year, Lorna organised a session offering Roundtable about technical issues facing projects engaging with Open Educational Resources - as most of the attendees were drawn from the UKOER programme. Although there will doubtless be more refined versions of this list I’ve created a first pass of the issues. The full list is on slideshare: http://www.slideshare.net/RJohnRobertson/cetis09-oer-technical-roundtable . The tweets from the session are on http://twapperkeeper.com/Cetis09find/. The issues list is probably more usable via slideshare but to give an impression:

Nested list of brainstormed issues

Nested list of brainstormed issues

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DepoST : what would a repository deposit tool look like for learning materials?

November 6, 2009

The morning sessions a the recent JISCRI deposit tools show and tell meeting in London (DepoST) offered a whirlwind of elevator pitches for the many existing repository deposit tools. Details of the tools from the pitches have been neatly captured by David Flanders on the JISCinvolve blog.

In the midst of the afternoon sessions there where a few of us with an interest in learning materials (and particularly Open Educational Resources) who had a think about what might be different about a tool for depositing learning materials in a repository (Rory McNichol, Richard Davies, Julian Tenney, Pat Lockley, Phil Barker, J.M.Gray, Antony Corfield and myself). In our discussions we didn’t talk that much about mechanisms but focused more on the features that such a tool might require. [Subsequently Phil has blogged an inital view on the possible deposit/ harvest mechanisms http://blogs.cetis.ac.uk/philb/2009/10/28/feed-deposit/ - his post is about the questions we need to address now; this post and our discussions on the day looked at the what next question]

Our short list of possible differences centered, not on technical diferences as much on the importance of context. In particular the context of the use of the learning material. We thought that future developements should look not only at the deposit of a learning material but also consider the ongoing ‘deposit’ of usage information in some form- allowing the repository to gather feedback about the resource. From this point, it’s fair to say that our conception of a deposit veered somewhat towards including elements of a repository interface (tool or otherwise) that would allow discovery and ongoing data excahnge about a learning material. As such the following isn’t so much of a requirements specification as a trying to pin down information from the user or other systems that would help improve how learning materials are managed and accessed.

Our shortlist of key features was:

  • richer user profiles both for depositors and users
  • resources to include a link to the source/ master object
  • import asset plus usage info (such as which courses it’s used for) from VLE
  • import asset plus usage info (such as comments and tags) from Web 2 tools
  • need support for instituional management and release of assets

Having written this I’m very aware that SWORD works because it’s so simple. Partly this is because putting papers into repositories is, mostly, a one directional technical process [it is of course a much more interactive social/ political / administrative process] and SWORD has been very careful to limit in what it is trying to do. Consequently any work in this area looking to expand the scope of deposit tool/ repository interface functionality should be very cautious in adding mandatory extras. However, feedback and usage information are becoming increasingly important for scholarly communciations and data sets are likely to prove to be much more interactive resources (in a similar way to learning materials) as how they’re being used is key information). In a similar way institutions (as well as authors) are increasingly becoming the creators and/or distributors of resources so the ‘corporate’ deposit interface is likely to become more prominent.

Our discussion created more questions than answers in my mind, but it’s clear that, however deposit tools develop, we’d like them to be able to capture more context, but that this has to be done in lightweight ways that reuse rather than recreate information - we’ve had complex standards that ask for this type of information for a while but we have always asked users to input it.

Our full discussion is pictured below.

Notes about features of a repository deposit tool for learning materials

Notes about features of a repository deposit tool for learning materials

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