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Incorporating educational vocabulary in learning object metadata schemas

Auteur : Jian Qin; Carol Jean Godby; OCLC. Office of Research.
Éditeur : [Dublin, Ohio] : [OCLC Research], 2003.
Édition/format :   Livre électronique : Document : AnglaisVoir toutes les éditions et les formats
Base de données :WorldCat
Résumé :
Educational metadata schemas are obligated to provide learning-related attributes in learning objects. The examination of current educational metadata standards found that few of them have places for incorporating educational vocabulary. Even within the educational category of metadata standards there is a lack of learning-related vocabulary for characterizing attributes that can help users identify the type of  Lire la suite...
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Détails

Type d’ouvrage : Document, Ressource Internet
Format : Ressource Internet, Fichier informatique
Tous les auteurs / collaborateurs : Jian Qin; Carol Jean Godby; OCLC. Office of Research.
Numéro OCLC : 53933132
Notes : Electronic version of a Power Point presentation made at ECDL 2003, the 7th European Conference on Research and Advanced Technology for Digital Libraries, August 17-22, Trondheim, Norway. Forthcoming in Research and advanced technology for digital libraries : proceedings of the 7th European conference, ECDL 2003, Tronheim, Norway, August 17-22, 2003, ed. Traugott Koch and Ingeborg T. Sølvberg. Berlin & New York: Springer.
Title from title screen (viewed December 19, 2003).
Détails : Mode of access: Internet.
Autres titres : Educational vocabulary
Research and advanced technology for digital libraries.
Responsabilité : Jian Qin, Jean Godby.
Plus d’informations :

Résumé :

Educational metadata schemas are obligated to provide learning-related attributes in learning objects. The examination of current educational metadata standards found that few of them have places for incorporating educational vocabulary. Even within the educational category of metadata standards there is a lack of learning-related vocabulary for characterizing attributes that can help users identify the type of learning, objective, or context. The paper discusses the problems with examples from a learning object taxonomy compiled by the authors.

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