Keywords

metadata, learning objects, instructional design, collaborative filtering

Abstract

Digital libraries populated with learning objects are becoming popular tools in the creation of instructional technologies. Many current efforts to create standard metadata structures that facilitate the discovery and instructional use of learning objects recommend a single, authoritative metadata record per version of the learning object. However, as we argue in this paper, a single metadata record -- particularly one with fields that emphasize knowledge management and technology, while evading instructional issues -- provides information insufficient to support instructional utilization decisions. To put learning objects to instructional use, users must examine the individual objects, forfeiting the supposed benefits of the metadata system. As a solution, we propose a system that includes multi-record, non-authoritative metadata focussed on the surrounding instructional context of learning objects.

Document Type

Peer-Reviewed Article

Publication Date

2001-01-01

Permanent URL

http://hdl.lib.byu.edu/1877/2156

Language

English

College

David O. McKay School of Education

Department

Instructional Psychology and Technology

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