metadata, learning objects, instructional design, collaborative filtering
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.
Wiley, David and Recker, Mimi M., "A Non-Authoritative Educational Metadata Ontology for Filtering and Recommending Learning Objects" (2001). All Faculty Publications. Paper 1086.
Taylor & Francis
Recker, M. & Wiley, D. (21). A non-authoritative educational metadata ontology for filtering and recommending learning objects. Journal of Interactive Learning Environments: Special issue on metadata, 1-17.
David O. McKay School of Education
Instructional Psychology and Technology
© 2001 Taylor and Francis. This is an electronic version of an article published in 'Interactive Learning Environments '© 2001 Copyright Taylor & Francis 'Interactive Learning Environments' is available online at: http://www.informaworld.com/1049-4820
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