Editorial process guidelines for developers_v1.2€¦ · Web viewTLF metadata process 3. 4....

METADATA GUIDELINES for Subject Matter Experts

VERSION: 3.0

DATE: 22 SEPTEMBER 2008

Metadata Guidelines for Subject Matter Experts

DisclaimerEducation Services Australia Limited was established in March 2010 through the merger of Curriculum Corporation and education.au limited. Throughout this document are references to The Le@rning Federation initiative which was managed primarily by Curriculum Corporation between 2001 and 2009. The Le@rning Federation developed a national asset comprising more than 9000 digital curriculum resources for K-12, intellectual property management and associated systems, national standards, networks and distribution infrastructure. This national collaborative initiative led the development and procurement of digital curriculum resources and supported and encouraged schools across Australia and New Zealand into the electronic era.

"The material contained in the Metadata Guidelines for Subject Matter Experts is for general information purposes only. Any use of the material is at your own risk. To the extent permitted by law, Curriculum Corporation will not be liable for any loss or damage suffered as a result of any party relying upon these guidelines."

Version: 3.0 © Education Services Australia Ltd, 2008 i


Table of contents

1 INTRODUCTION.............................................................................32 WHAT IS METADATA?....................................................................33 TLF METADATA PROCESS..............................................................34 DESCRIPTION OF METADATA ELEMENTS.........................................4

4.1 Strand.............................................................................................................44.1.1 Guidelines for 'Strand'......................................................................................44.1.2 Examples.........................................................................................................44.2 Description.....................................................................................................44.2.1 Guidelines for 'Description'..............................................................................44.2.2 Examples.........................................................................................................64.3 Key learning objectives.................................................................................74.3.1 Educational guidelines for 'Key learning objectives'........................................74.3.2 Style guidelines for 'Key learning objectives'...................................................84.3.3 Example...........................................................................................................84.4 Educational value..........................................................................................84.4.1 Educational guidelines for 'Educational value'.................................................94.4.2 Style guidelines for 'Educational value'............................................................94.4.3 Examples.......................................................................................................104.5 Topics...........................................................................................................104.5.1 Guidelines for 'Topics'....................................................................................104.6 Keywords.....................................................................................................114.6.1 Guidelines for 'Keywords'..............................................................................124.7 Title...............................................................................................................124.8 User level......................................................................................................124.8.1 Guidelines for 'User level'..............................................................................124.8.2 Examples.......................................................................................................134.9 Series statement............................................................................................13

Version: 3.0 © Education Services Australia Ltd, 2008 ii


1 IntroductionThis document has been developed for use by subject matter experts involved in creating metadata for learning objects published by The Le@rning Federation (TLF). It provides general principles and specific guidelines.

The examples within this document illustrate typical metadata values. For more detailed specifications and controlled vocabularies, please refer to the document entitled TLF Metadata Application Profile.

2 What is metadata?Metadata is data that describes the characteristics of an item of digital content. When an end user performs an online search, the search engine matches the search information to the available metadata, and it then displays the most appropriate search results. Accurate metadata is therefore fundamental to the discovery of digital content by end users.

In an online publishing context, publishers create metadata for each item of content that they publish. The metadata is then reused downstream in learning management systems.

3 TLF metadata processThere are a number of metadata elements, or fields, which need to be populated for each learning object. Subject matter experts (SMEs) are responsible for writing the metadata for some, but not all, of these elements.

SMEs create data or select values for the following metadata elements:

strand

description

key learning objectives

educational value

topics

keywords.

This information is initially entered by the SME into a metadata template (a Word document). If you do not have a copy of the template, please request it from the relevant TLF project manager (PM).

Each metadata template also contains information about the following metadata elements:

user level

title.

The user level and title information is entered into the document by the TLF PM.

This guide only provides information about the above metadata elements. If you would like to find out about the other metadata elements applied by TLF, please refer to the document entitled Metadata Guidelines for Digital Content. The latest version is available on the TLF website at: http://www.thelearningfederation.edu.au/metadata

The SME is normally asked to write the metadata for a head of series (HOS) or first of series (FOS) object when the Beta version is available. If the HOS is an aggregate, you should write the metadata for the whole series of objects as a batch. Please enter the metadata for each object in an aggregate series into the same metadata document.

Version: 3.0 © Education Services Australia Ltd, 2008 3


If the object is a HOS template or FOS object, the TLF PM may ask you to initially write the metadata for the HOS or FOS object only. In some cases, however, the PM may ask you to write the metadata for all the objects in the series at the same time. The PM will let you know which approach to take.

At the conformance submission of a learning object, an editor reviews the data in the metadata document to ensure that it meets the guidelines set out in the Metadata Guidelines for Digital Content. The editor makes any amendments using the Tracked Changes tool in Word. The PM then returns the reviewed metadata document to the subject matter expert for final approval. The subject matter expert should check that the edited metadata is accurate from an educational perspective.

At conformance stage, the editor also enters the data from the reviewed metadata document into the corresponding metadata fields in the Exchange (TLF's online content repository). In addition, the editor populates all the remaining metadata fields in the Exchange.

At the recheck submission, a final proofread of the metadata takes place at TLF. The proofread is conducted by an editor.

4 Description of metadata elementsThis section provides information about the aforementioned metadata elements, as well as some examples and guidelines.

4.1 StrandAt the end of the metadata template, you will find a list of possible strand values (terms) for your learning area. (There is a different metadata template for each learning area.)

The strand values are taken from a national list of curriculum areas.

Strand values are used to help teachers identify which learning objects are directly related to a specific area within a teaching discipline.

4.1.1Guidelines for 'Strand' Choose at least one relevant strand for each learning object.

Enter the strands in the Strand column of the metadata document.

4.1.2Examples Example for a learning object about polynomial equations:

Algebra

Example for a learning object about polynomial equations in measurement:Algebra

Measurement

4.2 DescriptionThe description is a high-level summary of the content in a learning object. It is a key field used in the initial display of search engine results. The purpose of the description is to provide users with information about a learning object so that they can decide if the object is of interest to them. The description is also used in online and offline promotions.

4.2.1Guidelines for 'Description'LengthVersion: 3.0 © Education Services Australia Ltd, 2008 4


Write between three and five short sentences (up to 100 words). Longer descriptions may be truncated in downstream systems.

In some systems, even descriptions of up to 100 words may be truncated. It is therefore important to ensure that the key information is placed at the beginning of a description, not at the end.

Audience Aim the description at a general audience.

The information should be meaningful to teachers and students who are seeking to determine the suitability of an object to their particular requirements.

Style Use neutral language. Avoid overly promoting the item or using emotive language.

Use the active voice to describe actions that the student will perform.

Begin sentences with active verbs such as the following, which are given in order of preference: explore, look (closely) at, examine, notice, compare, match, estimate, describe, predict, complete, answer (questions), choose, build, use (a model), sort, work out, find out, test, identify.

Avoid verbs that suggest the student has no prior knowledge of the content. Words to avoid include: learn, discover, realise.

Content Convey what differentiates the content of the object from other objects in the series. This

information should be contained in the first sentence of the description.

Ensure there is sufficient context for the user to determine key aspects of the content. Describe the essence of the setting AND the subject of the learning object.

Include an example to demonstrate the scope of the content.

Include a sentence on how the student will interact with the content if relevant.

Provide enough information to help the reader decide whether or not the object is of interest.

Do not include information about intended learning outcomes, operational processes or potential educational value.

If an object belongs to a series, add a series-linking sentence at the end of the description. First, identify whether the series is graded in terms of difficulty, for example the 'Photo hunt' series. Second, consider whether there may be educational reasons for interaction with the content in a particular order, for example the 'Innovation cycle' series. Then apply the relevant pattern from the examples below.

Learning object combining some or all objects in a series

o This learning object is a combination of X objects in the same series.(combines all objects) eg L2531 Air pressure

o This learning object is a combination of X objects in a series of Y objects.(combines some objects but not all) eg L513 Science reporter: geologist and environmental scientist

Learning object in a series

o This learning object is one in a series of X objects.(not graded; order unimportant) eg L1092 Hopper: tenths



o This learning object is the first in a series of X objects that progressively increase in difficulty.(graded; order may be important) eg L752 Shape overlays: find and cut

o This learning object is the second/third in a series of X objects that progressively increase in difficulty.(graded; order may be important) eg L1073 Shape overlays: picture puzzle

o This learning object is the last in a series of X objects that progressively increase in difficulty.(graded; order may be important) eg L152 Compound shapes: large shapes

o This learning object is the first in a series of X objects.(not graded; order may be important) eg L1046 The innovation cycle: introduction

o This learning object is the second/third in a series of X objects.(not graded; order may be important) eg L1047 The innovation cycle: generate idea

o This learning object is the last in a series of X objects.(not graded; order may be important) eg L1055 The innovation cycle: service

Learning object in a series – all packaged together

Add a final sentence:

o The series is also packaged as a combined learning object.

Learning object in a series – some packaged together

Add a final sentence:

o Y objects in the series are also packaged as a combined learning object.eg 'Three objects in the series are also packaged as a combined learning object.' eg L2564 Exploring atoms: atom builder OR

o 'Some objects in the series are also packaged as combined learning objects.' eg L2005 Scale matters: hundreds

4.2.2ExamplesThe examples below are descriptions for two learning objects in the same series. Notice that the first sentence in each description differentiates the content of the object from other objects in the series.

L6180 Digital story: A Kennel for Sophie: imagesTurn a narrative story designed for 3- to 4-year-old children into a digital book with illustrations and voice narration. Read a survey to find out what different age groups like to read and what kind of illustrations they enjoy. Select illustrations to suit the story and to match the preferences of 3 to 4 year olds. Listen to and choose voice narration that matches the story and the target age group. This learning object is one in a series of six objects.

L6181 Digital story: A Kennel for Sophie: animationTurn a narrative story designed for 3- to 4-year-old children into a digital book with animation and sound effects. Read a survey to find out what different age groups like to read and what kind of illustrations they enjoy. Select animations and sound effects to suit the story and to



match the preferences of 3 to 4 year olds. This learning object is one in a series of six objects.

Example of a description for a standalone learning object:L29 Alien life formHelp an alien to understand how plants are adapted to life on Earth. Choose different combinations of leaves, seeds and roots. Design a plant that is best adapted to surviving in a particular environment. Adapt the plant for survival in specific environments: mangroves, cool rainforest, mountain slopes and arid land. Find out why plant structures are suited to some environments but not others.

4.3 Key learning objectivesFrom a metadata perspective, there are two main purposes of key learning objectives. They are:

to identify the educational objectives that may be achieved by students using the learning object

to help teachers assess the value of the object and relate it to their curriculum.

Each learning objective should be measurable. That is, it should be possible to measure whether or not the student can achieve the outcome after interacting with the object. An objective should describe what the student will know or be able to do, and how to assess whether the outcome has been achieved.

4.3.1Educational guidelines for 'Key learning objectives'Be concise and specific. Use active language. Focus on clear, measurable outcomes. Use the checkpoints below when writing objectives.

The outcome is realistic. It can be achieved by the students specified as the target audience.

The outcome is significant. Only include outcomes that are useful steps in the learning process.

The learning design of the learning object makes a critical difference to the achievement of the outcome.

Achievement of the outcome is able to be demonstrated by the intended students within the school environment in which the learning object will be used.

The outcome is sufficiently clear to enable evaluators, teachers and students to see when a student has not achieved it.

The outcome is inclusive. Outcomes should not be framed so that some students are better positioned than others, for inappropriate reasons such as social class or ethnicity, to achieve them.

The outcome is essential for all the intended students to achieve, except in exceptional circumstances. Disabled students, particularly intellectually disabled students, pose a challenge, but this does not mean that outcomes must be eliminated or watered down. Instead, it means that when we include an outcome that a student with a disability is unlikely to achieve, we do so knowingly and carefully, not inadvertently.

The outcome is intelligible. Language should be simple and straightforward.

The outcome can be understood in isolation. Instructional designers, developers, evaluators, teachers and students should not have to rely on explanatory paragraphs or concept and subconcept descriptions to understand its meaning.

The outcome is unambiguous. It is not open to a range of interpretations.



4.3.2Style guidelines for 'Key learning objectives'Focus on the editorial integrity of the outcomes.

Standard beginning Start every objective with the word 'Students'.

Correct: 'Students represent number patterns ...' Incorrect: 'The learner will be able to: represent number patterns …'

Level of detail Try to be relatively specific, but don't spell out exact details.

Correct: 'Students identify materials and design factors that will maximise energy efficiency of a building in a given climate.' Incorrect: 'Students identify insulation materials, orientation factors and sealing techniques to maximise energy efficiency of a residential house in Sydney.'

Format, layout and length Use a single sentence for each learning objective.

Self-contained statements Each learning objective must stand alone. It should not refer to details in related objectives

and it should not depend on context spelt out elsewhere. Measurable outcomes Ensure it is possible to verify whether each outcome can be achieved by a student. Avoid

non-measurable verbs such as 'recognise', 'understand', 'engage' and 'explore'.

Active verbs Always include at least one active verb.

Correct: 'Students estimate speed from distance-time graphs.'Incorrect: 'Students are able to interpret speed from distance-time graphs.'

Examples of active verbs that can be used:

analyse, apply, articulate, assess, calculate, collect data, compare, conduct, connect, construct, describe, differentiate, evaluate, explain, gather information, hypothesise, identify, investigate, interpret, link, model, present, manipulate, predict, produce, relate, research, review, revise, solve problems, summarise, synthesise.

4.3.3Example Example of a learning outcome for a learning object that is used for teaching spatial relations by directly manipulating objects, as well as mental imagery:

Students interpret and visualise 2D representations of 3D objects by matching a 3D aerial view to a 2D profile view.

4.4 Educational value Educational value statements should provide information to help teachers:

assess the value of an object

relate an object to their curriculum.

They should answer the questions:

What is the educational value of this object?



Why is it potentially useful in the classroom?

4.4.1Educational guidelines for 'Educational value'Include concise statements that describe aspects of the learning experience. Try to include a statement for each of the three categories below, following the same order of presentation.

The first statement should contain the most significant educational value point about the object.

Educational context: outline the key principle or principles covered within the learning object. (Include one point only.)

Key activities: describe the activities the students complete to achieve the key learning objectives. (Include one to three points.)

Design features: describe features that support the learning process. (Include one or two points.) Some examples include: o Includes print options such as certificates of achievement, creative works or result

summaries.

o Gives feedback in the target language (LOTE).

o Encourages repeated use through randomisation of activity elements.

o Provides a succession of levels of complexity that support a student's progress OR that may be varied by the student to suit their skill level.

o Enables collaboration between students on an activity, either online or offline.

Educational value statements should not provide advice to teachers on how to use a learning object in the classroom. For example, the following statement is inappropriate: Provides a springboard for classroom discussion.

4.4.2Style guidelines for 'Educational value'Standard term for 'students' Use the word 'students' when referring to users (learners) in years 0–13.

Correct: 'Includes instructions for experiments where students explore and measure phase changes.'Incorrect: 'The learner downloads instructions for experiments ...'

Level of detail Try to be relatively specific, but don't spell out exact details.

Correct: 'Illustrates how biologists do fieldwork, identify specimens and explore ecological interactions.'Incorrect: 'Shows biologists conducting wildlife surveys, collecting botanical specimens, analysing morphology, using dichotomous keys and describing behaviour between insects, birds and plants.'

Format, layout and length Use a single sentence for each statement.

Each educational value statement should deal with one element of significance.

Self-contained points Each educational value point should stand alone. The statements must not refer to details in

other learning objects or rely on information in other metadata fields within the same object.

Verb forms



Use verbs as recommended in the examples below to clarify what support is given to the students and what the learning design does.'Illustrates parts of a flower.''Introduces dichotomous keys.'

4.4.3ExamplesL843 Photo album: school life 2 [Indonesian](Used for teaching Indonesian culture)

Includes authentic photographic images of Indonesia and descriptions of cultural aspects of Indonesian school life.

Provides a caption-matching exercise for students to apply reading and listening skills.

Gives all instructions and feedback in the target language.

Tests comprehension and grammatical knowledge through a series of multiple-choice questions.

L2371 Biscuit factory: ratios(Used for teaching principles of working with ratios)

Demonstrates that factors, multiples and common multiples are integral to solving problems involving ratios.

Provides opportunities for students to practise multiplication and division operations in ratio situations.

Encourages students to use multiplicative strategies and ratios to interpret and describe relationships between objects.

Provides data tables for students to record observations and predictions.

Automatically collates data tables and displays number patterns on line graphs.

4.5 TopicsIn the Exchange, there are two closely related metadata elements: Topics and Keywords. Strictly speaking, the entries for both fields are keywords. Topics, however, are 'controlled' terms or phrases, whereas the Keywords field may also include popular or colloquial terms.

All topics assigned to a learning object must exist in the Schools Online Thesaurus (ScOT), which is a controlled subject vocabulary. Using terms from ScOT helps to ensure that content items are described in a consistent way. It also locates the item within a logical browse structure, or hierarchy. In ScOT, topics are organised from broad terms through to more specific terms, for example Vertebrates > Reptiles > Lizards. In some content management systems, such as Scootle, the hierarchy of terms in ScOT is used to inform the sort order of the search results.

ScOT is publicly available at: http://scot.curriculum.edu.au/

Both topics and keywords increase the discoverability of learning objects. If appropriate terms and words are assigned to these fields, end users' searches should return content that is relevant. Conversely, if inappropriate terms are assigned, then users may find material that is not relevant.

4.5.1Guidelines for 'Topics'Use the following guidelines:

Search or browse terms online in ScOT.

Select relevant entries from ScOT and enter them in the Topics column in the metadata document.



Some entries in ScOT appear in italics. These are non-preferred terms. They should not be used as topics. For example:

In the example above, the term 'Lightning' can be used as a topic, whereas 'Electrical storms' should not be entered.

Include at least two terms. It is acceptable to have a single topic entry, but ideally there should be at least two entries.

When selecting topics:

Try to anticipate terms that the user community (students and teachers) are likely to use to locate the item.

Strike a balance with the level of specificity. Always focus on the central concepts in the learning object, plus any key elements of the learning setting.

Do not include more than one term from the same hierarchy within ScOT. In cases where there is more than one relevant term within the same hierarchy, choose the narrowest term. For example, if you are selecting topics for a Maths learning object such as L7781(Tessellate decorate: rectangles), you will find that the terms 'Quadrilaterals', 'Polygons' and 'Rectangles' all belong to the same hierarchy. (The hierarchy from ScOT is shown below.) For L7781, you would choose 'Rectangles', which is the narrowest applicable term, but not Quadrilaterals' or 'Polygons'.

In ScOT, to view the terms within a hierarchy, locate a term and then select the 'Hierarchy' button that appears on screen.

4.6 KeywordsLike topics, keywords are terms that describe a learning object. Keyword entries may include:

popular or colloquial terms that are not listed in ScOT

proper nouns that are not listed in ScOT.

The purpose of keywords is to increase the discoverability of learning objects by including significant uncontrolled terms. The combination of uncontrolled and controlled terms helps to facilitate simple searches.



Note that in the Exchange both controlled terms (from ScOT) and uncontrolled terms are entered by the editor into the Keywords field, but only controlled terms are entered into the Topics field.

You do not have to include any uncontrolled terms. That is, the keywords column in the metadata document that you return to TLF can be empty. It is acceptable for the Keywords field in the Exchange to consist entirely of preferred ScOT terms.

4.6.1Guidelines for 'Keywords'Use the following guidelines:

In the Keywords column of the metadata document, enter any relevant terms that may be used in free-text searching.

Strike a balance with the level of specificity. Always focus on central concepts in the learning object, plus key elements of the learning setting.

Try to anticipate terms that the user community (students and teachers) are likely to use to locate the learning object.

Pluralise nouns.

Use sentence case unless referring to proper nouns.

Do not duplicate terms that appear in the learning object title or description. The title and description fields are included in the search criteria, so any matches will be returned in search results.

Do not include non-preferred ScOT terms as keywords.

4.7 TitleAs well as being displayed on the title screen in the learning object, the title of each object is recorded in the metadata field named Title and displayed in the XHTML title. From a metadata perspective, the title is:

the key field used in the initial display of search engine results within learning management systems

used by end users to help them distinguish between objects in a series

used in online and offline promotions.

The agreed LO titles are entered into the metadata template by the TLF PM before the template is sent to you. You do not need to add this information.

4.8 User levelThe User level is the range of school years that the learning object is intended for. This information is initially identified during the design phase. It sometimes needs to be adjusted at development stage, based on feedback from in-school evaluation and educational specialists.

In a metadata context, the purpose of the user level is to help end users identify learning objects designed specifically for a year level or range of year levels.

The user level information is usually entered into the metadata template by the TLF PM. Please check this information.

4.8.1Guidelines for 'User level' Check or enter the school years covered by the learning object.

Express 'Reception', 'Kindergarten' or 'Prep' numerically as '0'.



4.8.2ExamplesExample for a learning object targeted at students in years 5–9:

5; 6; 7; 8; 9

Example for a learning object targeted at students in years P–2:

0; 1; 2

4.9 Series statementThe purpose of the metadata is to ensure that TLF's learning objects are discoverable by end users. In addition, TLF also publishes a print-based catalogue of all its resources.

Each series of learning objects is described in the catalogue. The metadata for each learning object provides the source for the catalogue descriptions. However, in the catalogue, we also provide one statement about the overall purpose of each series of learning objects. To ensure educational integrity, this statement should be supplied by the SME.

You should insert your series statement in the final cell of the educational metadata template document. (As explained above, this series statement will not be used in the metadata, but it will be used in the TLF catalogue.)

The statement should:

provide a description of the key educational focus of the series

begin with the word 'Students' followed by an active verb, eg ‘Students experiment …’, ‘Students explore …’

be no longer than two sentences.

Whereas the metadata description is aimed at a general audience, the series statement is aimed specifically at teachers.

Here are two examples:

Trans-Tasman series (Literacy 1)Students visit tourist destinations in Australia and New Zealand to decode a range of written and visual texts.Finding symmetry series (Early Years)Students decide whether 2D shapes have one, two or three lines of symmetry by using an interactive tool that allows shapes to be folded.


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