| Kattemingga Lodge Melbourne, Australia © 2000 Dublin Core Metadata Initiative |
Jon
Mason & Stuart
Sutton, Co-Chairs Original Draft: 1 March 2000 All Rights Reserved |
This Version:
<http://www.ischool.washington.edu/sasutton/dc-ed-f2f/Research.html> [1 March 2000]
Draft Recommendation for Teaching Processes/Characteristics Category: Research
In Frankfurt, October 1999, the DC-Education Working Group identified Learning Processes/Characteristics as one of five categories which could classify the kinds of approaches that various educational metadata projects already implemented had pursued. The five categories were based upon two independent analyses and first proposed by Stuart Sutton. The categories were proposed as a representative and broadly inclusive ‘rough cut’ classification for “educational metadata”.
In Kattemingga, the category was broadened to Learning and Teaching Processes / Characteristics. This was in response to discussion which had largely taken place on the mailbase list where “pedagogy” had occupied most attention.
However, based on the evaluation criteria for determining interoperability, members of the Working Group present at the Kattemingga workshop were unable to make a recommendation concerning possible new elements and qualifiers which could be seriously considered by the wider DC-Education community or the DC-Advisory Committee. Nonetheless, it was unanimous that developing a well-framed research proposal may be a practical strategy to take the issue(s) forward.
Thus, the Working Group agreed to:
- Define suitable research project(s) to remove impediments to useful implementations of metadata which does or could capture Learning and Teaching Processes / Characteristics; and
- Identify suitable sources of funding.
In framing the project, the following actions from members of the DC-Education Working Group were considered to be important:
- Identifying and/or recommending appropriate controlled vocabularies;
- Accurately scoping user requirements with regard to the activities and methods associated with teaching and learning; and
- Obtaining real feedback, based upon empirical data where possible, in terms of existing usage and user requirements.
It is anticipated that the research proposal will be developed within the timeframe within which the DC-Education WG is operating for putting forward recommendations to the DC-Advisory Committee.
Revision History: