Repositories and the Web

Andy Powell has been looking at how a couple of example repositories work in terms of putting stuff on the web. There two posts, both looking the “jump-off” pages for journal articles; one from a Dspace repository at Edinburgh University the other from an ePrints repository at Southampton (though he points out that he has chosen these repositories purely as illustrative examples, there’s nothing specific about the institutions and it’s not clear what if anything is specific to the software). He looks for points such as whether the HTML page title is relevant, is the URL “cool”, is the page linked where relevant (e.g. are the author names linked to something useful), is there any metadata in the HTML page (in the header, as microformats, or as links to machine readable records), how prominent is the link to the actual paper itself, etc.

The discussion fascinating, if you run a repository of any type of material I’ld suggest you take a look and think about your own repository. As Andy concludes:

My point is that I don’t see the issues around “eprint repositories as a part of the Web” featuring high up the agenda of our discussions as a community (and I suggest the same is true of learning object repositories), in part because we have allowed ourselves to get sidetracked by discussion of community-specific ‘interoperability’ solutions that we then tend to treat as some kind of magic bullet, rolling them out whenever someone questions one approach or another.

The learning content management repository virtual environment system 2.0 and its future, summarized

As I explained earlier, at this year’s JISC CETIS conference I was in charge of running a session comparing content management, virtual learning and repository systems. I’ve just finished updating the session page on the wiki with links to all the presentations and commentaries available from the day. Here are my own summary and reflections on the session.
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FRBRizing learning materials

I may have bitten off more than I can chew. I wanted an example for showing how the Functional Requirements for Bibliographic Records (FRBR) might be applied to a typical learning resource. I’m not entirely sure that there is such a thing as a typical learning resource, but the OpenYale online lectures seemed seemed like reasonable candidates. I chose one on Newton’s Laws of Motion as my example because it’s a subject I like. I’m no expert on FRBR. If I was I would probably have known better than to choose a complex aggregation of different media types as my example (but would that have been typical?). Anyway, with some help from John Robertson, I came up with the diagram below. (It doesn’t quite model the example: I’ve modelled overhead display content in PowerPoint rather than in chalk.)
Application of FRBR model to online course unit

I’ve described the modelling and rationale in some more detail in a separate document [pdf].

I would warmly welcome any comments, suggestions and pointers to where I’ve gone wrong.

OAI-ORE 1.0 released

The first production release of the Open Archives Initiative Object Reuse and Exchange (OAI-ORE) specification was published last Friday (17 Oct). OAI-ORE uses concepts from the web architecture, semantic web, linked data and Atom syndication to expose the relationships between parts of an aggregation, e.g. linked web pages, different formats of the same publication, chapters in an online book, and collections of documents, photos or recordings. OAI-ORE comes from the scholarly publication community, but has wider application: it’s sort of equivalent to parts of the manifest in an IMS Content Package, but with more emphasis on showing relationships between resources on the web and rather than describing what should be in a package and how it should be displayed. Further info: press release [pdf], OAI-ORE specifications.

Repository fringe videos online

Video recordings of presentations from this August’s “repository fringe” in Edinburgh are now available online at http://www.repositoryfringe.org/. From what I’ve heard of the event (I was out of Edinburgh when it happened) the bulk of the event took “repository” to mean “repository of research outputs”, which often seems to be the case, but there’s a recording of Sarah Currier, of Intrallect talking about web services and open access to learning and research materials, and find it’s always interesting to follow what people like Dorthea Salo have to say about their experience of running institutional repositories of research output and think about how it might apply to similar effort to collect teaching and learning materials. It’s also interesting to see the research-output people move into areas like sharing data or alternatives to academic papers as outputs, where I think they might meet some similar cultural issues to those we have when managing and sharing learning materials.

Many thanks to the people who organized this meeting and made the videos available.

(via Philip Hunter)

Linking repositories to VLEs

I’ve made an exploratory start to what I hope will be a new area of work, looking at how repositories containing learning materials and VLEs interact. For some time I’ve been hearing about various projects (some JISC funded, some based at JISC services, some institutional, some commercial) that have the aim of “linking” a repository to a VLE. However I don’t have a clear picture of what is going on overall, and I have a suspicion that maybe other people are in a similar position. I’ld like to discover more detail about what people mean when they say they are “linking” a repository to a VLE.
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VUE

I’ve been known to make a fair amount of use of computer based concept and mind mapping tools to help me organize information or get my head around a tricky problem (I find linear thinking difficult). So I was pleased to be reminded of VUE, the Visual Understanding Environment from Tufts University, by an email announcing the official release of VUE 2. I remember VUE from a few years back as a way of creating a sort of concept map user interface for repositories. VUE 2 has that, with interfaces to fedora, Flickr, JSTOR, Wikipedia, but the real emphasis is rightly on its potential as an Understanding Environment: “VUE provides a flexible visual environment for structuring, presenting, and sharing digital information.” New in version 2 is support for predefined ontologies, the website says “VUE also provide tools to apply semantic meaning to the maps, by way of ontologies and metadata schemas.” So I guess VUE is also very relevant to the discussions we have been having at CETIS since the semantic technologies for teaching and learning session at last November’s conference.

Update: one of the outcomes of some the discussions I mention above has just been released, a JISC ITT for a study on the potential of semantic technologies for learning and teaching.