Metadata quality assurance improves learning resource descriptions
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This document discusses metadata quality in learning repositories. It summarizes a study analyzing metadata completeness and quality in the Organic.Edunet learning repository before and after implementing a metadata quality assurance mechanism. The mechanism involved experts reviewing metadata records and providing feedback. Analysis found completeness improved for many mandatory, recommended, and optional metadata elements after implementation, especially for educational elements. However, further work is still needed to improve completeness of optional elements and additional quality metrics.
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Metadata quality assurance improves learning resource descriptions
- 1. Metadata quality in learning repositories: Issues & considerations Nikos Palavitsinis, Nikos Manouselis, Salvador-Sanchez Alonso ED-MEDIA 2011, 27/7-1/7, Lisbon, Portugal
- 2. Key Concepts • Learning Repositories • Resources • Metadata
- 3. Quantity is NOT the problem! • MERLOT, ARIADNE, LRE for schools, MACE, etc • Millions of resources on various topics/areas/fields Image taken from: http://farm1.static.flickr.com/223/475156707_d56e38f251.jpg
- 4. Quality? • Publishers of content are under pressure to ensure that in the plethora of information that is available in today’s web, resources are highly discoverable and highly credible Walker, 2010 Quality of metadata Quality of content
- 5. Truth or… “Isn't it true, that only librarians like to search? Everyone else likes to find” Roy Tennant Images taken from: http://gigglebot.net/wp-content/uploads/wpsc/product_images/librarian.png & http://www.ala.org/img/alonline/computer%20guy.jpg
- 6. …dare?
- 7. Context of the study
- 8. about Organic.Edunet • Completed eContentPlus project (10/2007 – 10/2010) funded with 2.5M € • Main objective: Make learning content on Organic Agriculture and Agro-ecology available online, for a range of stakeholders. • And: Develop educational scenarios to be used within schools & universities
- 10. Stats • 1,5 year of operation • 53.859 visits • 208.963 page views • 41.804 unique visitors • 166 countries • 2.041 registered users • 10.967 resources
- 11. Multilingualism • Multilingual interface (17 languages) – Text-based search – Browsing – Tag-based search – Semantic search • Multilingual resources (10 languages) – Images, videos, articles, scenarios, etc • Multilingual metadata (17 languages) – IEEE LOM Application Profile
- 12. How did we get there? Started on June of 2008…
- 13. Process (1/2) • Developed an Application Profile of IEEE LOM to be used to describe resources on Organic Agriculture & Agroecology
- 14. Organic.Edunet IEEE LOM AP Definition of own requirements Selection of LOM elements Semantics Refinement Multiplicity constraints and values Relationships and dependencies Required extensions Application Profile Binding Evaluation of AP Evaluation phase Results’ analysis AP modifications
- 15. Process (2/2) • Developed a Repository Management Tool where resources would be described with IEEE LOM metadata (Confolio – http://oe.confolio.org)
- 16. May 2009 • 6.600 resources uploaded in Confolio – 1.100 fully annotated by partners – 5.500 harvested and manually enriched records • Time to start playing with the data…
- 17. First Analysis • Measured metadata completeness for all IEEE LOM AP elements • Usage of metadata elements was not as high as desired, but was as low as anticipated!
- 18. Results
- 19. Improving Metadata Quality Through a Metadata Quality Assurance Mechanism
- 20. Step 1 • Review of metadata records by experts (9/2009) – Direct feedback through e-mail & – Good & Bad metadata practices
- 21. Step 2 • Review of metadata records by subject-matter experts (12/2009) – Direct feedback through e-mail – General statistics
- 22. January 2010
- 23. Time to measure again…
- 24. Second Analysis • Improved completeness for… – Mandatory elements: -0.3% to 82,4% • Rights.Copyrights and Other Restrictions (82.4%) • Rights.Cost (64%) – Recommended elements: 47,4% to 82,9% • Rights.Description (82.9%) • General.Keyword (78.1%) – Optional elements: 13,2% to 79,9% • General.Coverage (79.9%)
- 25. What about Educational elements? • Educational… – Intended End User Role: +66.1% (78.9%) – Typical Age Range: +57.7% (61.5%) – Context: +47.4% (57.6%) – Language: +50.9% (51.2%) – Difficulty: +36.1% (36.2%) – Semantic Density: +35.9% (36.1%) – Interactivity Level: +35.8% (36.1%) – Interactivity Type: +35.6% (35.9%) – Description: +13.2% (14.7%)
- 27. Conclusions • Training experts on a specific field on metadata concepts & principles, improved resulting metadata completeness • Manual effort is really important • Further effort for optional elements needed
- 28. Limitations Improvement coming from familiarizing with the annotation process VS Improvement coming from the mechanisms put into place Is it possible to measure separately?
- 29. Future Research • Insert more similar mechanisms throughout the learning resource/repository lifecycle • Focus more on additional metadata quality metrics on top of completeness • Extend this framework to other types of resources, i.e. cultural collections, etc.
- 30. Metadata quality in learning repositories: Issues & considerations Thank you! palavitsinis@grnet.gr ED-MEDIA 2011, 27/7-1/7, Lisbon, Portugal