SREB - SCORE

Related SCORE Web Sites

Academic Advanced Distributed Learning (ADL) Co-Lab	The Academic Advanced Distributed Learning (ADL) Co-Lab serves as the focal point for academia in promoting high quality, reusable content for distributed learning. http://www.academiccolab.org/ Academic Co-Lab Resources http://www.academiccolab.org/resources/
ADL Introduction Course (ADL Community.Net)	These materials entitled "Introduction to ADL Policy, Implementation and Technology" were initially developed for acquisition professionals at the request of the Joint ADL Co-Lab. Descriptions of repositories, ADL, SCORM and CORDRA are presented in an easy-to-understand format. http://adlcommunity.net/
Digital LearningContent Toolbox	The SREB Digital Learning Content Toolbox, a collection of resources on the SREB EvaluTech Web site, provides policy and technical digital content resources for schools, colleges and state education agencies. The resources are organized into two topical areas: accessibility and portability/usability. Accessibility addresses Section 508 of the federal Rehabilitation Act and related disability issues. Portability/usability relates to the migration of digital content to student learning materials, including e-learning courses. (See http://www.sreb.org/programs/EdTech/DigitalLearnContent/PDC.asp.)
FAST: Faceted Application of Subject Terminology	A test database of authority records based on the Library of Congress schema, designed for bibliographic control systems to make them easier to use, understand and apply. http://www.oclc.org/research/projects/fast/default.htm
GEM Controlled Vocabularies	GEM Consortium has developed a series of controlled vocabularies that it recommends be used for a number of elements in the GEM element set. While use of these vocabularies is recommended, use of other non-GEM controlled vocabularies is encouraged where needed to serve the needs of a specific metadata collection. http://www.thegateway.org/about/documentation/metadataElements/ audienceRefinements/about/documentation/gem-controlled-vocabularies/ vocabulary-grade
GEM Top Level Elements	Listing of GEM 2.0 top-level elements (i.e., elements that are not refinements of other elements). http://www.thegateway.org/about/documentation/metadataElements/ audienceRefinements/about/documentation/gem-controlled-vocabularies/ vocabulary-grade
GEM Documentation (Click on documentation.)	In addition to Gateway access to educational resources on the Web, GEM has developed a set of standards used world-wide for describing those resources. GEM has also developed tools to make creating resource descriptions simple. Look for documentation of those standards and tools here. http://www.thegateway.org/about/documentation/metadata-preparation/ metadata-preparation-doc (Click on documentation.)
IMS Global Learning Consortium Content packaging specification	An organization that supports the adoption and use of learning technology worldwide. The scope for IMS content packaging and other specifications, broadly defined as "distributed learning," includes both on-line and off-line settings, taking place synchronously (in real time) or asynchronously. Thus the learning contexts benefiting from the IMS specifications include Internet-specific environments (e.g., Web-based course management systems) as well as those that involve off-line electronic resources (e.g., a learner accessing learning resources on a CD). The learners may be in a traditional educational environment (school classroom or university), in a corporate or government training setting, or at home. (See http://imsglobal.org/background.html. For a specific content specification, see http://www.imsglobal.org/content/packaging/index.html. Also see the definition of content packaging specification.)
The Learning Matrix	Begun by the Eisenhower National Clearinghouse (ENC), The Learning Matrix's mission is to provide easy access to peer-reviewed digital resources that will help faculty promote inquiry and problem based learning in college mathematics, science, and technology classes. The audience is mathematics, science, and technology faculty in 2 and 4-year colleges who are interested in materials that exemplify educational "best practices" for their classes or for their professional growth.
MathDL: Digital Classroom Resources	MathDL provides peer reviewed online resources for both teachers and students of mathematics. http://mathdl.maa.org/mathDL/3/

Accessibility

Section 508 Standards

In 1998, Congress amended the Rehabilitation Act to require Federal agencies to make their electronic and information technology accessible to people with disabilities. Section 508 was enacted to eliminate barriers in information technology, to make available new opportunities for people with disabilities, and to encourage development of technologies that will help achieve these goals. The law applies to all Federal agencies when they develop, procure, maintain, or use electronic and information technology. Under Section 508 (29 U.S.C. ' 794d), agencies must give disabled employees and members of the public access to information that is comparable to the access available to others.
http://www.section508.gov/index.cfm?FuseAction=Content&ID=3

Intellectual Property

The Digital Learning Challenge; Obstacles to Educational Uses of Copyrighted Materials in the Digital Age	This foundational white paper reports on a year-long study examining the relationship between copyright law and education by the Berkman Center for Internet and Society. The study explores whether innovative educational uses of digital technology - everything from DVDs in the classroom to digital music libraries to online resources such as Wikipedia -- are hampered by copyright restrictions. You can also listen to an interview with McGeveran about the paper at AudioBerkman. "Digital Learning Challenge" is a part of the Digital Media Project; if you'd like to learn more about our research in this area, go here. http://cyber.law.harvard.edu/home/2006-09
Managing Intellectual Property for Distance Learning	Managing Intellectual Property for Distance Learning by Liz Johnson. Educause Quarterly, Vol. 29, No. 2, 2006. Managing permissions for hundreds of pieces of intellectual property (IP) can be a daunting task for any course, but it is vital in distance learning courses because of legal implications specific to the online environment. The University System of Georgia selects intellectual property for inclusion in online courses using a formal protocol and assessment process. http://www.educause.edu/apps/eq/eqm06/eqm0628.asp.
Scholarly Electronic Publishing Bibliography (SEPB)	The Scholarly Electronic Publishing Bibliography (SEPB) presents selected English-language articles, books, and other printed and electronic sources that are useful in understanding scholarly electronic publishing efforts on the Internet. Most sources have been published between 1990 and the present; however, a limited number of key sources published prior to 1990 are also included. Where possible, links are provided to sources that are freely available on the Internet. http://www.digital-scholarship.org/sepb/
The TEACH Act American Library Association, 2004	The TEACH Act redefines the terms and conditions under which accredited, nonprofit educational institutions throughout the U.S. may use copyright-protected materials in distance education (including on Web sites and by other digital means) without permission from the copyright owner and without payment of royalties. (See the American Library Association commentary at: http://www.ala.org/ala/washoff/WOissues/copyrightb/distanceed/Default3685.htm.)

Learning Objects

CLOE (Cooperative Learning Object Exchange)	The Co-operative Learning Object Exchange (CLOE) is a collaborative project of eight Ontario universities to develop an innovative infrastructure for joint development of multimedia-rich learning resources. CLOE Review Process (Jan 2005): Peer review process is needed to complement reports of reuse. Peer review process for learning objects submitted to CLOE shall follow this process. http://cloe.on.ca/documents/cloepeerreviewv5.pdf A peer review evaluation form may be found here: http://cloe.on.ca/documents/peerreview_evaluationform.doc http://cloe.on.ca/index.html
EduSource Canada	The general vision of the eduSource project is focused on the creation of a network of linked and interoperable learning object repositories across Canada. It is based on national and international standards; it will be fully bilingual; it will be accessible to all Canadians, including those with disabilities; and it will share and disseminate its findings with all of Canada. http://www.edusource.ca/english/home_eng.html
Guidelines for Authors of Learning Objects	This guide explores the what, why and how of learning objects. It offers practical advice for designing for usability — and reusability; for keeping your learning objects learner-centered and learner-driven; for aligning with current metadata standards; and for making your objects accessible. It includes tips for “marketing” your finished work and points you to resources for follow-up information. A companion website, the Guidelines Resource Website, is available at www.nmc.org/guidelines. http://www.nmc.org/guidelines/NMC%20LO%20Guidelines.pdf
How to Create a Learning Object	Bartz, Janet. “Great Idea, But How Do I Do It? A Practical Examples of Learning Object Creation Using SGML/XML.” Canadian Journal of Learning and Technology Volume 28(3) Fall / automne, 2002. http://www.cjlt.ca/content/vol28.3/bartz.html
IEEE: WG12: Learning Object Metadata	This standard will specify the syntax and semantics of Learning Object Metadata, defined as the attributes required to fully/adequately describe a Learning Object. http://ltsc.ieee.org/wg12/
LORI	The Learning Object Review Instrument (LORI) is used to evaluate the quality of e-learning resources. LORI is an online form consisting of rubrics, rating scales and comment fields. The current version of LORI available from eLera is version 1.5. E-Learning and Assessment Network (ELERA) Home page: http://cenlinu1.centennialcollege.ca/aahs/LORI/index.php
The Instructional Use of Learning Objects	The Instructional Use of Learning Objects is the online version of a book that discusses connecting learning objects with instruction and learning. The entire book can be read online free of charge. http://www.reusability.org/read/
University of Wisconsin - Milwaukee Learning Objects Information	This web site is designed to introduce the subject of learning objects. It offers several characterizations of "learning objects", links to "Global Studies" learning objects, links to other learning objects, links to collections of learning objects, links to key organizations associated with learning objects and metadata, and a select bibliography. http://www.uwm.edu/Dept/CIE/AOP/learningobjects.html

Metadata

Dublin Core Metadata Initiative	The Dublin Core Metadata Initiative (DCMI) is an organization dedicated to promoting the widespread adoption of interoperable metadata standards and developing specialized metadata vocabularies for describing resources that enable more intelligent information discovery systems. http://dublincore.org/
Educational Metadata Standards	Link to Dublin Core, GEM, IMS, CanCore, and IEEE - the educational metadata standards. http://www.chin.gc.ca/English/Standards/metadata_educational.html
IMS Metadata Information Model	This document describes the names, definitions, organization, and constraints of the IMS meta-data elements. This work is composed of two parts, a working document from an IEEE standards committee, of which IMS member organizations have been key contributors, and a number of modifications that have been approved by the IMS Technical Board. http://www.imsglobal.org/metadata/mdinfov1p1.html

Repositories

EduSource Canada	The general vision of the eduSource project is focused on the creation of a network of linked and interoperable learning object repositories across Canada. It is based on national and international standards; it will be fully bilingual; it will be accessible to all Canadians, including those with disabilities; and it will share and disseminate its findings with all of Canada. http://www.edusource.ca/english/home_eng.html
The EduResources Portal -- a Gateway to Higher Education Instructional Resources	A gateway to finding online instructional resources. Maintained by Eastern Oregon University. http://sage.eou.edu/SPT/SPT--BrowseResources.php
Learning Objects Portal	A gateway to many resources about learning objects and repositories http://ilearn.senecac.on.ca/lop/
Links to Learning Object Repositories	The sites and organizations listed here either have generated learning objects and host their own repository (i.e. Wisc-Online) or have provided guidelines, templates, or frameworks for objects that are stored in their repository (i.e. Apple Learning Exchange). http://elearning.utsa.edu/guides/LO-repositories.htm Maintained by Univ. of Texas at San Antonio Other learning object repositories: http://www.lolaexchange.org/ Wesleyan University.
LOLA	LOLA is an exchange for facilitating the sharing of high-quality learning objects. It contains materials for use across the curriculum, with a particular focus on modules for information literacy. Wesleyan University, Connecticut. http://www.lolaexchange.org/
MERLOT	MERLOT is a free and open resource designed primarily for faculty and students of higher education. http://www.merlot.org/Home.po
Wisc Online	The Wisconsin Online Resource Center is a digital library of Web-based learning resources called "learning objects." http://www.wisc-online.com/

Terms

Asset	Electronic representations of media, text, images, sounds, Web pages, assessment objects, and other pieces of learning content that can be delivered to a Web client. Assets, like the learning objects in which they appear, are highly reusable. In order to be reused, assets are described using metadata so that they are both searchable and discoverable in content repositories. Carnegie Mellon http://www.lsal.cmu.edu/lsal/resources/scaffold/glossary/
CanCore	The official home for documents, presentations and other resources related to the CanCore Learning Resource Metadata Initiative. http://www.cancore.ca/en/
Crosswalks	A good explanation of other crosswalks besides Dublin Core and MARC. http://www.oclc.org/research/projects/mswitch/1_crosswalks.htm
eLearning Management System (eLMS)	See Learning Management System (LMS).
File naming conventions	Consistent standards that help create an efficient, well-organized site, as detailed in the EERE Communication Standards and Guidelines for creating file and directory naming conventions. (See http://www.eere.energy.gov/communicationstandards/web/naming.html.)
Learning Management System (LMS)	A product such as Angel, Blackboard, Desire2Learn, eCollege or WebCT that facilitates the delivery of distributed learning.
Learning object	Any digital resource that can be reused to support learning. A learning object that conforms to SCORM is called an SCO. A “durable” learning object means that its functionality is designed to survive over time. This enables the inclusion of benefits to learners as well as provisions for adaptation (reusability) for use by a larger audience.
Metadata - What is metadata An Introduction Web definitions for metadata	An introduction to metadata. http://www.getty.edu/research/conducting_research/standards/intrometadata/ Web definitions for metadata. http://www.google.com/search?hl=en&lr=&rls=GGLC,GGLC:1969-53, GGLC:en&oi=defmore&q=define:Metadata
SCO (Sharable Content Object)	A collection of assets that becomes an independent, defined piece of instructional material. SCOs are the smallest logical unit of instruction that can be delivered and tracked via a learning management system. (See the definition of asset.)
SCORM (Sharable Content Object Reference Model)	The de facto standard for learning resources that are deployed using a learning management system. Developed by the Advanced Distributed Learning Network (ADL), SCORM utilizes XML (Extensible Markup Language) and JavaScript as standards to define a protocol for application developers to create instruction that can be shared between learning systems that utilize different technologies and structures. (See http://www.adlnet.org/scorm/ and http://www.adlnet.org/.) SCORM includes two distinct areas: the Content Aggregation Model (CAM) and the Runtime Environment (RTE). Together, these standards allow the exchange of Sharable Content Objects (SCOs). There are many descriptions of SCORM on the Internet. (See a concise graphic description in the Encyclopedia of Educational Technology at http://coe.sdsu.edu/eet/.)

For more information, e-mail June Weis at june.weis@sreb.org.