Document Metadata
| Title: | DC-Ed Application Profile Functional Requirements |
| Creator: | DC-Education Application Profile Task Force (Hillmann/Currier) |
| Date Created: | 2009-12-27 |
| Date Revised: | 2010-01-22 |
| Document Status: | Pre-discussion Draft |
| Description: | This is a draft discussion document proposing a set of functional requirements for the DC-Ed Application Profile and is not intended for use in metadata or to be cited as other than "pre-discussion draft". |
| Contact: |
Sarah Currier, ![[MAILTO]](/wiki/dcmi/img/moin-email.png){kind=small} mailto:sarah.currier@GMAIL.COM; Diane Hillmann, mailto:dih1@cornell.edu |
1. Discussion Functional Requirements
| CANDIDATE FUNCTIONAL REQUIREMENT | DRAFT PROPOSAL | ALTERNATE DRAFT PROPOSAL | DISCUSSION SUMMARY | CANDIDATE PROPERTY SOLUTION |
| FR1: Resource Discovery (General) |
Support the discovery of learning resources and activities in order to help meet people's teaching and learning aims.[![[WWW]](/wiki/dcmi/img/moin-www.png){kind=small} 1] |
Support the finding, sharing and managing of learning resources and activities in order to help meet people's teaching and learning aims.[2]-- |
-- | -- |
| FR2: Curriculum Subject Areas |
Support the discovery of learning resources and activities designed for particular national, regional or other curriculum subject areas. [2] |
-- | -- | dcterms:subject (?) |
| FR3: Resource Level of Difficulty |
Support the discovery of learning resources and activities targeted at particular levels of difficulty. [2] |
-- | -- | lom:difficulty |
| FR4: Resource Pedagogical Approach |
Support the discovery of learning resources and activities that follow a particular pedagogic approach.[2] |
-- | -- | dcterms:instructionalMethod |
| FR5: Particular Audience Needs |
Support the discovery of learning resources and activities targeted at the needs of people with particular special educational needs.[2] |
-- | -- | dcterms:audience |
| FR6: Particular Learning Objectives | Support the discovery of learning resources and activities designed to support achievement of specific learning objectives. | -- | Both ad hoc and authoritatively prescribed? | dcterms:conformsTo |
| FR7: Educational level | Support the discovery of learning resources and activities targeting an audience in terms of its progression through an educational or training context. | -- | -- | dcterms:educationLevel; lom:context |
| FR8: Typical Learning Time | Support selection of learning resources and activities based on the typical time it takes it takes to work with or through the resource. | -- | -- | lom:typicalLearningTime |
| FR9: Typical Age Range | Support selection of learning resources and activities based on the typical age range of the intended user of the resource. | -- | -- | lom:typicalAgeRange |
| FR10: Interactivity Type | Support selection of learning resources and activities based on the type of interactivity supported by the resource. | -- | -- | lom:interactivityType |
| FR11: Interactivity Level | Support selection of learning resources and activities based on the level of interactivity supported by the resource. | -- | -- | lom:interactivityLevel |
| FR12: Semantic Density | Support selection of learning resources and activities based on the semantic density of the resource. | -- | -- | lom:semanticDensity |
| FR13: Intermediary Audience | Support selection of learning resources and activities based on the an agent class that mediates access to the resource. | -- | -- | dcterms:mediator |
[1] http://tinyurl.com/yz4jwso
[2] http://tinyurl.com/ygcmpoq
2. Use Cases
The following discussion of Use Case Functional Requirements ("UCFR") have been derived from the Use Cases.
| FUNCTIONAL REQUIREMENTS | NOTES |
USE CASES |
DISCUSSION SUMMARY |
| UCFR1: Re-purposing existing resource for use in education | For instance, tagging museum resources with metadata describing educational purposes / contexts it might be useful for, or has been used in. | 011; 017; 018; 029 | -- |
| UCFR2: Machine-readable AP | For validation of metadata and vocabularies during a range of harvesting, searching and transformation processes. | 020 | -- |
| UCFR3: Part-whole relationships in content aggregations | For finding, re-using and re-purposing components of aggregate learning objects. | 030 | -- |
| UCFR4: Metadata harvesting | Must be able to harvest educational metadata fields, so AP needs to be a format that can be requested via OAI-PMH. | 001; 004; 007; 011; 012; 013; 014; 019; 020; 029; 040 | -- |
| UCFR5: Searchable & retrievable via SRU/SRW (Search/retrieve by URI and search/retreive by web service (SOAP)) | Must be able to search educational metadata fields via SRU/SRW, and have full AP record (including educational fields) returned by searches. | 001; 013; 020 | -- |
| UCFR6: Interoperable /compatible with other educational metadata standards and formats | Includes SCORM packages (which use LOM metadata at present) ; compatibility with learning platforms (LMSs/VLEs usually requires a SCORM or IMS Content Package, or IMS Common Cartridge , and LOM metadata) ; compatibility with IEEE LOM (mixing and matching elements) | 03; 006; 013; 030; 031; 036; 041 | -- |
| UCFR7: Authority / community reputation: "who says?" | Who says that a resource meets a particular educational achievement standard? Who says the resource was easy to use within a particular pedagogical approach or educational context? Etc. One use case required that not only is the person or institution making a statement required, but their role is also required (e.g whether the person making the statement is a teacher, librarian, student, etc.). | 032; 033; 041; 044; 046 | -- |
| UCFR8: Is intended for vs. Was used in | Differentiation between statements made about the intention of a resource, and metadata describing post hoc how the resource was used. For instance, a resource may have been created as an online module for post-graduate research methods in engineering, but has been successfully re-used in an undergraduate face-to-face tutorial. | 042; 046; 047 | -- |
| UCFR9: Controlled vocabularies vs. free text and/or user tagging (folksonomies). | For some properties, any given organisation or application may wish to allow for controlled vocabularies to be defined, or for free-text keywords, terms or tags to be added. | 022; 023 | -- |
| UCFR10: Classification browsing | Browsing by structured vocabularies. | ?? | -- |
| UCFR11: Crosswalk or mapping of vocabularies | Particularly important where taxonomies of learning outcomes, local curricula etc are used across various services wanting to allow cross-searching. | 045; 047 | -- |
| UCFR12: Extensibility for discipline-specific metadata standards to be incorporated | Music and language learning are the two examples given in use cases | 034; 037 | -- |
| UCFR13: Compatibility with IMS QTI (standard for describing assessments- Question & Test Interoperability) |
IMS QTI extends the LOM [1] |
?? | -- |
[1] http://www.imsglobal.org/question/qti_v2p0/imsqti_mdudv2p0.html