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{{Paper
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|title=Preliminary Discussion on a Digital Curation Framework for Learning Repositories
|pdfUrl=https://ceur-ws.org/Vol-681/paper06.pdf
|volume=Vol-681
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==Preliminary Discussion on a Digital Curation Framework for Learning Repositories==
https://ceur-ws.org/Vol-681/paper06.pdf
Preliminary Discussion on a Digital Curation
Framework for Learning Repositories
Nikos Palavitsinis1;2, Nikos Manouselis1, Salvador Sanchez-Alonso2
1
Greek Research & Technology Network (GRNET), Greece
{palavitsinis; nikosm}@grnet.gr;
2
University of Alcala de Henares (UAH), Spain
{palavitsinis; salvador.sanchez}@uah.es
Abstract. Learning Object Repositories have met significant development
during the last few years. Researchers have extensively discussed the concept
of learning objects and their accompanying metadata. Metadata in specific,
were introduced and developed by the community of librarians for cataloguing
purposes. From the same background, digital curation has emerged as a field of
research directly linked to the needs of preserving large datasets over time and
platforms. This paper links digital curation with learning objects and mostly
discusses the process of digital curation whereas at the same time, attempts to
identify possible research directions for digital curation in LORs.
Keywords: learning resources, curation, metadata, lifecycle
1 Introduction
Learning Object Repositories (LORs) are databases used for storing and/or enabling
the interoperability of Learning Objects (LOs) as defined by McGreal [13]. Because
not all repositories store the actual object files, a key function of repositories is to
identify the storage location of the objects and provide an indexing system that
enables the efficient search and discovery of the objects [16]. A growing body of
learning repositories is making digital learning resources available to the user
searching for educational content on various topics, through learning repositories (i.e.
MERLOT, MIT’s OpenCourseWare, ARIADNE, LRE for schools, Organic.Edunet,
MACE Project).
This vast amount of objects calls for specific actions to maintain them over their
lifecycle and make them available for current and future generations [2]. Addressing
this issue, the term “Digital Curation”, which implies a transfer of existing curatorial
approaches from analogue resources to their digital counterparts, was introduced at
the “Digital Curation: digital archives, libraries and e-science seminar” in 2001.
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Beagrie [2] defines “Curation” as the actions needed to maintain digital research
data and other digital materials over their entire life-cycle and over time for current
and future generations of users. Pennock [14] quotes that Digital Curation is about
maintaining and adding value to a trusted body of digital information for both
current and future use, adding the aspect of added value in the process of Digital
Curation.
In a comprehensive paper, Campbell [3] identified some of the issues that need to
be taken into account when considering the Digital Curation of both learning objects
and the metadata that describes them. Specifically, Campbell concluded by pointing
out that it is certain that the use of digital objects to facilitate teaching and learning
will continue to grow and that the metadata requirements of the communities of
practice that use these resources will become increasingly complex.
Building on this notion, this paper emphasizes on the importance of Digital
Curation on Learning Object Repositories (LORs) and suggests the use of the DCC
Curation Lifecycle Model [10] in Learning Repositories.
To this direction, the first section provides definitions to set a common level of
understanding on the basic concepts used in this paper while the second section
presents in detail the Digital Curation process through existing work and discusses
the notion of applying such techniques to Learning Object Repositories. Finally, the
last section identifies limitations of the specific research and suggests future
directions of research.
2 Background
The term Digital Curation implies not only the preservation of digital resources or
the maintenance of a collection to keep it accessible but it also includes some degree
of added value and knowledge [2][8]. Curation actions can be carried out on a broad
range of scientific data and resources in multiple disciplines, ranging from arts &
humanities to life sciences, physical sciences, medical sciences etc [1] to all stages of
the digital resources’ lifecycle [10]
In general, digital learning resources are significantly different when compared to
digital datasets that are used in sciences such as physics, astronomy, biology, etc.
This difference also stems from the specific nature of learning object metadata as
IEEE [11] states these should take into account “the diversity of cultural and lingual
contexts in which the learning objects and their metadata will be exploited”.
Supporting this, McGreal [12] stated that LOs can be defined as any reusable digital
resource that is encapsulated in a lesson or assemblage of lessons grouped in units,
modules, courses, and even programmes. Polsani [15] defined reusable learning
objects (RLO) as independent and self-standing units of learning content predisposed
to reuse in multiple instructional contexts. These definitions emphasize on the
educational uses of learning resources, already providing some evidence as regards
their unique characteristics.
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3 Digital Curation Framework for Learning Object
Repositories
The DCC (Digital Curation Centre of the University of Edinburgh) Curation
Lifecycle model (Fig. 1) is an existing curation model that can be used for curation
actions as it is generic enough to be applied to different contexts and serve different
communities. Additionally, the authors feel that the generic nature of DCC Curation
Lifecycle Model can serve as a basis for elaborating on some initial thoughts on
curation issues in LORs, providing the ability to apply them to similar models
dealing with digital curation.
The DCC Curation Lifecycle Model (DCC-CLM), provides a graphical high-level
overview of the stages required for successful curation and preservation of data from
initial conceptualization or receipt. The authors feel that each stage of the DCC-CLM
should be carefully examined, always taking into account the specificity of LORs
and LOs to identify challenges and issues that may arise for digital curation in the
case of LORs. Examining the model in such a way, could possibly indicate whether
or not curation actions will be needed for educational resources in contrast to the
scientific data already being largely curated.
Fig. 1. DCC Curation Lifecycle Model as defined by Higgins (2008)
Lastly, even if, the model presented may not be one hundred percent applicable to the
case of learning resources and learning repositories, but may as well present specific
challenges for applying parts of the model in LORs. An important research question
has to do with the degree to which existing metadata standards and specifications,
48
store preservation data for the learning resources. Because if specific preservation
actions are proven to be relevant for learning resources as well, then for sure, existing
standards should be capable of storing such data. This and similar issues will be
further analyzed in future, more extensive studies.
4 Conclusions and Limitations of the Study
The present paper opened a discussion on whether or not Digital Curation can take
place in the context of LORs. Overall, this paper attempted to build upon relevant
studies on digital curation issues for educational metadata. By doing so, the authors
attempt to open a discussion on whether or not, digital curation or some key
processes it involves are relevant for Learning Object Repositories.
The first limitation of this paper lies within Digital Curation itself, as it is yet an
emerging field with many different contributions from a great number of scientists
that make it even more difficult to define concepts and theories. Another important
limitation of this paper lies in its theoretical nature. This fact is mainly attributed to
the need for an initial discussion, even on a theoretical level, on some potential
research directions which will be documented in follow-up papers and examined in
depth through case studies on existing LORs.
Future research that will extend the initial findings of this paper will focus on
specific steps of the DCC Curation Lifecycle Model, reviewing existing literature
from the curation experts as well as the learning repository ones, trying to also
quantitatively prove that digital curation is significant as a context-specific curation.
Once this is proven, future directions will include composing a DCC Curation
Lifecycle Model for Learning Object Repositories.
Acknowledgements
The work presented in this paper has been funded with support by the European
Commission, and more specifically the project ECP-2006-EDU-410012
“Organic.Edunet: A Multilingual Federation of Learning Repositories with Quality
Content for the Awareness and Education of European Youth about Organic
Agriculture and Agroecology” of the eContentplus Programme.
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49
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