A 5S Perspective on Learning Object Repositories as Digital Libraries Edward A. Fox Virginia Tech --...

A 5S Perspective onLearning Object Repositories as

Digital Libraries

Edward A. FoxVirginia Tech -- [email protected]

http://fox.cs.vt.edu/talks/2006/ 20060922WSLO.ppt

Keynote for LODL 2006Alicante, Spain – 22 Sept. 2006

Acknowledgements (selected)

• Colleagues: Lillian Cassel, Debra Dudley, Weiguo Fan, Marcos Gonçalves, Doug Gorton, Rohit Kelapure, Neill Kipp, Aaron Krowne, Ming Luo, Uma Murthy, Manuel Perez, Ananth Raghavan, Rao Shen, Hussein Suleman, Srinivas Vemuri, Layne Watson, …

• Sponsors: ACM, AOL, CAPES, DFG, IBM, Microsoft, NSF (IIS-9986089, 0086227, 0080748, 0325579, 0535057, 0535060; ITR-0325579; DUE-0121679, 0136690, 0121741, 0333601), SUN, …

Not

• Religious discussion– Clumpers vs. splitters– Holy scrollers vs. card sharks– DSpace vs. Fedora, Blackboard vs. Sakai– DC vs. LOM vs. SCORM …– DL vs. LOR vs. Semantic Web

• Spreading dogma

• Europe vs. US vs. …

Outline

• Topics for reflection• Hypotheses• Digital libraries• 5S (Societies, Scenarios, Spaces,

Structures, and Streams)• Computing• Dissertations (ETDs)• Summary and Conclusions

Topics for reflection

• Experiences in, and views on, development, deployment and use of digital libraries for learning

• Main pitfalls and barriers

• Things people often forget about

• Success stories

• Lessons learned

• Open questions, research challenges

Experiences• ETD initiative -> testbed for studies -> initiative• Quizit, EI, CSTC, CRIM• SIGIR, SIGMM education committees, TCDL• DL curriculum and resources• NSDL (Policy Committee, grants)

– CITIDEL, JERIC– Cmaps: GetSmart, in classes -> multilingual summaries– OCKHAM (NSDL P2P, web services, registry)

Superimposed Information: DOs, marks, KM apps– Personalization (syllabi rep., inside Scholar, …)

• Info-viz, usability, evaluation, (reference) models, logging standards, personalization, blogs, …

Main pitfalls and barriers

• Papers are of little interest for most learners.

• Faculty are busy and astute.

• Faculty are more loyal to profession than to their employer.

• Institutional repositories often are aimed at the goals of administrators.

• Researchers go after money from anywhere.

• Technology transfer takes time, $, focus

Things people forget about

• 5Ss

• Sustainability

• Motivation, social influence

• Students and teachers are focused

• People’s assumptions:– Free, easy, high quality, pertinent, timely– Interesting, enjoyable, in context

Success stories

• Hawthorne effect• HTML, XML (+XSLT), but not so much SGML• Systems that help with course management,

grading, record keeping• EI (since timed with Web emergence)• NDLTD (since free >>>> fee-based)• DC (since simple >>>> complex)

– And since can be extended / complicated

• Standards (since mandated, become habit)• DSpace (since: prestige, easy, extensible)

Lessons learned

• Faculty love to double/triple dip.

• Small knowledge units get used.

• Social influence and status are really important for adoption.

• Lots of work makes a marketplace where popular tools and system emerge.

• Formative evaluation, and use statistics, are the main assessments worthwhile.

Open questions - 1

• NSDL:– Worth the investment?– Will business model(s) emerge?– What is best role of governments in educ.?– Where do libraries fit? Publishers? Univ’s?– How can we ferret out all the lessons?– Which spin-offs will take off?– Have we changed attitudes and behavior of

faculty and students?

Open questions - 2

• Web dragons (MKP book by Witten et al.):– Dragons, dinosaurs, or Fortune 500?– What do we really need beyond vanity

publishing and search engine popularity?– Google books, scholar, curriculum, … - Is it

better to have one or many services?– PageRank, ratings/recommendations, popular

tags – vs. spam, gaming, elitism?

Open questions - 3

• LORDL metamodel:– Minimal DL metamodel– Practical DL metamodel– What is specific to learning:– Authoring, annotating– Rating, recommending, reviewing, retrieving– Exploring, applying, constructing– Preserving

Open questions - 4

• Use, reuse:– Nice work at Tech. Univ. Darmstadt– SemWeb tools to help recontextualization– Driven by corporate efforts related to training

where a LO marketplace might emerge– Distance education is another driver.– Funding shifts related to higher education will

gradually stimulate / force change:– Motivation, attitudinal change, P&T shifts?

Outline


Structures, and Streams)• Computing• Dissertations• Summary and Conclusions

Hypotheses – 1 of 2

1) Digital libraries (DLs) can be the cornerstone for e-learning with educational resources, facilitating• collaborative development,• distribution, and re-use.

2) To properly develop such DLs, it is important to consider 5 key aspects (5S).

3) These 5Ss facilitate DL:• design, implementation, and formalization.

Hypotheses – 2 of 2

4) Learning Object Repositories are a type of Digital library, wherein the application is support of education and the content is LOs.

5) LORs remind us that DLs should be designed to cover the full Information Life Cycle (with services).

Outline



DLs and E-Learning

• Data, information, knowledge management systems -> DLs

• Authoring, content, course, (adaptive) hypermedia management systems

• (Digital, Institutional) Repositories

• Application: E-Learning

Digital Libraries in Education

• Analytical Survey, ed. Leonid Kalinichenko• © 2003, www.iite-unesco.org, [email protected]• Transforming the Way to Learn• DLs of Educational Resources & Services• Integrated/Virtual Learning Environment• Educational Metadata• Current DLEs: US (NSDL, DLESE, CITIDEL,

NDLTD), Europe (Scholnet, Cyclades), UK (Distributed National Electronic Resource)

Digital Libraries

• Borgman et al.: Workshop Report on Social Aspects of Digital Libraries

• E-pub flattening

• Larsen & Watclar: 2003 Chatham

• DELOS: 1-2 June 2006 Rome

• Definitions

Information Life Cycle

AuthoringModifying

OrganizingIndexing

StoringRetrieving

DistributingNetworking

Retention/ Mining

AccessingFiltering

UsingCreating

Digital LibrariesShorten the Chain from

Editor

Publisher

A&I

Consolidator

Library

Reviewer

DLs Shorten the Chain to

Author

Reader

Digital

LibraryEditor

Reviewer

Teacher

Learner

Librarian

People

• Digital librarians

• DL system developers

• DL system administrators

• DL managers

• DL collection development staff

• DL evaluators

• DL users

DL Manifesto - 1

• DL Reference Model• In support of the future European Digital Library• Developed by team connected with DELOS

(Candela, Casteli, Ioannidis, Koutrica, Meghini, Pagano, Ross, Schek, Schuldt)

• Draft 2.2 presented in Frescati, near Rome, June 2006 – 79 pages

• Could be integrated with work of DLF, JISC, etc.

DL Manifesto – 2: 3 Tiers

DL Manifesto – 3: Main Concepts

DL Manifesto – 4: Actor Roles

DL Definitions - 1

• “A digital library is an organized and focused collection of digital objects, including text, images, video, and audio, along with methods of access and retrieval, and for selection, creation, organization, maintenance, and sharing of the collection.”

• Witten & Bainbridge – “How to Build a Digital Library” – Morgan Kaufmann 2003

DL Definitions - 2

• “Digital libraries are organizations that provide the resources, including the specialized staff, to select, structure, offer intellectual access to, interpret, distribute, preserve the integrity of, and ensure the persistence over time of collections of digital works so that they are readily and economically available for use by a defined community or set of communities”

• Waters,D.J. CLIR Issues, July/August 1998• www.clir.org/pubs/issues/issues04.html

DL Definitions - 3

• Issues and Spectra

– Collection vs. Institution

– Content vs. System

– Access vs. Preservation

– “Free” vs. Quality

– Managed vs. Comprehensive

– Centralized vs. Distributed vs. Personal

DL Definitions - 4

• NOT a “digitized library” (vs. Google books)• NOT a “deconstruction” of existing systems

and institutions, moving them to an electronic box in a Library

• IS a new way to deal with knowledge– Authoring, Self-archiving, Collecting,– Organizing, Preserving,– Accessing, Propagating, Re-using

D ig ita l L ib ra r y C o n te n t

A rtic le s ,R e p o rts,

B o o ks

T e xtD o cum e n ts

S p ee ch ,M u s ic

V id eoA u d io

(A e ria l)P h o tos

G e og rap h icIn fo rm ation

M o d e lsS im u la tio ns

S o ftw a re ,P ro g ra m s

G e no m eH u m a n,a n im a l,

p la n t

B ioIn fo rm ation

2 D , 3 D ,V R ,C A T

Im ag es a ndG ra p h ics

C o nte n tT yp e s

Outline



5S

• References

• Used to define DL

• Services Taxonomy

• Framework, Metamodels

• 5S Suite (5S Graph)

Selected 5S-Related References - 1

[1] M. Gonçalves, E. Fox, L. Watson, and N. Kipp, “Streams, Structures, Spaces, Scenarios, Societies (5S): A Formal Model for Digital Libraries,” ACM Transactions on Information Systems, vol. 22, pp. 270-312, 2004.

[2] M. A. Gonçalves, “Streams, Structures, Spaces, Scenarios, and Societies (5S): A Formal Digital Library Framework and Its Applications,” Computer Science Doctoral Dissertation. Blacksburg, VA: Virginia Tech, 2004, 161 pages. http://scholar.lib.vt.edu/theses/available/etd-12052004-135923/unrestricted/MarcosDissertation.pdf

[3] M. A. Gonçalves and E. A. Fox, “5SL - A Language for Declarative Specification and Generation of Digital Libraries,” in Proc. JCDL’2002, Second ACM / IEEE-CS Joint Conference on Digital Libraries, July 14-18, G. Marchionini, Ed. Portland, Oregon, USA: ACM, 2002, pp. 263-272.

Selected 5S-Related References - 2

[4] Q. Zhu, “5SGraph: A Modeling Tool for Digital Libraries,” Department of Computer Science MS thesis. Blacksburg: Virginia Tech, 2002. http://scholar.lib.vt.edu/theses/available/etd-11272002-21053

[5] NDLTD, Networked Digital Library of Theses and Dissertations. available at http://www.ndltd.org, 2006

[6] CC2001, “Computing Curricula 2001: Computer Science (IEEE Computer Society and Association for Computing Machinery Joint Task Force on Computing Curricula),” Journal on Educational Resources in Computing (JERIC), vol. 1, 2001. http://doi.acm.org/10.1145/384274.384275

[7] CC2001, “Computing Curricula 2001 (Web Site),” vol. 2004: ACM and IEEE-CS, 2001. http://www.computer.org/education/cc2001

[8] R. Shen, "Applying the 5S Framework To Integrating Digital Libraries", Computer Science Doctoral Dissertation. Blacksburg, VA: Virginia Tech, April 2005, 127 pages, http://scholar.lib.vt.edu/theses/available/etd-04212006-135018/

Informal 5S & DL Definitions

DLs are complex systems that

• help satisfy info needs of users (societies)

• provide info services (scenarios)

• organize info in usable ways (structures)

• present info in usable ways (spaces)

• communicate info with users (streams)

5S Examples

Browsing Collaborating Customizing Filtering Providing access Recommending Requesting Searching Visualizing

Annotating Classifying Clustering Evaluating Extracting Indexing

Measuring Publicizing

Rating Reviewing (peer)

Surveying Translating

(language)

Conserving Converting

Copying/Replicating Emulating Renewing

Translating (format)

Acquiring Cataloging

Crawling (focused) Describing Digitizing

Federating Harvesting Purchasing Submitting

Preservational Creational

Add Value

Repository-Building

Information Satisfaction

Services

Infrastructure Services

Services Taxonomy

5S Framework

• Developed at Digital Library Research Laboratory (DLRL, Virginia Tech )

• Strong foundation for DL module development– Intuitive as well as formal definitions

• Base ideas named with five S’s- streams, structures, spaces, scenarios, societies

• Key aspects of DLs precisely defined using one or more of the Ss

• Set of metamodels for classes of DLs: minimal, archeological (ETANA), practical, European DL, …

Digital Object

RepositoryCollection Minimal DL

Metadata Catalog

Descriptive Metadata

Specification

A Minimal DL in the 5S Framework

Structural Metadata

Specification

Streams Structures Spaces Scenarios Societies

indexing

browsing searching

services

hypertext

Structured Stream

5S MetaModel

5SGraphDL

Expert

DL Designer

5SL DL

Model

5SLGen

Practitioner

Researcher

TailoredDL

Services

Teacher

componentpool

ODLSearch,ODLBrowse,ODLRate,ODLReview,

…….

Requirements (1) Analysis (2)

Implementation (4)

Design (3)

5SGraph 5SGen

Mapping Tool

5SSuite

5SGraph

Workspace

(instance model)

Structured

toolbox

(metamodel)

crea

tion

distributionsee

kingutilization

E1:starting

E2: chaining

E3: browsin

g

E4: diffe

rentia

ting

E5: monito

ring

E6: extra

cting

storing, archiving,

networking

K1:

in

itia

tion

K2:

se

lectio

n

K3:

explorationK4:

formulation

K5: collection

K6:

presentation

auth

orin

g, m

odify

ing,

desc

ribin

g org

anizi

ng, i

ndex

ing

pres

erva

bilit

y,

sim

ilari

ty,

tim

elin

ess,

accuracy, completeness,

conformance accessibility, preservability

DL Success Constructs

Activ

e Semi-active

Inactive

E: Ellis’ modelK: Kuhlthau’s model

has an exampleIS success model

Prior Work on Measuring DL Success

DeLone et al.

Seddon

has an exampleInformation seekingbehavior model

Ellis

Kuhlthau

has an exampleDL quality model Gonçalves

has an exampleUsability of DLsinspection of NCSTRL

evaluation of ACM, IEEE-CS,NCSTRL, and NDLTD

evaluation of ADL

evaluation of ADEPT

has an indicator

system usage

has an exampleTechnology

acceptance model Venkateshpredict Intention to re/use

satisfaction

performanceexpectancy

(PE)

behavioralIntention to

(re)use

relevance adequacy timeliness

reliability understandability scope

accessibilityease of use

joy of use reliability

userinterface

social influence (SI)

information quality(IQ)

system quality(SQ)

DL Success Model

system quality(SQ)

Outline



Computing

• CSTC

• Knowledge Units -> CC2001

• CITIDEL

• NSDL

• DL Curriculum Development

CS -> CSTC

• NSF and ACM Education Committee funded a 2 year project “A Computer Science Teaching Center” - CSTC - http://www.cstc.org/

• College of NJ, U. Ill. Springfield, Virginia Tech• Focus initially on labs, visualization,

multimedia• Multimedia part supported by a 2nd grant to

Virginia Tech and The George Washington University (with curricular guidelines)

CS Teaching Center (CSTC)

• Instead of building large, expensive multimedia packages, that become obsolete and are difficult to re-use, concentrate on small knowledge units.

• Learners benefit from having well-crafted modules that have been reviewed and tested.

• Use digital libraries to build a powerful base of support for learners, upon which a variety of courses, self-study tutorials & reference resources can be built.

• ACM support led to Journal of Educational Resources in Computing (JERIC): completed 2 co-EIC terms

CC2001 Information Management Areas

IM1. Information models and systems*

IM8. Distributed DBs

IM2. Database systems* IM9. Physical DB design

IM3. Data modeling* IM10. Data mining

IM4. Relational DBs IM11. Information storage and retrieval

IM5. Database query languages IM12. Hypertext and hypermedia

IM6. Relational DB design IM13. Multimedia information & systems

IM7. Transaction processing IM14. Digital libraries

CITIDEL: Computing & Information Technology Interactive Digital Education Library

http://www.citidel.org/

http://www.citidel.org/

Cluster Search Results from CITIDEL

CITIDEL -> NSDL

• A collection project in the

• National STEM (science, technolgy, engineering, and mathematics) education Digital Library – NSDL

• National Science Digital Library

• www.nsdl.org

• (Next slides courtesy Lee Zia, NSF)

Connects:

Users: students, educators, life-long learners

Content: structured learning materials; large real-time or archived datasets; audio, images, animations; primary sources; digital learning objects (e.g. applets); interactive (virtual, remote) laboratories; ...

Tools: search; refer; validate; integrate; create; customize; publish; share; notify; collaborate; ...

Supports:

Users

Content

Tools

(profiles)

(metadata)

(protocols)

Learning communities

Customizable collections

Application services

Enables:Environments for

• Communication

• Collaboration

• Creation

• Validation

• Evaluation

• Recognition

• ...

• Discovery

• Stability

• Reliability

• Reusability

• Interoperability

• Customizability

• ...

of Resources

AND

NSDL Information ArchitectureEssentially as developed by the Technical Infrastructure Workgroup

referenceditems &

collections

referenceditems &

collections

Special Databases

NSDLServicesNSDL

ServicesOther NSDLServices

CI Services

annotation

CI Services

discussion

CI Services

personalization

CI Services

authentication

CI Services

browsing

Core Services:information retrieval

Core Collection-Building Services

harvesting

Core Collection-Building Services

protocols

Core Services:metadata gathering

Portals &ClientsPortals &

ClientsPortals &Clients

Usage Enhancement

Collection Building

User Interfaces

NSDLCollections

NSDLCollections

NSDLCollections

CoreNSDL“Bus”

DL Curriculum Development Project

• Collaborative Research launched by:- Department of Computer Science, Virginia Tech

- School of Information and Library Science, University of North Carolina, Chapel Hill

• Three year (2006 - 2008) funded project

Project Teams/NSF Grant

• Project Team at VT (IIS-0535057): – PI: Dr. Edward A. Fox ([email protected]) – GRA: Seungwon Yang ([email protected])

• Project Team at UNC-CH (IIS-0535060): – Co-PI: Dr. Barbara Wildemuth ([email protected]) – Co-PI: Dr. Jeffrey Pomerantz ([email protected]) – GRA: Sanghee Oh ([email protected])

DL Topics in 19 Modules (original)

Taxonomy of DL Educational Resources

Outline



Dissertations

• Leveraging to reach next generation of researchers, educators, leaders

• Testbed, demonstration, case study

• Good place to start since is easy, inexpensive, beneficial, and can be extended to lead to other beneficial activities

• Bottom up, student-centered

The Networked Digital Library of Theses and Dissertations

www.NDLTD.org

Leader of the Worldwide ETD(Electronic Thesis and Dissertation) Initiative

Training AuthorsExpanding Access

Preserving KnowledgeImproving Graduate Education

Enhancing Scholarly CommunicationEmpowering Students & Universities

Some Countries• Argentina• Australia• Belgium• Brazil• Canada• Chile• China, Hong Kong• Columbia• Finland• France• Germany• Greece• India• Italy• Jamaica• Korea• Lithuania• Malaysia• Mexico• Namibia• Netherlands

• Namibia• Netherlands• Norway• Peru• Poland• Russia• Singapore• S. Africa• S. Korea• Spain• Sudan• Sweden• Switzerland• Taiwan• Thailand• Turkey• UK• Ukraine• United Arab Emirates• USA• Venezuela• Yugoslavia

NDLTD Member Support

• Annual conference (…, Germany, …, Sweden, UK)• ETD-L – listserv for discussion• Union catalog• Services for access: VT, OCLC, VTLS, Scirus,

Google Scholar, …• Information for ETD projects

– Standards, documentation (Guide, Marcel Dekker book)

• Advocacy for ETD activities worldwide• …

Outline



Summary and Conclusions – 1 of 2

1) Digital libraries (DLs) can be the cornerstone for e-learning with educational resources, facilitating• collaborative development,• distribution, and re-use.

2) To properly develop such DLs, it is important to consider 5 key aspects (5S).

3) These 5Ss facilitate DL:• design, implementation, and formalization.

Summary and Conclusions – 2 of 2

4) Learning Object Repositories are a type of Digital library, wherein the application is support of education and the content is LOs.

5) LORs remind us that DLs should be designed to cover the full Information Life Cycle.

Selected Links - http://fox.cs.vt.edu• CITIDEL (computing education) - www.citidel.org• DL curriculum - http://curric.dlib.vt.edu/wiki,

http://curric.dlib.vt.edu/DLcurric.html• NDLTD (electronic theses and dissertations

worldwide) – www.ndltd.org and etdguide.org• NSDL (National Science DL) - www.nsdl.org• OAI (Open Archives Initiative)

– www.openarchives.org

• Virginia Tech Digital Library Research Laboratory (DLRL, www.dlib.vt.edu)

• http://fox.cs.vt.edu/talks/2006/ 20060922WSLO.ppt

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