LRMI Implementation: Overview Issues and Experiences

Link: Implementation: Overview issues and experiences (PDF)
Link: LRMI Implementation: Overview issues and experiences (MS Word .docx)

This paper presents a summary and synthesis of ten Learning Resource Metadata Initiative (LRMI) implementation projects funded by the Bill and Melinda Gates and William and Flora Hewlett Foundations between 2012 and 2013. Funding was allocated to ten OER platforms, through Creative Commons, as part of the Gates funded LRMI project. Cetis were commissioned by Creative Commons to produce cases studies on each project, and to undertake a synthesis of their experiences and outputs.

This synthesis outlines the methodology undertaken, before presenting a brief introduction to each OER platform along with an overview of platform functionality, scope, and technologies deployed. All ten platforms adopted different approaches to implementing LRMI, which are examined in the context of metadata creation and curation workflows. A summary of the implementation projects’ interaction with the Learning registry is also included together with the outlook for sustainable LRMI implementation.

Since its establishment in 2011, the Learning Resource Metadata Initiative (LRMI) has aimed to make it easier to publish, discover, and deliver quality educational resources on the web. From 2011 to 2014 the initiative was co-led by the Association of Educational Publishers (AEP) – the 501(c)(3) division of the Association of American Publishers, and Creative Commons, and funded in three phases by the Bill & Melinda Gates Foundation. In October 2014 the leadership and governance of LRMI passed to the Dublin Core Metadata Initiative, a long-established metadata community with expertise in metadata design, implementation and best practice.
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Learning Resource Metadata Initiative: using to describe open educational resources.

Link: Learning Resource Metadata Initiative: using to describe open educational resources (PDF).

This paper, presented at the Open CourseWare Consortium Global Conference in Ljubljana in April 2014, discusses the Learning Resource Metadata Initiative (LRMI), an international project that aims to facilitate the discovery of educational resources through the use of embedded metadata that can be used by search engines (e.g. Google, Yahoo, Bing, Yandex) to refine the search services they offer. LRMI has extended the metadata vocabulary with terms that are specifically relevant to aiding the discovery of learning resources. In order to understand LRMI metadata it is necessary to first introduce metadata. LRMI was later funded to assist a number of services providing open educational resources in modifying their display interfaces so that they included relevant embedded metadata. In addition to synthesizing the lessons learned from these implementations, the current phase of the LRMI project is engaging with potential users, including search providers and learning resource developers, with the aim of extending the uptake and implementation of the specification.

Also available: video and slides of presentation from conference web site.
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Beyond MOOCs: Sustainable Online Learning in Institutions

Link: Beyond MOOCs Sustainable Online Learning in Institutions (PDF)
Link: Beyond MOOCs Sustainable Online Learning in Institutions (MS Word .docx)

Executive Summary

The key opportunity for institutions is to take the concepts developed by the MOOC experiment to date and use them to improve the quality of their face-to-face and online provision, and to open up access to higher education. Most importantly, the understanding gained should be used to inform diversification strategies including the development of new business models and pedagogic approaches that take full advantage of digital technologies.

The critical discourse emerging around MOOCs is providing an opportunity for institutions to develop a more strategic approach to online learning. This includes enhancing existing classroom teaching practices, promoting institutional reputation and developing new revenue models. There are indications that some MOOCs are becoming more focussed on corporate training, which suggests that they may not pose a immediate threat to the existing pedagogical, revenue or business models of higher education institutions (HEIs). The number of Massive Open Online Courses (MOOCs) will continue to grow with the development of credit bearing courses likely to be a trend.
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The Benefits of Open. Open Scotland background briefing paper

Link: The Benefits of Open (PDF)
Link: The Benefits of Open (MS .docx)
This background paper presents executive summaries and links to key documents and publications relating to all aspects of openness in education.

Open Scotland is a one day summit facilitated by Jisc Cetis in collaboration with SQA, Jisc RSC Scotland and the ALT Scotland SIG. The event will provide an opportunity for key stakeholders to critically reflect on the national and global impact and opportunities of open education, provide a forum to identify shared strategic interests and work towards a more integrated Scottish approach to openness in education.
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Writing in Book Sprints

Link: Writing in Book Sprints (OER13 Conference Paper) (PDF)
Link: Writing in Book Sprints (OER13 Conference Paper) (MS Word .doc)

Outlines a novel approach taken by Jisc and Cetis to synthesise and disseminate the technical outputs and findings of three years of HEFCE funded UKOER Programmes. Rather than employing a consultant to produce a final synthesis report, the authors decided to undertake the task themselves by participating in a three-day book sprint facilitated by Adam Hyde of Over the course of the three days the authors wrote and edited a complete draft of a 21,000 word book titled “Technology for Open Educational Resources: Into the Wild – Reflections of three years of the UKOER programmes”.
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The Learning Registry: social networking for open educational resources?

The Learning Registry: social networking for open educational resources? (OER13 Conference paper) (PDF)
The Learning Registry: social networking for open educational resources? (OER13 Conference paper) (MS Word .doc)

This paper reflects on Cetis’ involvement with the Learning Registry and Jisc’s Learning Registry Node Experiment at Mimas (The JLeRN Experiment), and their application to UKOER initiatives. Initially funded by the US Departments of Education and Defense, the Learning Registry (LR) is an open source network for storing and distributing metadata and curriculum, activity and social usage data about learning resources across diverse educational systems.
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New approaches to describing and discovering open educational resources

Link: New Approaches to Describing and Discovering Open Educational Resources (OER13 Conference paper)(PDF)
Link: New Approaches to Describing and Discovering Open Educational Resources (OER13 Conference paper) (MS Word .doc)

This paper reports and reflects on the innovative technical approaches adopted by UKOER projects to resource description, search engine optimisation and resource discovery. The HEFCE UKOER programmes ran for three years from 2009 to 2012 and funded a large number and variety of projects focused on releasing open educational resources (OERs) and embedding open practice. The Cetis Innovation Support Centre was tasked by JISC with providing strategic advice, technical support and direction throughout the programme. One constant across the diverse UKOER projects was their desire to ensure the resources they released could be discovered by people who might benefit from them; if no one can find an OER no one will use it. This paper will focus on three specific approaches with potential to achieve this aim: search engine optimisation, embedding metadata in the form of microdata, and sharing “paradata” information about how resources are used.
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MOOCs and Open Education: Implications for Higher Education

Link: MOOCs and Open Education: Implications for Higher Education (pdf)
Link: MOOCs and Open Education: Implications for Higher Education (MS Word docx)

This report sets out to help decision makers in higher education institutions gain a better understanding of the phenomenon of Massive Online Open Courses (MOOCs) and trends towards greater openness in higher education and to think about the implications for their institutions. The phenomena of MOOCs are described, placing them in the wider context of open education, online learning and the changes that are currently taking place in higher education at a time of globalisation of education and constrained budgets. The report is written from a UK higher education perspective, but is largely informed by the developments in MOOCs from the USA and Canada. A literature review was undertaken focussing on the extensive reporting of MOOCs through blogs, press releases as well as openly available reports. This identified current debates about new course provision, the impact of changes in funding and the implications for greater openness in higher education. The theory of disruptive innovation is used to help form the questions of policy and strategy that higher education institutions need to address.

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Into the wild – Technology for open educational resources

Reflections on three years of the UK OER Programmes.

Between 2009 and 2012 the Higher Education Funding Council funded a series of programmes to encourage higher education institutions in the UK to release existing educational content as Open Educational Resources. The HEFCE funded UK OER Programme was run and managed by the JISC and the Higher Education Academy. The JISC CETIS “OER Technology Support Project” provided support for technical innovation across this programme. This book synthesises and reflects on the approaches taken and lessons learnt across the Programme and by the Support Project.

This book is not intended as a beginners guide or a technical manual, instead it is an expert synthesis of the key technical issues arising from a national publicly-funded programme. It is intended for people working with technology to support the creation, management, dissemination and tracking of open educational resources, and particularly those who design digital infrastructure and services at institutional and national level.


Published by University of Bolton, Deane Road, Bolton, BL3 5AB

ISBN: 978-0-907311-35-5 (print on demand: book (£3.36) printed by Lulu; or free pdf to print yourself)
ISBN: 978-0-907311-36-2 (ebook, Kindle: free download; or from Amazon (77p))
ISBN: 978-0-907311-37-9 (ebook, ePub: free download)
ISBN: 978-0-907311-38-6 (ebook, pdf: free download)
(All prices are the minimum for the distribution channel)

Licence and source

Creative Commons Licence Into the wild – Technology for open educational resources by Amber Thomas, Lorna M. Campbell, Phil Barker and Martin Hawksey (Eds) is licensed under a Creative Commons Attribution 3.0 Unported License.

You are free to share (to copy, distribute and transmit the work) to remix (to adapt the work) and to make commercial use of the work under the proviso that you attribute the origin of the work (if possible please include the title, the names of the editors / authors and a link to this page).

To help you re-use this work editable formats are available. We originally wrote the book using the BookType, an online collaborative authoring and publishing platform. Booktype will allow you to clone our source, contact Phil Barker if you would like to do so. There is also a Word .docx file that we used for the final published versions.

Errors and bugs?

There are some minor bugs in some versions: bullet points don’t display well on the kindle version, reference links are erratic on the ePub version (more for some readers than others), the images on the print pdf have white lines on them. We hope none of these are serious problems for you. If you do find a serious problem please contact Phil Barker.

The roles of libraries and information professionals in Open Educational Resources (OER) initiatives

Link: The roles of libraries and information professionals in Open Educational Resources (OER) initiatives (pdf)

Link: Executive Summary (pdf)

Executive Summary
This report contains the findings of a study carried out by the Centre for Academic Practice & Learning Enhancement (CAPLE) and Centre for Educational Technology and Interoperability Standards (CETIS), at the University of Strathclyde. The study focuses on the involvement of the Library as an organizational unit, and of individual librarians and other information science specialists, in open educational resources (OER) initiatives. This research study contributes to the current Open Educational Resources (OER) Programme [], an initiative by JISC and the HEA whose objective is to promote the creation, dissemination, access and use of OER. This programme represents a firm commitment by UK Higher Education (HE) institutions to the OER movement.
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