ENCdl Indexing Guidelines Version 2.0 Introduction

The Eisenhower National Clearinghouse (ENC) was authorized by federal legislation as part of the Excellence in Mathematics, Science and Engineering Education Act of 1990 and was funded by the U.S. Department of Education. Since that time, ENC has created the largest collection of K-12 mathematics and science curriculum resources in the nation. Begun in 1992, ENC was required to plan, develop, organize, and implement a national clearinghouse for K-12 science and mathematics resources. In order to meet these objectives, ENC created an online database containing searchable bibliographic catalog records that included detailed descriptions of traditional format and digital K-12 science and mathematics curriculum resources.

ENCdl History

ENCdl is a portal to all of the digital resources that have been cataloged in association with ENC. Currently, the ENCdl consists of four NSDL collections and the records for Internet resources described in the ENC online database.

ENC's first digital library project, the Learning Matrix, was funded through NSF NSDL in 2000. This collection, launched in February 2002 and found at http://thelearningmatrix.enc.org, focuses on improving the preparation of math and science teachers by supporting faculty who teach math and science courses in two- and four-year colleges.

Two other ENC collections were funded by NSF NSDL in 2001. The Gender and Science Digital Library (GSDL) (http://www.gsdl.org), covering K-16, is a collaboration between ENC and the Educational Development Center (EDC), Gender and Diversities Institute. The International Technology Education Association (ITEA) and ENC are collaborating on the K-12 National Digital Library on Technological Literacy (ICON). This web site can be found at http://icontechlit.enc.org.

In the fall of 2002, a proposal for building a K-12 collection was funded by NSF NSDL. This project—the Federal Education Digital Resources Library (FEDRL)—directs ENC to work with selected federal agencies to create both collection-level and object-level metadata for digital resources developed through federal funds. The digital resources cataloged are accessible through http://encdl.org/search/simple/ and http://enc.org.

Because the collections cover a wide range of areas, grade levels, and levels of granularity, the ENCdl has both breadth and depth. All the records in these collections can be accessed through ENCdl (http://encdl.org/) and the NSDL portal (http://nsdl.org/).

Decisions Made Along the Way

Many lessons have been learned during ENC’s expansion in digital libraries. Decisions were made about the most appropriate metadata schema, the design of an online cataloging tool for digital resources, and the crosswalk of data from one schema to another. Throughout these developments, the documents explaining cataloging schemas, such as IEEE Learning Object Metadata and Dublin Core, proved to be very important. Equally important, the explanations and examples in documents such as CanCore Metadata Guidelines Version 1.1 were essential in the decision-making process.

ENC chose to follow the USMARC format schema when describing the digital and nondigital resources in the ENC collection. USMARC was an established schema that worked well in print formats. ENC added extensions to adapt the schema to the many formats of mathematics and science curricular and professional development resources and to meet the needs of its K-12 education audience.

As noted earlier, the Learning Matrix collection was the first ENC digital library collection. The IEEE LOM schema was selected because it offered rich descriptions about the educational aspects of the resource. Features, such as the level of interactivity, the learning context, and a description of how the resource could be used educationally, help K-12 teachers and undergraduate faculty find the resources they want.

The online digital library cataloging tool was developed using Vignette Story Server. As the tool was being developed, decisions were made about how the data are to be entered. In some instances, the cataloging tool was designed so that users choose from a list of controlled vocabulary. In other situations, the users are guided to enter the data in specific boxes. Users can enter free text in fields such as the descriptions on the General, Educational, and Rights pages.

Since all the ENCdl records are harvested as part of the NSDL Open Archive Initiative (OAI), the data must be crosswalked from LOM or USMARC to Dublin Core. In addition, the USMARC records for ENC Internet resources are crosswalked to LOM, and the FEDRL LOM records are crosswalked to USMARC. Decisions were made about how specific fields are crosswalked from one schema to another. In several cases, extensions were added to schema to accommodate the crosswalked data.

ENC drew gratefully from the experiences of others as it developed its digital library collection. In turn, it is the hope that by sharing the ENCdl story, the development process will be easier for others.

ENCdl Indexing Guidelines Intended Audience

The ENCdl Indexing guidelines have been written with several audiences in mind.

First, these guidelines are offered as examples from the ENCdl to help collection developers make decisions when they are establishing their own guidelines.

Second these guidelines provide a standard point of reference for our own cataloging. A requirement that has remained constant for the ENCdl cataloging is that the resources must be described accurately and consistently with our users’ needs in mind. To maintain this quality, everyone adding metadata to the records needs to understand what the terms mean. A standard authority supports this shared understanding.

Third, there will be opportunities for content providers to do initial cataloging of their own resources. An explanation of the fields and the entry of the data offers them guidance for what can be a daunting task.

Document Organization

The ENCdl Indexing Guidelines follow the hierarchy of the nine LOM metadata elements. Each section is introduced with an overview of one of the elements. Within each section are pages for each of the subelements that are found in ENCdl records. The appendices contain additional documents that support the construction, export, and display of ENCdl records.

Each of the nine element pages begins with a brief overview. A table shows the crosswalk relationships between the IEEE LOM elements and subelements, as well as the corresponding fields in Dublin Core and the ENC adapted version of USMARC. Each element page concludes with a sample of the XML from an ENCdl LOM record.

Each subelement page identifies whether that subelement is required in a complete ENCdl record. In addition, the page provides the definition of the subelement as interpreted by ENC and a list of best practice guidelines. These guidelines are accompanied by definitions of the controlled vocabulary terms when appropriate. The subsections end with an illustration of the subelement XML.

References

DLESE-IMS Cataloging Best Practices. Retrieved April 16, 2004, from http://www.dlese.org/Metadata/dlese-ims/docs/dlese-ims-cataloging-best-practices.htm.

Dublin Core Metadata Initiative: Dublin Core Metadata Element Set, Version 1.1: Reference Description. Retrieved June 15, 2003, from http://dublincore.org/documents/dces/.

Dublin Core Metadata Initiative: Education Working Group: Draft Proposal. Retrieved June 15, 2003, from http://dublincore.org/documents/2000/10/05/education-namespace/.

Fisher, S. (2001). POOL indexing guidelines - draft version 1.0. Retrieved June 15, 2003, from http://www.cancore.ca/documents.html.

Fisher, S., Friesen, N., and Roberts, A. (2001). CanCore schema 1.0. Retrieved June 15, 2003, from http://www.cancore.ca/documents.html.

IEEE. (2002). IEEE P1484.12.1/D6.4 draft standard for learning object metadata document. Retrieved June 15, 2003, from http://ltsc.ieee.org/doc/wg12/LOM_WD6_4.pdf.

Element 1 General

Element overview
The General element identifies the resource by number, name, or Internet address, measures the resource in terms of grain size and coverage, and non-evaluatively explains what the resource is and what it does.

ENCdl does not use the keyword (1.5) or structure (1.7) subelements.

Example of Metadata in XML

<general>
- <identifier>
<catalog>URL</catalog>
<entry>http://www.enc.org/redirect/enc/?type=cc&id=59</entry>
</identifier>
- <title>
<langstring lang="en">Bicycles and gears (grades 1-8)</langstring>
- <extension lang="en" type="encseries">
<seriesname>Classroom calendar</seriesname>
<seriesvolumenumber />
</extension>
</title>
<language>en - <description>
<langstring lang="en">In this resource about bicycles and gears, teachers of grades 1-8 will find background information, within-subject and cross-curricular teaching ideas, and annotated links to online information and activities. Descriptions of books appropriate for student and teacher use are also provided. The introductory section deals with the invention of the bicycle and improvements that were made to its design throughout the 1800s. Among the suggested books and web sites are materials with activities involving gears, bicycles, and simple machines. Other materials pertain to inventions and the invention process, and some of the web links convey the history of bikes through text and images. The resource concludes with a list of correlated national science standards.</langstring>
</description>
- <extension type="enctableofcontents">
<langstring lang="en" />
</extension>
- <keyword>
<langstring lang="en" />
</keyword>
- <coverage>
<langstring lang="en">|</langstring>
</coverage>
<structure />
<aggregationlevel>2</aggregationlevel>
</general>

1.1 Identifier

Required field: Yes

ENCdl definition: This is a unique identifier for a specific resource. This can include identifiers such as ISBN numbers and URLs. The catalog identifies what category of identifier it is, such as ISBN or URL, and the catalog entry is the unique identifier itself. In the ENCdl, only the URL will be used as the unique identifier, since it is the web address that points to the learning resource on the Internet by type and location.

Best practice guidelines:

• The URL should point to the exact learning resource.
• URLs that point to a redirect page should be updated and re-evaluated.

Example of Metadata in XML

<identifier>
<catalog>URL</catalog>
<entry>http://www.enc.org/redirect/enc/?type=cc&id=59</entry>
</identifier>

1.2 Title

Required field: Yes

ENCdl definition: The title is the name by which the learning object is either formally or informally known. The title is a non-repeatable, non-extensible element.

Best practice guidelines:

• A title is required for each record. If no title is available, derive a constructed one from the resource that is descriptive and unique, keeping resource discovery in mind.
• A subtitle is not required and does not apply to all resources.
• Use sentence style capitalization in the title with all proper nouns capitalized.
• Begin the subtitle (if any) with a lowercase letter.
• Capitalize proper nouns in the title: i.e. names of programs, projects, agencies, centers, corporate bodies, and software.
• Choose the title most prominently displayed. Use the title displayed elsewhere on the resource as a consideration if no true title exists.
• When the resource’s title is generic (i.e. Lesson plans, Teacher resources, Career pathway) construct a title using words that are descriptive yet concise, and that accurately describe the content of the resource. Choose descriptive words from captions, headings, and the introductory paragraph when helpful.
• Use acronyms sparingly in the title. Spell out abbreviations in the title if the meaning is unclear or the title does not make sense with clarification.
  • Canadian Health Research, not CHR
  • Hooper Virtual Natural History Museum, not HVNHM
  • Science Education Gateway, not SEGway
• Keep initial articles, A, An, and The in the title as the first word.
• Keep ending punctuation in the title statement (BUT no periods).
  • Riddle me this!
  • Fold it and fly it!
  • What is static electricity?
• In the ENCdl cataloging tool a colon is system-supplied after the title when a subtitle is present.
• Omit the use of extraneous words at the beginning of the title.
  • Welcome to the…
  • NASA presents
• Omit words like unit, chapter, and section as the first words of a title.
• To prevent inadvertently copying bad characters into a cataloging tool, paste text that has been copied from a web site or other document into a text only document in an application such as Notepad. Be aware of bad characters in the title statement (ampersands, asterisks, quotations, etc). In many systems some characters prevent data export. See the table in Appendix C to know what characters to avoid.

         1.2 Series (ENC extension)

     Required field: No

ENCdl definition: A group of separate resources with individual titles related to one another by a collective title or that correspond to a natural grouping by subject or content.

Best practice guidelines:

• A series is generally not assigned when the 7.0 Relation field has been implemented by Content staff. See the following guideline.
• When considering adding a series to a resource, first click on the Relation field in the cataloging tool side frames bar to determine if a series is required. Relation negates the necessity of adding series in many cases, because a relationship between resources has already been established.
• Use a series title in cases where the series is in itself a well-known title. For example, the Hometime series of home repair projects, the Assignment discovery series, etc.
• Use the same capitalization and punctuation practices as in the title field:
  • Begin the series with a capital letter
  • Capitalize only proper nouns
  • Avoid ending punctuation unless transcribed that way from the resource (question marks or exclamation marks are sometimes used).
• Avoid the use of the words unit, chapter, or any numbering or sequencing attached to a series title.

          1.2.DCTAlternative title (Extension from Qualified Dublin Core)

Required field: No

ENCdl definition: The alternative title is any form of the title used as a substitute or alternative to the formal title of the resource.

Best practice guidelines:
This qualifier can include title abbreviations as well as translations.

Use this field to record prominent variations in the title when necessary. Use the following examples as the format:

Main title of site: Gas law program
DCT Alternate title: Ideal gas law simulation

Main title of site: X-ray astronomy field guide
DCT Alternate title: Chandra X-ray Observatory field guide

Florida Department of Education Curriculum
DCT Alternate title: Sunshine state standards

Follow all rules established in 1.2 Title for the Alternative title entry

Example of Metadata in XML

<title>
<langstring lang="en">Bicycles and gears (grades 1-8)</langstring>
- <extension lang="en" type="encseries">
<seriesname>Classroom calendar</seriesname>
<seriesvolumenumber />
</extension>
</title>

1.3 Language (of the resource)

Required field: Yes

ENCdl definition: The primary human language or languages of the content in the learning object.

Best practice guidelines:

• Use the following controlled vocabulary:
  
  

  LANGUAGE	CODE
  English	en-US
  English	en-GB (United Kingdom)
  English	en-AU (Australia)
  Spanish	es
  French	fr
  German	de
  Italian	it
  Dutch	nl

  
  
• Select one or more languages as needed to describe the resource.
• Select a language only if it is used in a significant portion of the resource; generally resources will be English.
• Select en-GB or en-AU is the site represents English as spoken in these countries.
• Use a version statement, if an alternate language is offered on the resource as its own URL.
• Follow the guidelines for ISO 639:1988, the 2-letter code for the representation of names of languages http://palimpsest.stanford.edu/lex/iso639.html .
• Follow the guidelines for ISO 3166-1-alpha-2, the 2-letter code for countries. http://www.iso.org/iso/en/prods-services/iso3166ma/02iso-3166-code-lists/list-en1.html.

Example of Metadata in XML

<language>en</language>

1.4 Description

Required Field Yes

ENCdl definition: This is a brief (50-125 words) but comprehensive explanation of the resource. As an integral part of a larger catalog record, the description’s function is to summarize the content of a resource to help Digital Library users determine if the resource is something to investigate further.

Best practice guidelines:

• Keep it brief.
• Keep the tone of the description neutral. Do not include evaluative or interpretive comments about the resource.
• State what the resource offers.
• Use complete sentences.
• Spell out all acronyms when they are initially used.
• Because the description is searchable, incorporate key terms and concepts that can facilitate resource discovery.

Examples:

This article describes how the Math in the Mall tutoring program in Stockton, California, partners community volunteers with local middle and high school students to increase their math achievement. The author explains how the program works, who volunteers to tutor, and why the program has proved to be successful. The end of the article offers a list of tips for designing a mall program or other off-campus tutoring program and provides links for further information.

The MERLOT (Multimedia Educational Resource for Learning and Online Teaching) web site is a free and open resource designed primarily for faculty and students in higher education. MERLOT offers a continually growing collection of peer-reviewed, online learning materials and assignments in science and technology, mathematics, business, education, social sciences, arts, and humanities. The resources include animations, simulations, reference materials, and collections. Each resource is accompanied by a peer review that includes a descriptive paragraph and rates of the quality of content, overall effectiveness, and ease of use. Visitors are invited to submit their comments as well.

In this interactive Earth science resource, students are first presented with six photographs, each featuring a different mechanical weathering event in which rock is broken down. Examples of the events include road damage due to ice heaving and the expansion of cracks in rocks due to tree growth. Students are instructed to click on each labeled image to see an enlarged version of it. In the enlarged view, brief text, often accompanied by visual cues such as arrows, explains the physical weathering process shown.

Example of Metadata in XML

<description>
<langstring lang="en">In this resource about bicycles and gears, teachers of grades 1-8 will find background information, within-subject and cross-curricular teaching ideas, and annotated links to online information and activities. Descriptions of books appropriate for student and teacher use are also provided. The introductory section deals with the invention of the bicycle and improvements that were made to its design throughout the 1800s. Among the suggested books and web sites are materials with activities involving gears, bicycles, and simple machines. Other materials pertain to inventions and the invention process, and some of the web links convey the history of bikes through text and images. The resource concludes with a list of correlated national science standards.</langstring>
</description>

1.4 General description ENC extension
enctableofcontents

Required Field: No

ENCdl definition: This field is not used in the ENCdl cataloging tool but the container exists in the XML. ENC uses a separate cataloging tool, NeoCat, to build records describing both digital and non-digital resources. The digital resources cataloged with NeoCat are a composite of many learning objects and have a high aggregation level (3 or 4). The non-digital resources have formats ranging from print and kits to videotapes and CD-ROMs. Tables of contents are entered into the records in NeoCat whenever they are available. This extension provides a place to preserve those data when the records are crosswalked into LOM.

Example of Metadata in XML

<extension type="enctableofcontents">
<langstring lang="en" /> </extension>

1.7 Coverage

REQUIRED FIELD: No

ENCdl definition for Coverage: The extent or scope of the content of the resource.

ENCdl definition for refinement Spatial: Spatial characteristics of the intellectual content of the resource.

ENCdl definition for refinement Temporal: Temporal characteristics of the intellectual content of the resource.

Recommendation: Coverage includes spatial location (a place name) and/or temporal period (a period label, single date, or date range).The time, culture, geography, or region to which the learning object applies.

Best practice guidelines:

• Indicate the time period or the areas or regions covered by the content of the learning object only if described in the resource clearly or easily identified on the resource.

• Use the Getty thesaurus of geographic names as spatial location authority for form of name http://www.getty.edu/research/tools/vocabulary/tgn.
• Modify single place names by their larger political or administrative entity. Separate with a comma, i.e. Columbus, Ohio.
• For places that are geographic features: rivers, deserts, etc., enter the name and follow with the larger political or administrative entity. Separate entries with a comma, i.e. Lake Erie, Ohio; Johnstown Flood, Johnstown, Pennsylvania; Grand Canyon, Arizona.
• Names should include a word or phrase that indicates the type of geographic name entered to explain the place, feature, or event. Niagara Falls, New York, not just Niagara Falls; Mississippi River, not just Mississippi.
• Do not use undefined geographic entities: Mid-Atlantic States. If a location cannot be pinpointed on the resource, consult the Getty thesaurus of geographic names to determine if the name or phrase is a recognized political or administrative entity.

• Use the Library of Congress classification outline of subject headings for temporal dates if not readily determined from the learning object. For example, consult LC for the authority heading for time periods associated with events: Colonial history (1607-1775).
• Follow the guidelines established in International Standard ISO 8601 for representation of numeric dates. This standard helps to avoid confusion in international communication caused by the wide range of variation when using dates in records. Refer to A summary of international standard date and time notation: http://www.cl.cam.ac.uk/~mgk25/iso-time.html for a complete explanation.
• The international date notation is:
  • YYYY-MM-DD
  • Where YYYY is the year, MM is the month of the year between 01 (January) and 12 (December), and DD is the day of the month between 01 and 31.
  • For example, the fourth day of June in 2002 is written in standard notation as 2002-06-04
  • When only the year is present, use: 2002
  • When year and month are present, use: 2002-06
  • A date range is acceptable, for example 1776-1976. With date ranges, use only the years given, no months or days.
• Use the abbreviation ca. following rules set by AACR2, Second edition, 2002 revision, when the date is an approximation as stated on the resource.

1.8 Aggregation level

Required field: Yes

ENCdl definition: The functional granularity of the learning object. The Aggregation Level identifies the levels of complexity of a resource in terms of its identifiable subcomponents that have their own URLs. It indicates the number of times that the learning object or its component parts can be decomposed into still smaller components.

VOCABULARY RECOMMENDATIONS:

The value for this field consists of a single number (1-4) that corresponds to the brief descriptions from LOM standards:

1. Raw media data or fragments
   This refers to any resource that cannot be further decomposed into smaller component resources. This applies to a resource that is only: text (nothing ‘clickable’), only an image, only an applet, only a PDF file (note that some PDF files are clickable).
2. A collection of atoms
   This includes resources that can be further broken down into smaller components: a web page or HTML file that incorporates one of more images, one or more links. An example would be a resource with embedded links to other sites, a text with photos, a text with images.
3. A collection of level 2 learning objects
   This refers to resources that can be disaggregated into two or more resources that are themselves collections of raw data or fragments. This level of aggregation would include a web of HTML documents or websites that stem from a parent site, but are not the parent site themselves. Level 3 sites generally have a navigation bar or include an index that ties together the related pages.
4. The largest level of granularity
   This refers to any resource that incorporates more than two levels aggregation. Generally, a level 4 site is a parent site, a homepage, or any other combination that appears to be a collection-level site.

Best practice guidelines:

• Do not include header or footer data when establishing aggregation level. Review the content of the site only.
• If a site has embedded links that jump the user to the top, bottom, or elsewhere within the site, do not count this toward aggregation. For example, the author’s name is ‘hot-linked’ to brief bio information at the bottom of the site; a ‘hot-link’ that jumps the user to the list of references or the bibliography at the bottom of the site. However, if the reference or bibliography list is ‘hot-linked’ to external sites, this should be considered when establishing aggregation.

ENC projects:

ENC Focus article with no images embedded: Aggregation 1
http://www.enc.org/redirect/enc/?type=doc&id=3218

ENC Classroom Calendar entry: Aggregation 2
http://www.enc.org/redirect/enc/?type=cc&id=3

ENC Focus article with images embedded : Aggregation 2
http://www.enc.org/redirect/enc/?type=doc&id=3005

ENC issue of Focus: Aggregation 3
http://www.enc.org/redirect/enc/?type=sec&id=3131

ENC online: Aggregation 4
http://enc.org

Example of Metadata in XML

<aggregationlevel>2</aggregationlevel>
</general>

1.General Media type

Required field: Yes

ENCdl definition: Use this field to identify the general cross-domain genre of a resource.

Best practice guidelines:
Select values from the DCMI Type Vocabulary.

DCMI Type Vocabulary

Collection: A collection is an aggregation of items. The term collection means that the resource is described as a group; its parts may be separately described and navigated.

Dataset: A dataset is information encoded in a defined structure (for example, lists, tables, and databases), intended to be useful for direct machine processing.

Event: An event is a non-persistent, time-based occurrence. Metadata for an event provides descriptive information that is the basis for discovery of the purpose, location, duration, responsible agents, and links to related events and resources. The resource type event may not be retrievable if the described instantiation has expired or is yet to occur. Examples: exhibition, web-cast, conference, workshop, open-day performance, trial, wedding, tea-party, conflagration.

Image: An image is a primarily symbolic visual representation other than text. For example: images and photographs of physical objects, paintings, prints, drawings, other images and graphics, animations and moving pictures, film, diagrams, maps, musical notation. Note that image may include both electronic and physical representations.

InteractiveResource: An interactive resource is a resource which requires interaction from the user to be understood, executed, or experienced. For example: forms on web pages, applets, multimedia learning objects, chat services, virtual reality.

MovingImage: A series of visual representations that, when shown in succession, impart an impression of motion. Examples: animations, movies, television programs, videos, zoetropes, or visual output from a simulation.

PhysicalObject: An inanimate, three-dimensional object or substance. For example: a computer, the Great Pyramid, a sculpture. Note, that digital representation of, or surrogates for, these things, should use Image, Text, or one of the other types.

Service: A service is a system that provides one or more functions of value to the end-user. Examples: photocopying service, banking services, authentication services, interlibrary loans, a Z39.50, or a web server.

Software: Software is a computer program in source or compiled form which may be available for installation non-transiently on another machine. Note: in instances where software which exists only to create an interactive environment, use InteractiveResource instead.

Sound: A sound is a resource whose content is primarily intended to be rendered as audio. For example, a music playback file format, an audio compact disc, or recorded speech or sounds.

StillImage: A static, visual representation. Examples: paintings, drawings, graphic designs, plans and maps.
(Recommended best practice is to assign the type ’Text’ to images of textual materials. Instances of the type ‘StillImage’ must also be describable as instances of the broader type ‘Image’).

Text: A text is a resource whose content is primarily words for reading. For example: books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.

 Element 2 Life Cycle

Element overview
The Life Cycle element identifies the people and organizations who were involved in the development of the resource and when the resource was launched.

ENCdl does not use the status (2.2) subelement.

Example of Metadata in XML

<!--
2.0 Lifecycle
-->
- <!--

-->
- <lifecycle>
- <version>
<langstring lang="en" />
</version>
<status />
- <contribute>
<role>author</role>
- <entity>
<vcard>BEGIN:vCard VERSION:3.0 FN:Kim Irving END:vCard</vcard>
</entity>
- <date>
<datetime />
</date>
</contribute>
- <contribute>
<role>publisher</role>
- <entity>
<vcard>BEGIN:vCard VERSION:3.0 ORG:Eisenhower National Clearinghouse (ENC) END:vCard</vcard>
</entity>
- <date>
<datetime>2003-6-4</datetime>
</date>
</contribute>
- <extension lang="en" type="encfunding">
<role />
- <entity>
<vcard />
</entity>
- <subfunding>
- <entity>
<vcard />
</entity>
</subfunding>
</extension>
</lifecycle>
- <!--

-->

2.1 Version

Required field: No

ENCdl definition: The edition of the resource.

Best practice guidelines:

• Provide a version statement that appears on the resource and/or that is descriptive of it.
• This field is understood as describing software versions, in addition to conventional editions in the publishing arena: i.e., Second edition.
• Use version to point to alternative forms listed on the resource, i.e. PDF version available, Accessible version available.
• Do not use version for document status, i.e. draft or final.
• Do not use version for series numbering, i.e. unit 12, chapter 6, episode 16.
• If no version statement is provided on the resource, do not enter data.
• If a resource has multiple languages offered on the site, use a version statement only if the URL does not remain the same.

Example of Metadata in XML

<version>
<langstring lang="en" />
</version>

2.3 Contribute

      2.3.1 Contribute role

Required field: Yes

ENCdl definition: This field defines the function of the person or entity in terms of their contribution to the creation of the resource.

Author:
 This is the person or entity primarily responsible for creating or developing the intellectual content of the resource. Examples of an author include a person, an organization, service, or other entity. Note that this element should be used for the entity making the intellectual content of the resource, not its presentation (i.e. not the designer or webmaster).

Check under Credits, About, Contact, or a copyright statement for pertinent information regarding authorship.

It is possible and acceptable that an author and a publisher may be the same person or entity.

If no other information can be found, and the resource is part of an organizational site, use the name of the organization as the author and also the publisher.

For practical purposes, the author may be the producing company as with videos, CD-ROMs, or Internet sites.

Content Provider: The person(s) or entity, in addition to the author, that is responsible for the content of any additional supporting or supplemental materials that have been integrated into the resource. Contributors and researchers who created content specifically for the object are included in this category as are other authors, artists, designers, etc. whose work may have been significantly adapted for the resource.

Think of this category as acknowledged footnotes for materials that support the original intent.

Editor: The person or entity who prepares a resource for publication or distribution. The editor’s tasks may include adding introductory or other critical matter, or technically directing an editorial staff. The editor may compile the work of multiple authors, examine proofs, provide intellectual design, or enforce common style and usage. Editors are usually identified as such on the resource.

Educational validator: A person, organization or agency that acts as the authority regarding the educational integrity of the curriculum resource (regardless of format). Use educational validator with caution and when identified as such on the resource.

Graphical designer: The person or entity that provides the visual design of the resource. Graphical designers are often named on CD-ROMs, videotapes, and Internet sites. To avoid misrepresentation, the graphical designer should be identified as such on the resource. Add selectively, with a critical eye.

Initiator: The non-federal person, institution, or agency that is responsible for originally causing the development process and is identified as such on the resource. Use the role in the pull-down menu in the cataloging tool for persons, institutions, or agencies that are NOT federal entities.

Federal initiators are selected by clicking on the appropriate agency name in the lower portion of the cataloging tool. Multiple agencies may be present and selected.

Instructional designer: The person or entity responsible for providing the pedagogical design to the resource. The Instructional designer applies research-based principles to the design of instruction. To avoid misrepresentation, the Instructional designer should be identified on the resource. Add selectively, with a critical eye.

Publisher: A person or organization responsible for making the resource available in its current form, such as a publishing house, a university department, or a corporate entity, host site, base domain, or distributor. Note that this element should be used for the agency responsible for making the information available in its present form, not for the presentation or site maintenance (i.e. not the webmaster or web page designer).

Scriptwriter: The person or entity responsible for the creation of a text read or performed in an audio, video, or multimedia resource. To avoid misrepresentation, the Scriptwriter should be identified on the resource. Add selectively, with a critical eye.

Technical implementer: The person or entity using specialized software or equipment in the development of a resource, or for technical support (such as XML design, programming, script processing etc). To avoid misrepresentation, the Scriptwriter should be identified as such on the resource. Add selectively, with a critical eye.

Technical validator: The person or entity responsible for confirming the technical quality of the learning object. This person or entity is primarily responsible for ensuring that the technical integrity of the resource stays within the rules and recommendations of the scheme to which it adheres. Technical validation is often done with software (such as HTML template for lesson plans, etc). To avoid misrepresentation, the TV should be identified on the resource. Add selectively, with a critical eye.

Validator: The person or entity responsible for confirming the overall integrity of the resource. To avoid misrepresentation, the Validator should be identified on the resource. Add selectively, with a critical eye.

Best practice guidelines:

• Select as many authors as the resource requires, using a new line for each entry.
• Enter multiple authors in their order of importance; with a string of authors, enter them in order as given on the resource.
• Use content provider when a person or organization does not appear to be a primary author, but is responsible for some significant contribution to the resource. See controlled vocabulary for definitions of roles.
• If a person or entity fits multiple roles, create a separate role for both if they are important to be named more than once.
• An author and publisher can be the same person or entity.
• Use discretion when adding roles. Every named role on the resource does not need to be transferred to the record. Weigh their importance to the resource at hand.
• Select the role that best describes the person or entities involvement in creation of the resource. Refer to the defined list of roles.
• In all cases, use roles with discretion and caution. Put some reliance on whether the role is identified on the resource.

      2.3.2 Contributor entity

Required field: Yes

ENCdl definition: An entity is the name of the individuals or organizations that have contributed to the resource. They are accompanied by a particular role identified in 2.3.1.

Best practice guidelines:

• Enter personal names in VCARD format in the corresponding boxes for first, middle, and last names.
• Do not add periods after the middle initial of a personal name, if given.
• Enter organizational names in hierarchy order, from general to specific. Separate with periods as per AACR, Second edition, 2002 revision.
• When entering United States governmental bodies, truncate United States with US.
• When entering NASA as Author, Publisher, etc., use the acronym NASA.
• Follow organizational names with their acronyms if prominent on the resource and readily recognizable by their acronym. Contain the acronym in parentheses.
• Do not use honorary or prefatory titles before the entity name, i.e., Mr., Mrs., Ms., Dr., Professor, etc.
• List conference names or proceedings in the following manner: Name of conference, ordinal number of conference, date(s), location.
• Follow schools (elementary, middle, junior high, or high), colleges, or universities with their location in parentheses where it makes sense and reads best to the user. Add this only if it is not apparent where the school is located from their name. This is most often used with elementary-high schools that create web sites, but are not well known outside their school district. For example, Evening Street Elementary School (Worthington, Ohio); Marion (Ohio) Vocational School.

      2.3.3 Resource posted date

Required field: Yes

ENCdl definition: The date the resource was made available in its present form. Use this field for the date the contribution was made on the Internet as well as can be determined. (This is not necessarily the date of the intellectual content of the site).

Best practice guidelines:

• Choose the date published, created, posted, or launched as entered on the resource.
• Do not select date modified, date revised, last updated date, etc. We are not using these types of revision dates in our DL cataloging. Select only the date the resource was posted online in its present form. This is generally the date created, date posted, date published, a single date, or a variation that is similar that represents the first posting of the resource.
• Choose a date for the resource taken from parent site or homepage, or taken from a sibling site.
• If the resource has no date listed, estimate the date from the content of site.
• If feasible, e-mail the Webmaster or web contact person for a usable date. Allow 48 hours for response. After 48 hours, use your best date determined. Site data can be modified in the future if needed.
• Use current date (year only) if the date cannot possibly be determined.
• A date is required. Enter as much data as possible, but at least year is required.
  Acceptable: 2003
  Acceptable: June 2003
  Acceptable June 1, 2003
  
  Each ENCdl record displays the following notice to the public:
  All information in the catalog record was verified and accurate when it was first made available to the public. ENC updates catalog records when resources are featured in special projects or when we learn that the information in the record is out of date.

Example of Metadata in XML

<contribute>
<role>author</role>
- <entity>
<vcard>BEGIN:vCard VERSION:3.0 FN:Kim Irving END:vCard</vcard>
</entity>
- <date>
<datetime />
</date>
</contribute>
- <contribute>
<role>publisher</role>
- <entity>
<vcard>BEGIN:vCard VERSION:3.0 ORG:Eisenhower National Clearinghouse (ENC) END:vCard</vcard>
</entity>
- <date>
<datetime>2003-6-4</datetime>
</date>
</contribute>

2.3 ENC extension encfunding

Required field: No

ENCdl definition: This field is not used in the ENCdl cataloging tool but the container exists in the XML. ENC uses a separate cataloging tool, NeoCat, to build records describing both digital and non-digital resources. If the resources that are cataloged with NeoCat have identifiably sources of funding, that data is noted in the record. This extension provides a place to preserve those data when the records are crosswalked into IEEE LOM.

Example of Metadata in XML

<extension lang="en" type="encfunding">
<role />
- <entity>
<vcard />
</entity>
- <subfunding>
- <entity>
<vcard />
</entity>
</subfunding>
</extension>

Element 3 Metametadata

Element overview
The metametadata element provides information about the record and the organization creating the record that describes the resource. These data are all system generated in the ENCdl.

Example of Metadata in XML

<!--
3.0 Meta-Metadata
-->
- <!--

-->
- <metametadata>
- <identifier>
<catalog>FEDRL</catalog>
<entry>8434</entry>
</identifier>
- <contribute>
<role>creator</role>
- <entity>
<vcard>BEGIN:vCard VERSION:3.0 ORG:Eisenhower National Clearinghouse END:vCard</vcard>
</entity>
- <date>
<datetime>2003-07-01</datetime>
</date>
- <extension lang="en" type="copyright">
<copyright>http://www.enc.org/terms</copyright>
</extension>
</contribute>
- <contribute>
<role>validator</role>
- <entity>
<vcard>BEGIN:vCard VERSION:3.0 ORG:Eisenhower National Clearinghouse END:vCard</vcard>
</entity>
- <date>
<datetime>2003-09-22</datetime>
</date>
</contribute>
<metadatascheme>IEEELOM:1.0</metadatascheme>
<language>en</language>
</metametadata>
- <!--

-->

3.1 Identifier

Required field: Yes

ENCdl definition: This identifies the catalog record of the resource. It is a unique number that identifies the numbering scheme with the number.

         3.1.1 Catalog

         3.1.2 Entry

Best practice guidelines:

• The system associates a unique number with the name of the collection, such as FEDRL, ICON, or GSDL.

Example of Metadata in XML

<- <identifier>
<catalog>FEDRL</catalog>
<entry>8347</entry>
</identifier>

3.2 Contribute

This field uses three subelements in combination to identify the people or organizations that are responsible for the record with the dates that the records were created and validated.

          3.2.1 Role

Required field: Yes

ENCdl definition: This field identifies the roles involved in the lifecycle of the record. The roles are related to the development and maintenance of the record.

Best practice guidelines:

• The roles, creator and validator, are system supplied based on the history of the record in the system.
• Only one instance of creator is permitted.
  
  
  3.2.2 Entity

Required field: Yes

ENCdl definition: This field identifies the names of the people or organizations involved in the creation and maintenance of the record.

Best practice guidelines:

• The names are system supplied based on the history of the record and associated with the roles in 3.2.1.
• The names are entered in Vcard format.
  
  
  3.2.3 Date

Required field: Yes

ENCdl definition: This is the date that the people or organizations in 3.2.2 created or modified the record.

Best practice guidelines:

• The names are system supplied based on the history of the record and associated with the roles in 3.2.1.
• The names are entered in Vcard format

Contribute Modify Date

Required field: No

ENCdl definition: This is the date that the record has been updated.

Best practice guidelines:

• The dates are system supplied based on the history of the record and associated with the roles in 3.2.1 and the names in 3.2.2.
• The dates are entered in the format yyyy-mm-dd.
  
  
  3.Copyrightextension

Required field: Yes

ENCdl definition: This field identifies the url to find ENC’s copyright for the catalog record.

Best practice guidelines:

• This phrase http://www.enc.org/terms is system supplied.

Example of Metadata in XML

- <contribute>
<role>creator</role>
- <entity>
<vcard>BEGIN:vCard VERSION:3.0 ORG:Eisenhower National Clearinghouse END:vCard</vcard>
</entity>
- <date>
<datetime>2003-06-19</datetime>
</date>
- <extension lang="en" type="copyright">
<copyright>http://www.enc.org/terms</copyright>
</extension>
</contribute>
- <contribute>
<role>validator</role>
- <entity>
<vcard>BEGIN:vCard VERSION:3.0 ORG:Eisenhower National Clearinghouse END:vCard</vcard>
</entity>
- <date>
<datetime>2003-09-22</datetime>
</date>
</contribute>

3.3 Metadata schema

Required field: Yes

ENCdl definition: This identifies the cataloging schema used to describe the resource in this record.

Best practice guidelines:

• This is system supplied as IEEELOM:1.0.

Example of Metadata in XML

<metadatascheme>IEEELOM:1.0</metadatascheme>

3.4 Language

Required field: Yes

ENCdl definition: This is the language of the record.

Best practice guidelines:

• This is system supplied and defaults to English (en).

Example of Metadata in XML

<language>en</language>

Element 4 Technical

Element overview
The Technical element provides information about the format of the resource and the equipment capabilities required to access the resource.

ENCdl does not use the maximum version (4.4.1.4) subelement.

Example of Metadata in XML

<!--
4.0 Technical
-->
- <!--

-->
- <technical>
<format>Text/HTML</format>
<format>Image/GIF</format>
<size />
<location>http://www.figurethis.org/challenges/c01/challenge.htm</location>
- <requirement>
- <orcomposite>
<type>Browser</type>
<name>Internet Explorer for the PC</name>
<minimumversion>5.5</minimumversion>
<maximumversion />
</orcomposite>
- <orcomposite>
<type>Browser</type>
<name>Internet Explorer Macintosh edition</name>
<minimumversion>5.1</minimumversion>
<maximumversion />
</orcomposite>
- <orcomposite>
<type>Browser</type>
<name>Netscape Navigator for the PC or Mac</name>
<minimumversion>4.x</minimumversion>
<maximumversion />
</orcomposite>
</requirement>
- <installationremarks>
<langstring lang="en">Challenge PDF files are about 400K and should take 3 to 5 minutes to download with a 56K modem; caution: if you are printing on a color printer, you may want to set your printer to black and white or gray as the Challenges use significant amounts of color, or just download the black and white versions below; note: it may be necessary to scale your page setup to 85 percent or select Fit to page to print entire page on a single sheet of paper.</langstring>
</installationremarks>
- <otherplatformrequirements>
<langstring lang="en">Requires Adobe Acrobat, Shockwave Player and Flash Player (download sites provided).</langstring>
</otherplatformrequirements>
<duration />
- <extension lang="en" type="encgmdmediatype">
<generalmaterialdescription>Internet</generalmaterialdescription>
<generalmaterialdescription>Image</generalmaterialdescription>
<generalmaterialdescription>Text</generalmaterialdescription>
</extension>
</technical>

4.1 Format

Required field: Yes

ENCdl definition: Use this field to identify the technical datatype(s) or digital manifestation of the resource.

Best practice guidelines:

• Select values from a controlled vocabulary.

MIME-types controlled vocabulary

Application: An application is a helper program that enables a browser to access a particular file.
          Application/ms-excel
          Application/mspowerpoint
          Application/msword
          Application/pdf
          Application/x-director
          Application/x-java applet
          Application/x-shockwave-flash

Audio: Audio data require an audio output device to hear, i.e. speakers.
          Audio/basic
          Audio/mpeg
          Audio/quicktime
          Audio/x-aiff
          Audio/x-midi
          Audio/x-pn-realaudio
          Audio/x-wav

Image: Image data require a display device to view, i.e. computer monitor.
          Image/gif
          Image/jpeg
          Image/png
          Image/tiff

Model: A model refers to a three—dimensional representation of an object, or a simulation that shows a specific action.
          Model/vrml

Text: Include here any text that does or does not need a device or software to display that is found on the resource.
          Text/html
          Text/plain
          Text/richtext
          Text/xml

Video: Video requires the capability to show moving images. It may or may not require special software or hardware.
          Video/avi
          Video/mpeg
          Video/quicktime
          Video/x-ms-wm
          Video/x-pn-realvideo-plugin

• MIME-types describe the technical features of the resource and can assist in resource discovery as well as indicate how a resource can be displayed, accessed, and what is needed by the user’s how to make it work properly.
• Select datatypes from the controlled vocabulary of MIME-types.
• The MIME-types list is unordered and unranked.
• Select all MIME-types that apply to the resource. For example a web site that is comprised of HTML, GIFs and JPEGS.
• Additional MIME-types can be added to the list as needed.

Example of Metadata in XML

<technical>
<format>Image/JPEG</format>
<format>Text/HTML</format>

4.2 Size

Required field: No

ENCdl definition: This field is used when the resource is downloadable software.

Best practice guidelines:

• The size is calculated when the resource is uploaded through the ENCdl Cataloging Tool.
• The size is then system supplied.

Example of Metadata in XML

<size />

4.3 Location

Required field: No

ENCdl definition: This identifies where the resource is found. The URL is used as the location of the resource.

Best practice guidelines:

• Since the URL is entered in Element 1.General, the system uses that date to populate the location in Element 4.

Example of Metadata in XML

<location>http://www.enc.org/redirect/enc/?type=cc&id=59</location>

4.4 Requirements

         4.4.1 OrComposite
         A group of multiple requirements

         4.4.1.1 Requirements type

Required field: No

ENCdl definition: Requirement type indicates the general computer requirements needed to access, interact with, or operate the resource.

Controlled vocabulary

         Browser

         Operating system

Best practice guidelines:

• Information entered in the Technical element is entered into a table provided on the ENCdl cataloging tool. Each box represents a cataloging field, though all the data are inter-related and are entered by tabbing in the table. The boxes in the table are not labeled with the field names. Instructions for these fields are provided here and in the corresponding fields.
• Use this field only when the resource specifies a browser or operating system. Do not guess at requirements.
• If the resource is somewhat dated, use discretion when adding required browsers and operating systems. The requirements may be moot with technology today. However, don’t assume all users have the latest technology.
• For technical requirements beyond browser or operating system, use OtherPlatformRequirements.
• Use a new line in the table for each browser or operating system, if a resource lists multiple options.
• The name of the browser or operating system go in FIELD 4.4.2 Requirements name of the table on the cataloging tool; the number of the browser or operating system are entered into FIELD 4.4.3 Minimum version in the table on the cataloging tool.

         4.4.1.2 Requirements name

Required field: No

ENCdl definition: This field names the specific browser or operating system required for viewing, displaying, or operating the resource.

Best practice guidelines:

• Enter a browser or operating system in this field only if listed on the resource in hand.
• Transfer the wording of the browser or operating system as it is listed in the resource, with the exception of acronyms, which should be spelled out, i.e. MS is Microsoft, IE is Internet Explorer, NN is Netscape Navigator.
• This field is able to hold eight instances of browser or operating system.
• Enter each new browser operating system on a new line in the table.
• After entering the browser or operating system TAB to the Minimum version window if these data are given on the record.
• A browser or operating system may not have a Minimum version given on the resource.
• It is most efficient to enter data in the table by TABBING to each field for each entry. Complete data for the first browser or operating system all the way across the table before dropping down to the next browser or operating system.

         4.4.1.3 Minimum version

Required field: No

ENCdl definition: This field names the specific minimum version of the browser or operating system that is identified in the requirements name field.

Best practice guidelines:

• Only list the Minimum version of the browser or operating system if provided in the resource in hand.
• Enter the minimum version as it appears on the resource. For example, Version 5.0, Version 9.x, 2000, XP, etc.
• Use the TAB to enter Minimum version only if a requirements name has been entered in the previous field.
• Versions relating to the publication of the resource are entered in ELEMENT LIFECYCLE 2.1 Version.

Example of Metadata in XML

<requirement>
- <orcomposite>
<type>Browser</type>
<name>Internet Explorer for the PC</name>
<minimumversion>5.5</minimumversion>
<maximumversion />
</orcomposite>
- <orcomposite>
<type>Browser</type>
<name>Internet Explorer Macintosh edition</name>
<minimumversion>5.1</minimumversion>
<maximumversion />
</orcomposite>
- <orcomposite>
<type>Browser</type>
<name>Netscape Navigator for the PC or Mac</name>
<minimumversion>4.x</minimumversion>
<maximumversion />
</orcomposite>
</requirement>

4.5 Installation remarks

Required field: No

ENCdl definition: This free-text field is used to describe the installation of a resource for optimum operation.

Best practice guidelines:

• Enter data in this field only if they are provided on the resource.
• To prevent inadvertently copying bad characters into a cataloging tool, paste text that has been copied from a web site or other document into a text only document in an application such as Notepad. In many systems some characters prevent data export. See the table in Appendix C to know what characters to avoid.
• Use this field for remarks on installation.

For example:

Latest browser versions are provided on the resource to reconfigure your computer to meet site requirements.

Reconfiguring your browser may be necessary.

Unzip the file to launch the index.html to your web browser.

This version of the quiz uses the latest in JavaScript. If your browser does not support JavaScript, site includes provisions to run old version.

This site is rich in interactive multimedia content using JavaScript and Flash 6. See site for detailed instructions for use.

Download times for resource activities vary significantly from computer to computer.

Site includes features for accessibility. See site for details.

Example of Metadata in XML

<installationremarks>
<langstring lang="en">Challenge PDF files are about 400K and should take 3 to 5 minutes to download with a 56K modem; caution: if you are printing on a color printer, you may want to set your printer to black and white or gray as the Challenges use significant amounts of color, or just download the black and white versions below; note: it may be necessary to scale your page setup to 85 percent or select Fit to page to print entire page on a single sheet of paper.</langstring>
</installationremarks>

4.6 Other platform requirements

Required field: No

ENCdl definition: This free-text field is used to describe the additional technical information that is needed to optimally use the resource.

Best practice guidelines:

• Use this field to describe plug-ins, players, software or other helpers necessary to access, interact with, or operate the resource.
• Enter stand-alone software like Chime, Geometer’s SketchPad, or other applications that are necessary for use.
• Use the fields of Requirements type, name and minimum version to address browsers or operating systems if beyond the normal range and only if available on the resource.
• Keep the data entered in this field as brief; preface the phrase or data with the word "Requires" or "Recommends" when possible:
• Requires Adobe Acrobat; Requires Shockwave; Recommends Macromedia Flash Player; Recommends QuickTime and requires Adobe 4.0, Microsoft Excel Viewer, and PowerPoint Viewer 2000, etc.
• Do not include "bad characters" in this field. Substitute words or phrase for characters that may not export.
• Do not use cut and paste features in this field as always enter data in Notepad before transferring to the catalog record to eliminate any bad characters.
• Include in this field descriptions of preferred monitors, color displays, speaker requirements, RAM specifications, plug-ins, and peripheral devices that may not be commonplace to the average user.

Example of Metadata in XML

<otherplatformrequirements>
<langstring lang="en">Requires Adobe Acrobat, Shockwave Player and Flash Player (download sites provided).</langstring>
</otherplatformrequirements>

4.7 Duration

Required field: No

ENCdl definition: This field describes how long a video or audio resource, or an audio or video clip takes to play continuously at intended speed. This field should not be confused with the time it takes a learner to use the resource which is addressed in 5.9 Typical learning time.

Best practice guidelines:

• Follow DateType specifications provided in ISO 8601.
• Use PT (Period Time) to preface time given: H for hours, M for minutes, S for seconds. Times should be expressed PYxxMxxWxxDxxTxxHxxMxxS (duration in years, months, weeks, days, hours, minutes, and seconds).
       PT5M30S
       PT15M15S
       PT35S
       PT1H10M5S
• Do not include the time it takes to upload or download the audio or video segment.
• If the duration is unknown or not given on the resource, leave this field blank.
• Duration refers to time length, not duration in a date/time span.
• Provide the complete duration of the learning object in hours, minutes, and seconds, by timing the segment from start of playing time to end of playing time.
• Apply duration to the entire video or audio clip in the resource being cataloged.
• Textual descriptions of date/times are not permissible; if the date/time does not fit the ISO 8601 value, leave blank.

Example of Metadata in XML

<duration />

Element 5 Educational

Element overview
The educational element offers insight into the educational setting and ways in which the resource would promote learning.

ENCdl does not use the semantic density (5.4) subelement.

Example of Metadata in XML

<educational>
<interactivitytype>mixed</interactivitytype>
<learningresourcetype source="encdlwebpedagogicaltype">Lessons and Activities</learningresourcetype>
<interactivitylevel>low</interactivitylevel>
<semanticdensity />
<intendedenduserrole>Learner</intendedenduserrole>
<context source="enclearningcontext">Middle school</context>
<context source="enclearningcontext">Informal education</context>
- <typicalagerange>
<langstring lang="en">5</langstring>
<langstring lang="en">6</langstring>
<langstring lang="en">7</langstring>
<langstring lang="en">8</langstring>
</typicalagerange>
<difficulty>easy</difficulty>
- <typicallearningtime>
<duration>PT30M</duration>
</typicallearningtime>
- <description>
<langstring lang="en">Investigating the solution to this challenge should help the student understand a practical application of mathematics in everyday life.</langstring>
</description>
<language>en</language>
</educational>
- <!--

-->

5.1 Interactivity type

Required field: Yes

ENCdl definition: The interactivity type field is used to record how the user interacts with the information in the resource. Does the information flow to the user or learner, or does the information flow from the learner to the resource?

Best practice guidelines:

• Select from the following Interactivity Type values:
  • Active: In an active learning object, information flows from the learner to the learning object. Active documents are typically used for learning-by-doing such as a mathematics JAVA applet.
  • Expositive: In an expositive learning object, the information flows mainly from this learning object to the learner. Expositive documents are typically used for learning-by-reading. Activating links to navigate in hypertext documents is not considered as an information flow. Thus, hypertext documents are expositive. A video clip with user play and pause options is considered expositive.
  • Mixed: The learning object includes both active and expositive content.
• Select only one term from the list.

Example of Metadata in XML

<interactivitytype>mixed</interactivitytype>

5.2 ENCdl web resource type (ENC controlled vocabulary)

Required field: Yes

ENCdl definition: The resource type field identifies the type of material the learning object is, often in reference to how the learning object can be used in a classroom, in an informal setting, or for professional development.

Best practice guidelines:

• Categorize Resource Types into one of two sections: course materials (content that could be used directly in the classroom) or professional development (content used to enhance teacher’s abilities, provide background information, or otherwise update/improve a teacher's skills and knowledge).
• Select from the following Resource Type values:
  Course Materials
  • Ask-an-expert
  • Assessments
  • Career information
  • Informal education programs
  • Lessons and activities
  • Online textbooks
  • Projects and investigations
  • Real data
  • Reference sources
  • Simulations and demonstrations
  • Suggested readings
  • Syllabi
  • Tools and equipment
  • Tutorials
  • Virtual field trips
  Professional Development
  • Articles, readings, and reports
  • Classroom issues
  • Education periodicals
  • Integrating technology
  • Online collaboration
  • Online courses
  • Professional opportunities
  • Professional organizations
  • Standards and frameworks
  • Teacher curricular support
  • Workshop materials

Example of Metadata in XML

<learningresourcetype source="encdlwebpedagogicaltype">Lessons and Activities</learningresourcetype>

5.3 Interactivity level

Required Field: No

ENCdl definition: The interactivity level field is used to report the degree to which the user can affect the behavior of the resource. Does the user simply read the text on the site's pages or is the resource more complex, requiring choices that determine the path the user will take through the content on the site?

Best practice guidelines:

• Select from the following interactivity level values:
  • Very low: A very low level of interactivity level that does not involve the user beyond simply looking at, reading, or hearing the content of the learning object. The only choices made are to scroll up or down a page or move to another page on the site.
  • Low: This level of interactivity involves a little more user input. The user must push a button or make a selection to look at, read, or hear the resource.
  • Medium: For medium level interactivity, the user must make some choices but those choices do not determine the path of the learning object. Resources may provide feedback to the user.
  • High: High interactivity brings more user involvement to the learning experience. Choices must be made and these choices result in some sort of feedback to the user which may or may not determine the next choice that the user makes in order to continue.
  • Very high: The highest level of interactivity involves the user making choices which will determine the path that the user will take through the entire learning object. Different choices move the user through different paths of content on the site. Includes sites which increase the difficulty level based on the responses the user has provided or that return to basics when the user's responses indicate that the user has not yet grasped a concept.
• Note: Select only one term from the list.

Example of Metadata in XML

<interactivitylevel>low</interactivitylevel>

5.5 Intended end user role

Required field: Yes

ENCdl definition: The Intended End User Role field is used to record the typical user(s) of the learning object. The ENC list of terms is slightly modified from the list suggested by IEEE LOM.

Best practice guidelines:

• Select the appropriate term(s) from the list below. Reflect the intent of the resource whenever possible. No more than four (4) terms may be selected.
  
  Administrator: An administrator uses the learning object to improve his/her skill as an educational leader.
  
  Author: An author creates or publishes a resource.
  
  Learner: A learner works with a resource in order to learn something. Generally this term applies to students. Learners can work with resources in a variety of settings—not just in classrooms.
  
  Parent: A parent uses the learning object in reference to his/her role as the parent of a learner. Only assign this role if the resource is obviously designed for parental use. Do not use Parent to signify that a resource is for use by the general public.
  
  Teacher: A teacher uses the learning object in his or her role as an instructor. Teachers include those who instruct in formal and informal education settings. Only assign this role if the resource states that it was made for teachers or if it was obviously developed for a teacher audience.

Example of Metadata in XML

<intendedenduserrole>Learner</intendedenduserrole>

5.6 Learning context

Required field: No

ENCdl definition: This field is used to record the environment(s) within which the learning and use of this learning object is intended to take place.

Best practice guidelines:

• Choose the environment(s) in which the Intended End User uses the learning object.
• Select up to eight (8) terms from the following list as they apply to the learning object:
  • Primary elementary: PreK-grade 2.
  • Intermediate elementary: Grades 3-5.
  • Middle school: Grades 6-8.
  • High school: Grades 9-12.
  • Vocational training: Work-related training in areas often regarded as skilled professions.
  • Technical education: Institutions offering certificates, apprenticeships, and other formal programs of instruction.
  • Undergraduate lower division: First two years of university study or an introductory college-level course.
  • Undergraduate upper division: Last two years of university study or an advanced college-level course.
  • Graduate or professional: University or work setting for those with an undergraduate degree.
  • Informal education: Learning setting outside of the classroom, such as a museum, a home, or a community education program.

Example of Metadata in XML

<context source="enclearningcontext">Middle school</context>
<context source="enclearningcontext">Informal education</context>

5.7 Grade level (ENC modification of 5.7 typical age range)

Required Field: Yes

ENCdl definition: The Grade Level field indicates the grade range of the students who will ultimately benefit from the resource.

Best practice guidelines:

• If a resource is for a learner, then select the grade(s) of that learner.
• If the resource is for a teacher, choose the grade(s) that the teacher would teach.
• If a resource is for the parents of elementary school children, choose grades K-6.
• Mark all grades that apply.

Example of Metadata in XML

<typicalagerange>
<langstring lang="en">5</langstring>
<langstring lang="en">6</langstring>
<langstring lang="en">7</langstring>
<langstring lang="en">8</langstring>
</typicalagerange>

5.8 Difficulty

Required Field: No

ENCdl definition: The Difficulty Level field is a rating of the level of content difficulty the user will encounter with the resource.

Best practice guidelines:

• Content specialists review the resource and use their professional judgment to determine how hard it is for the intended end user to learn the concepts.
• The content specialists can consider aspects such as the complexity of the concepts, the vocabulary involved, and other aspects of the learning object that would influence the user’s ease of learning.
• Select from the following Difficulty values:
  • Very easy
  • Easy
  • Medium
  • Difficult
  • Very difficult

Example of Metadata in XML

<difficulty>easy</difficulty>

5.9 Typical learning time

Required Field: No

ENCdl definition: This field offers an approximate time that the intended end user will need to work through a resource.

Best practice guidelines:

• Enter the data into the boxes in the ENCdl tool for a specific number of years, months, weeks, days, hours, minutes, and seconds.
• When entering the time values, do not enter a zero if the unit does not apply.
• Do not use decimals, fractions, or periods of time such as semesters or terms. All of these need to be convert these into the appropriate units of time (1/2 hour = 30 minutes, 1 quarter = 10 weeks).
• Only use this field when a learning time can be estimated.

Example of Metadata in XML

- <typicallearningtime>
<duration>PT30M</duration>
</typicallearningtime>

5.10 Description

Required field: No

ENCdl definition: This field is used to record suggestions for use of the learning object.

Best practice guidelines:

• As the content specialists examine the resource, they use their expertise to consider how the learning object could be used in the classroom, in workshops, or in other settings and they provide a brief description of suggested usage.

Examples:

This could be a good prelab assignment prior to using antibodies and antigens in lab.

This applet can be used in lecture presentations, as a tutorial, and in the laboratory.

This material could be used in place of a print text, and the problem sets could be used in recitation or lecture.

Teachers can consult this resource for background information and descriptions of real and virtual teaching materials. By using some of the web links, teachers could incorporate real-world data and interactive materials into a unit on statistics.

Example of Metadata in XML

<description>
<langstring lang="en">Investigating the solution to this challenge should help the student understand a practical application of mathematics in everyday life.</langstring>
</description>

5.11 Language (of the user)

Required Field: Yes

ENCdl definition: This field records the language used by the intended end user of the learning object.

Best practice guidelines:

• Select languages as needed to describe the language of the learner.

LANGUAGE		CODE
English		en-US
English		en-GB (United Kingdom)
English		en-AU (Australia)
Spanish		es
French		fr
German		de
Italian		it
Dutch		nl

• Follow the guidelines for ISO 639:1988, the 2-letter code for the representation of names of languages. http://palimpsest.stanford.edu/lex/iso639.html.
• Follow the guidelines for ISO 3166-1-alpha-2, the 2-letter code for countries. http://www.iso.org/iso/en/prods-services/iso3166ma/02iso-3166-code-lists/list-en1.html.

Example of Metadata in XML

<language>en</language>

Element 6 Rights

Element overview
The rights element describes the restrictions, such as cost and copyright, for using the resource.

Example of Metadata in XML

<!--
6.0 Rights
-->
- <!--

-->
- <rights>
<cost>no</cost>
<copyrightandotherrestrictions>yes</copyrightandotherrestrictions>
- <description>
<langstring lang="en">Content copyright 1999-2002 National Council of Teachers of Mathematics;character design 1999-2002 Widmeyer Communications; website design 1999-2002 KnowNet Construction, Inc.</langstring>
</description>
</rights>

6.1 Cost

Required field: Yes

ENCdl definition: This field states whether the use of the resource has a cost associated with its use.

Best practice guidelines:

• The cost should be interpreted as monetary.
• The cost is restricted to controlled vocabulary only of Yes or No.
• The Yes answer means that there is an associated cost with using or accessing the learning object.
• The No answer means that there is no associated cost with using or accessing the learning object.
• If a cost cannot be determined, click on the No selection.

Example of Metadata in XML

<cost>no</cost>

6.2 Copyrights and other restrictions

Required field: Yes

ENCdl definition: This field describes copyright restrictions associated with the resource.

Best practice guidelines:

• Search the resource for a copyright statement to enter in this field. It may be as simple as "Copyright, 2002," or it may be a lengthy text explanation. If it is lengthy, proceed to 6.3 COPYRIGHT DESCRIPTION.
• Digital Library vocabulary recommendations are limited to two value choices of "Yes" or "No".
• Selecting "Yes" means that there are copyright restrictions associated with using the resource.
• Selecting "No" means that there are no copyright restrictions associated with using the resource.
• If copyrights cannot be determined, click on the No selection.
• If copyright restrictions do apply but need further explanation, click on the Yes, and proceed to Copyright description 6.3.

Example of Metadata in XML

<copyrightandotherrestrictions>yes</copyrightandotherrestrictions>  Back to top

6.3 Description

Required field: Yes

ENCdl definition: Use this free-text field for information about rights held in and over the resource.

Best practice guidelines

• If the copyright date on the resource is prefaced by the copyright symbol, replace the symbol with the word ‘copyright’.
• Replace any trademark symbol in the copyright statement with the word ‘trademark’.
• Do not use quotation marks or enclose the copyright statement in parentheses.
• Do not include the URL in the Rights description; use the Rights license field for all URLs pointing to rights statements.
• All FEDRL records should have this stock phrase inserted in the Rights description field after any Copyright date phrase:
• Refer to site for guidelines governing the use, access, or any restrictions to this material based on privacy, security or other regulations.

6.Rightslicense

Required field: No

ENCdl definition: A legal document giving official permission to do something with the resource.

Best practice guidelines:

• Establish that the resource is copyrighted. Indications of rights can be assumed by a copyright symbol or a brief copyright statement accompanying a date.
• Often all that is available on a web page is a link to a legal page, a disclaimer, a privacy notice, an accessibility notice, or a terms of use page. Follow the link and review for rights restrictions or a rights statement.
• The presence of a legal page, accessibility statement, terms of use page, disclaimer, or privacy page does not always indicate copyright restrictions.
• Increasingly, a URL is present pointing directly to a rights description. Copy and paste the URL into the Copyrights license field.
• If a specific URL is not given, use the URL of the page describing general rights, restrictions, use, etc. if it seems appropriate.
• If the site is not copyrighted, do not enter any URL in the license field. The stock phrase present in the Rights description is sufficient to guide the use to the site for further investigation.

Example of Metadata in XML

- <description>
<langstring lang="en">Content copyright 1999-2002 National Council of Teachers of Mathematics;character design 1999-2002 Widmeyer Communications; website design 1999-2002 KnowNet Construction, Inc.</langstring>
</description>

Element 7 Relation

Element overview
The Relation element identifies how resources are connected to one another, such as a small resource being part of a larger one or an assessment being based on text.

Example of Metadata in XML

<!--
7.0 Relation
-->
- <!--

-->
- <relation>
<kind>is part of</kind>
- <resource>
- <identifier>
<catalog>FEDRL</catalog>
<entry>8430</entry>
</identifier>
- <description>
<langstring lang="en">Figure this! Math challenges for families</langstring>
</description>
</resource>
</relation>
- <!--

7.1 Kind

Required Field: No

ENCdl definition: This field indicates the kind of relationship between two resources.

Best practice guidelines:

• Select from the following list:
  
  Is based on
  Is basis for
  Is format of
  Has format
  Is part of **
  Has part **
  Is referenced by
  References
  Is replaced by
  Replaces
  Is required by
  Requires
  Is version of
  Has version
  
  ** Most commonly used in ENCdl.

Example of Metadata in XML

<kind>is part of</kind>

7.2 Resource

         7.2.1 Identifier
                    7.2.1.1 Catalog entry
                    7.2.1.2 Entry

Required Field: No

ENCdl definition: The combination of the resource Identifier and Catalog direct to the related record. (This is a departure from the strict LOM schema. In LOM the Identifier and Catalog would direct to the location of the related resource with a URL of something similar.)

Best practice guidelines:

• Identify the related record number.

Example of Metadata in XML

<resource>
- <identifier>
<catalog>FEDRL</catalog>
<entry>8430</entry>
</identifier>
- <description>
<langstring lang="en">Figure this! Math challenges for families</langstring>
</description>
</resource>

Element 8 Annotation

Element overview
The Annotation element provides a way to associate with the record reviews and other documents referring the resource.

The ENCdl cataloging tool has the functionality for the addition of annotations to catalog records, but it is not currently used in the ENCdl. The ENC cataloging tool for both digital and non-digital resources, NeoCat, is being used to add evaluative data to records. The IEEE LOM XML records that are produced from the records cataloged with NeoCat may have those evaluative data in the annotations element.

Example of Metadata in XML

<!--
8.0 Annotation
-->
- <!--

-->
- <annotation>
- <entity>
<vcard />
</entity>
- <date>
<datetime />
</date>
- <description>
<langstring lang="en" />
- <extension lang="en" type="encannotation">