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All this Content and No Place to Put It…

All this Content and No Place to Put It…. Selecting a Learning Object Repository. Timothy Tirrell, VCCS Diane Chubb, Georgia State University. A System of Colleges (23) and campuses (39) College operational autonomy encouraged Each college individually named

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All this Content and No Place to Put It…

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  1. All this Content and No Place to Put It… Selecting a Learning Object Repository Timothy Tirrell, VCCS Diane Chubb, Georgia State University

  2. A System of Colleges (23) and campuses (39) • College operational autonomy encouraged • Each college individually named • One governing board and CEO for system • Scope - • System Office, 23 Colleges, 40 Campuses • Six new campuses in last eight years • 10,000 Faculty and staff • 235,000 credit students • 100,000+ non credit students • 89,500 FTE’s credit students (unduplicated) • Scale - The full range • Smallest college 1,500 students (600 FTE) • Largest college 70,000 students (20,000 FTE) • Smallest campus 800 students (375 FTE) • Largest campus 20,000 students (10,000 FTE)

  3. Voice, Data, Video Network Virginia 2 Switch Classroom Router Desktop Virginia’s Community Colleges Voice, Data, Video, and Education In the classroom On the desktop --Statewide access -- One low fee

  4. Learning Object Repository Project • an open resource created to help educators and administrators research and evaluate a wide range of e-learning products, services, and policies. • provides an independent reviewed, objective source of information to help you make the best decision for your institution http://www.edutools.info/

  5. Hummer of a Project

  6. LOR Functionality Architecture http://www.imsglobal.org/digitalrepositories/driv1p0/imsdri_infov1p0.html

  7. Scope of Work • Compare the features of six Digital learning object repository software products • Engaged three “guest experts” to address selected issues in using shareable content objects • Share advances made by project participants in using learning objects

  8. Project participants,

  9. The candidates… • Harvest Road • Learn eXact (Packager & Lobster) • Concord's Masterfile Course Asset Manager • Intrallect’s Intralibrary • The Edusource ‘Repository in a Box’ • Basic E-Learning Tool Set (BELTS) • Capdm MyILE (http://www.capdm.com/myile.html) • Dspace (http://www.dspace.org/) • Ex Libris Digitool • The Learning Edge (http://www.thelearningedge.com.au)

  10. Features • Discovery Tools • Aggregation Tools • Community & Evaluation • Meta-tagging • Content management

  11. More features • Digital Rights Management & Fulfillment • Presentation and Consortia Issues • Integration & Interoperability • Technical Considerations • Pricing/Licensing/Other

  12. Open Source considerations • How many adopters • How many active developers in community • How stable as current release • What is track record for bug fixes • Management structure to support continued development • Ample financial support • Issues with underlying technology

  13. Package information • Harvest Road (http://www.harvestroad.com/) • Learn eXact (Packager & Lobster) (http://www.learnexact.com/) • Concord's Masterfile Course Asset Manager (http://www.concord-usa.com/) • Intrallect’s Intralibrary (http://www.intrallect.com/products/index.htm) • The”Edusource ‘Repository in a Box’ (http://www.edusource.ca/english/home_eng.html) • Basic E-Learning Tool Set (BELTS) (http://belts.sourceforge.net/) • Capdm MyILE (http://www.capdm.com/myile.html) • Dspace (http://www.dspace.org/) • Ex Libris Digitool (http://www.exlibris-usa.com/digitool.htm) • The Learning Edge (http://www.thelearningedge.com.au)

  14. Final Report http://conference.wcet.info/2004/

  15. VCCS Priorities • Goal of LOR • Content • Library • CMS compatibility • Scalability • Student authoring • Timeline – within one year • Who can access LOR

  16. More priorities • Video management • Original content • Acquired content

  17. *Utah Education Network

  18. How are we doing?

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