Connecting Learners and Museums through Educational Metadata Initiatives Museums and the Web April 4, 2014 Paper: bit.ly/edumetadata Darren Milligan Senior Digital Strategist Smithsonian Institution, Center for Learning and Digital Access @darrenmilligan Melissa Wadman Manager of Program Evaluation Smithsonian Institution, Center for Learning and Digital Access James Collins Digital Media Project Manager Smithsonian Institution, Center for Learning and Digital Access @jamescollinsjr

Game Plan

Why Digital?

Let’s Take a Look at Metadata

Share It: Metadata Distribution

Case Study: Smithsonian

Create It: Tag-athon

Game Plan Why Digital? Let’s Take a Look at Metadata Share It: Metadata Distribution Case Study: Smithsonian Create It: Tag-athon

Pew Research Teachers Survey Report February 2013 92%: Internet has “major impact” on their ability to access content, resources, and materials for their teaching 90%: use search engines to find info 84%: use Internet weekly to find content that will engage students 80%: use Internet weekly to help them create lessons

Pew Research Teachers Survey Report February 2013 83%: teachers agree that “amount of info online today is overwhelming for most students” 71%: teachers agree that “digital tech discourage students from finding and using a wide variety of sources for their research” 60%: teachers agree that “digital tech makes it harder for students to find and use credible sources of information”

LRMI Educators Survey Report August 2013 Update 44%: search online several times a week 31%: search online daily 65%: report “irrelevant results” 87%: more satisfied if they could filter

1995 23.6 million non-digital visits to museums 72,942 digital visits

1995 23.6 million non-digital visits to museums 72,942 digital visits 2013 30 million non-digital visits to museums 140 million digital visits

1995 23.6 million non-digital visits to museums 72,942 digital visits 2013 30 million non-digital visits to museums 140 million digital visits Non-Digital: 30,000,000-23,600,000 / 23,600,000 X 100 = 27.12% increase Digital: 140,000,000-72,942 / 72,942 X 100 = 191,833.32% increase

1995 23.6 million non-digital visits to museums 72,942 digital visits 2013 30 million non-digital visits to museums 140 million digital visits Non-Digital: 30,000,000-23,600,000 / 23,600,000 X 100 = 27.12% increase Digital: 140,000,000-72,942 / 72,942 X 100 = 191,833.32% increase

Why Internet for Edu. ( Everything) ? Reporting Year

Smithsonian Non-Digital Visitors (in millions)

Smithsonian Digital Visitors (in millions)

Global Population using Internet (% of population)

Developed World using Internet (% of population)

1995 23.6 0.1 <2 <11 2005 24.0 59.3 16 51 2010 30.2 97.2 30 67 2013 30.0 140.0 39 77

Audience Participation Time

Image  adapted  from  the  Department  of  Educa3on,    h5p://www.flickr.com/photos/departmentofed/9602545478/,  used  under  a  CC  BY  2.0  license.      

Survey  responses  from  educators  indica3ng  the  rela3ve  importance  of  descrip3ve  metadata  for  learning  resources  (LRMI  Survey  Report  August  2013  Update,  Ease  and  Discoverability:  Educators  and  Publishers  on  the  Search  for  Educa3onal  Content).    

How Can We Make Search Easier?

Game Plan Why Digital? Let’s Take a Look at Metadata Share It: Metadata Distribution Case Study: Smithsonian Create It: Tag-athon

Game Plan Why Digital? Let’s Take a Look at Metadata Share It: Metadata Distribution Case Study: Smithsonian Create It: Tag-athon

LE

LRMI Learning Registry Interfaces (ISLE, BoE, etc.)

Image  adapted  from  the  Learning  Registry,    h5p://www.learningregistry.org      

Image  adapted  from  the  Learning  Registry  Technical  Specifica3on,    h5ps://docs.google.com/document/d/1msnZC6RU9N72Omau0F4FNBO5YCU6hZrG1kKRs_z42Mc/edit?hl=en_GB      

Image  via  the  San  Diego  Zoo,    h5p://animals.sandiegozoo.org/animals/fishing-­‐cat  Newspaper  clipping  via:  h5p://www.fodey.com/generators/newspaper/snippet.asp      

PARADATA

http://jimklo.github.io/EasyPublish/

Game Plan Why Digital? Let’s Take a Look at Metadata Share It: Metadata Distribution Case Study: Smithsonian Create It: Tag-athon

based  on  The  Content  Developers  Guide  to  the  Learning  Resource  Metadata  Ini3a3ve  and  Learning  Registry,  2013    

Train and Share Training Workshops Training Video Virtual Tag-athons LRMI Guide

Game Plan Why Digital? Let’s Take a Look at Metadata Share It: Metadata Distribution Case Study: Smithsonian Create It: Tag-athon

Audience Participation Time, Part II tagger.inbloom.org

Image  adapted  from  the  Department  of  Educa3on,    h5p://www.flickr.com/photos/departmentofed/9602545478/,  used  under  a  CC  BY  2.0  license.      

tagger.inbloom.org

Recommendations GLAM educators can: ●  Create LRMI metadata for their existing resources ●  Work with Web staff to embed LRMI metadata on resource HTML pages ●  Develop LRMI for emerging resources as they are developed GLAM technologists can: ●  Assist GLAM educators in utilizing tagger tools ●  Work with GLAM education staff to embed LRMI metadata on resource HTML

pages ●  Publish LRMI metadata to the Learning Registry ●  Play an active role in the LRMI and the Learning Registry communities to ensure

that the needs of their institutions are well represented as these initiatives continue to develop and mature

Thanks! Connecting Learners and Museums through Educational Metadata Initiatives Museums and the Web April 4, 2014 How-to Session Paper: bit.ly/edumetadata Darren Milligan Senior Digital Strategist Smithsonian Institution, Center for Learning and Digital Access @darrenmilligan Melissa Wadman Manager of Program Evaluation Smithsonian Institution, Center for Learning and Digital Access James Collins Digital Media Project Manager Smithsonian Institution, Center for Learning and Digital Access @jamescollinsjr