Lor (1)

CANARIE & Industry Canada Report on Learning Object Repositories 28 March 2002
A Report on Learning Object Repositories
Review and Recommendations
for a Pan-Canadian Approach to
Repository Implementation in Canada
for CANARIE Inc.
Study Team
David Porter
Joanne Curry
Bill Muirhead
Nick Galan
Any views expressed in this report are those of the study team and not the funding organizations.

A Report on Learning Object Repositories for CANARIE, Industry Canada
& the TeleLearning NCE
Table of Contents
1. INTRODUCTION.......................................................................................................... 5
2. SCOPE OF WORK........................................................................................................ 7
PROJECT APPROACH ......................................................................................................... 7
3. STRENGTHS, GAPS, AND ISSUES ..................................................................................... 9
GENERAL STRENGTHS, GAPS, AND ISSUES IDENTIFIED FROM THE CANARIE PROJECTS.......................................... 9
Strengths ............................................................................................................... 9
Gaps....................................................................................................................10
Issues...................................................................................................................11
KEY ISSUES FOR PROVINCIAL MINISTRIES OF EDUCATION.......................................................................13
Infrastructure Development .......................................................................................13
Digital Copyright.....................................................................................................13
Content Development ...............................................................................................13
Promoting Implementation Studies and Best Practices........................................................13
Pre-service and In-service Teacher Training.....................................................................15
INTERNATIONAL LEARNING OBJECT REPOSITORY EFFORTS: OPPORTUNITIES FOR CANADA ......................................16
4. POTENTIAL COMMUNICATION AND DISSEMINATION FRAMEWORK........................................... 18
POTENTIAL DISSEMINATION STRATEGIES TO ADDRESS SPECIFIC NEEDS .........................................................20
5. RECOMMENDATIONS.................................................................................................. 21
RECOMMENDATIONS FOR THE CANARIE RFP PROCESS.......................................................................21
A PROBLEM-BASED RFP FORMAT ............................................................................................21
A. Provide a solutions orientation to the RFP process, with multiple scenarios that reflect the
actual work of educators, instructors, resource developers, publishers, and faculty. ..................21
INDUSTRY CANADA AND EDUSPECS ..........................................................................................23
OUTREACH AND DISSEMINATION.............................................................................................23
VISION FOR A NEXT PHASE OF LORS .........................................................................................25
6. REFERENCES........................................................................................................... 29
APPENDIX A: CURRENT REPOSITORY PROJECTS AND INITIATIVES IN CANADA ............................... 31
REPORTING FRAMEWORK ....................................................................................................31
PROJECTS REVIEWED AND INTERVIEWS CONDUCTED...........................................................................31

BROADBAND-ENABLED LIFELONG LEARNING ENVIRONMENT (BELLE) ..........................................................33
CAMPUS ALBERTA REPOSITORY OF EDUCATION OBJECTS (CAREO) ...........................................................35
GENERAL STATE OF PROJECT PROGRESS: A PROTOTYPE WITH LIMITED LEARNING OBJECTS IS AVAILABLE AT HTTP://CAREO.NETERA.CA/CGI-
BIN/WEBOBJECTS/CAREO. ......................................................................................................35
CREATING BARRIER-FREE BROADBAND LEARNING ENVIRONMENTS .............................................................37
LEARN CANADA .............................................................................................................39
ON DEMAND LEARNING: INFRASTRUCTURE, DESIGN AND MANAGEMENT........................................................41
PARTNERSHIPS FOR LEARNING, INNOVATIONS AND TECHNOLOGY (PLIANT) ...................................................44
2. INDUSTRY CANADA/HRDC – TO SUPPORT YOUNG CANADIANS ACQUIRING SKILLS IN DEVELOPING LEARNING TECHNOLOGY .........................44
4. POOL AND BELLE LEARNWARE REPOSITORIES – TO MAKE ELEMENTS ACCESSIBLE FOR RE-USE..............................................44
• SHARE A FOCUS ON LEARNING ELEMENTS.........................................................................................44
• SHARED DEVELOPMENT OF RESOURCES ..........................................................................................44
• SUPPORTED BY DEVELOPMENTS AT THE IBM PACIFIC DEVELOPMENT CENTRE .............................................................44
• FACULTY MEMBERS WILL INTERACT WITH OTHERS TEACHING THE SAME CONTENT ACROSS THE COUNTRY, SHARING IDEAS AND DEMONSTRATING PROTOTYPES ..44
PORTAL FOR ONLINE OBJECT IN LEARNING (POOL)..........................................................................46
SAVOIRNET AND EXPLOR@ ..................................................................................................48
APPENDIX B: SCAN OF FEDERAL, PROVINCIAL AND TERRITORIAL INVOLVEMENT IN E-LEARNING........ 50
SCOPE OF REVIEW .......................................................................... ERROR! BOOKMARK NOT DEFINED.
BRITISH COLUMBIA ......................................................................... ERROR! BOOKMARK NOT DEFINED.
BC Technology Mediated Curricula............................................ Error! Bookmark not defined.
BC Funding Programs ............................................................ Error! Bookmark not defined.
ALBERTA................................................................................... ERROR! BOOKMARK NOT DEFINED.
Alberta Technology Mediated Curricula ..................................... Error! Bookmark not defined.
Alberta Funding Programs...................................................... Error! Bookmark not defined.
SASKATCHEWAN ............................................................................ ERROR! BOOKMARK NOT DEFINED.
Saskatchewan Technology Mediated Curricula.............................. Error! Bookmark not defined.
Saskatchewan Funding Programs .............................................. Error! Bookmark not defined.
MANITOBA ................................................................................. ERROR! BOOKMARK NOT DEFINED.
Manitoba Technology Mediated Curricula ................................... Error! Bookmark not defined.
Manitoba Funding Programs.................................................... Error! Bookmark not defined.
ONTARIO................................................................................... ERROR! BOOKMARK NOT DEFINED.
Ontario Technology Mediated Curricula ..................................... Error! Bookmark not defined.
QUÉBEC.................................................................................... ERROR! BOOKMARK NOT DEFINED.
Québec Technology Mediated Curriculum ................................... Error! Bookmark not defined.
Québec Funding Programs ...................................................... Error! Bookmark not defined.
NEW BRUNSWICK........................................................................... ERROR! BOOKMARK NOT DEFINED.
New Brunswick Technology Mediated Curricula ............................ Error! Bookmark not defined.

New Brunswick Funding Programs............................................. Error! Bookmark not defined.
NOVA SCOTIA .............................................................................. ERROR! BOOKMARK NOT DEFINED.
Nova Scotia Technology Mediated Curricula ................................ Error! Bookmark not defined.
Nova Scotia Funding Programs................................................. Error! Bookmark not defined.
PRINCE EDWARD ISLAND (PEI).............................................................. ERROR! BOOKMARK NOT DEFINED.
PEI Technology Mediated Curricula ........................................... Error! Bookmark not defined.
NEWFOUNDLAND (NFLD) .................................................................. ERROR! BOOKMARK NOT DEFINED.
NFLD Technology Mediated Curricula ........................................ Error! Bookmark not defined.
YUKON..................................................................................... ERROR! BOOKMARK NOT DEFINED.
NORTHWEST TERRITORIES .................................................................. ERROR! BOOKMARK NOT DEFINED.
APPENDIX C: SCAN INTERNATIONAL REPOSITORY DEVELOPMENT AND IMPLEMENTATION MODELS ..... 56
INTEROPERABILITY STANDARDS...............................................................................................56
Dublin Core Metadata Initiative (http://www.dublincore.org ) ............................................56
IMS Global Consortium (http://www.imsproject.org )........................................................57
Advanced Distributed Learning Initiative (http://www.adlnet.org)........................................57
Educational Modeling Language (http://eml.ou.nl ) ..........................................................58
CENTRALIZED REPOSITORIES AND REPOSITORY NETWORKS ....................................................................58
Multimedia Educational Resource for Learning and Online Teaching (http://www.merlot.org).......58
National SMETE Digital Library (http://www.smete.org).....................................................59
National Learning Network (http://www.nln.ac.uk/).........................................................59
Schools Online Curriculum Content Initiative (http://socci.edna.edu.au/content/) ....................60
Open Courseware and Open Knowledge Initiatives (http://web.mit.edu/oki)............................60
PEER-TO-PEER COMPUTING INITIATIVES......................................................................................61
Edutella (http://edutella.jxta.org/).............................................................................61
Financial assistance from Industry Canada and the TeleLearning NCE in the
preparation of this report is gratefully acknowledged.

1. INTRODUCTION
The increasing use of information technologies to create new learning resources, to manage existing
learning resources, and to aggregate learning content from a wide variety of academic and publishing
sources has completely altered expectations for teaching and learning. Around the world, academic
institutions, professional associations, and corporations are striving to make better use of networks and
databases to efficiently and effectively achieve learning and professional development goals. One of the
ways they have chosen to pursue these goals is to make learning resources readily accessible to educators
and learners through learning object repositories.
Object repositories are seen as key enablers for bringing increased value to learning resources by
providing opportunities for reuse, repurposing, or reengineering to suit a variety of purposes and end-user
needs. Creating learning resources in object formats is seen as way to bring about increased flexibility,
customization, ease of update, searchability, and manageability to rich stores of content and learning
resources that are available from publishers or that have been created by faculty members or teachers.
CANARIE Inc. and Industry Canada are currently funding several projects that are developing prototypes of
the various applications and technologies required to operate learning object repositories. In particular,
the CANARIE-funded BELLE Project, led by Netera Alliance in Calgary and the POOL Project, led by
NewMIC in Vancouver are working on hardware and network architectures, as well as software and
metadata tagging schemes that will underpin the operation of learning object repositories. In a
complementary initiative, Industry Canada’s Multimedia Learnware and Public Access Program has funded
development of an advanced learning management system and tools called Explor@, in a project lead by
Cogigraph Inc.
Over the past year it has become apparent that the field of learning object repositories (LORs):
Is of considerable national and international interest
Has the potential to innovate the way in which education and training are carried out
Is congruent with recommendations from the Industry Canada and CMEC Online Learning Advisory
Committee, with respect to pan-Canadian learning initiatives
Is one in which Canada has a prominent position within world activities
Within the CANARIE projects, and in collaboration with other interested Canadian participants, there has
been significant discussion on how to move forward the current applied research activities funded by
CANARIE and Industry Canada. Meetings coordinated by CANARIE to develop interest and perspective on
this topic were held in March, July and October 2000, and in June, August and November 2001. The most

recent meeting outlined a set of nine work packages that were felt to be essential components of an
integrated learning repository strategy for Canada.
This document is designed to suggest a strategy that builds upon the knowledge and experience gained
through the current CANARIE-funded projects that will end in September, 2002, to one or more projects
that will demonstrate and evaluate a pan-Canadian learning repository implementation by March 2004. In
addition to providing specific recommendations for CANARIE’s request for proposals and Industry Canada’s
EduSpecs initiative, the study team urges CANARIE and Industry Canada to expand its current
dissemination initiatives and serve an aggregator role to address knowledge gaps in LOR implementation
and support emerging LOR communities of practice.
This report concludes with a recommendation for a vision for a next phase of LORS and identifies some of
the Canadian organizations that must participate in a partnership framework. CANARIE and Industry
Canada have an important role beyond 2004. It is extremely unlikely the LOR sector will be at a stage of
maturity to continue to advance without the leadership of CANARIE in LOR implementations and Industry
Canada in standards development. It is also unlikely that sustainable and connected LOR communities
will be developed without the participation of provinces. Provincial ministries and other organizations
recognize the value to ensure repositories are linked and shareable and that the international initiatives
underway require the development of national strategies in LORs. Funding agencies and implementation
groups are fragmented and no one organization has the necessary core competencies and funding
programs to provide the total solution to develop the needed infrastructure and advance practice in the
sector. The study team urges CANARIE and Industry Canada to continue its leadership role in LORs to
develop the vision and partnerships to realize the potential of broadband networks to meet the education
and training needs of Canadians.

2. SCOPE OF WORK
PROJECT APPROACH
The Project goal was to guide CANARIE Inc. and Industry Canada on how to best approach the following
activities:
Consolidate the work and competencies of the existing projects and activities;
Disseminate the results of the current projects;
Determine how Canada’s efforts can connect with and learn from international efforts;
Develop and disseminate appropriate interoperability standards;
Develop commitment and identify partnerships from ministries of education, post-secondary
institutions, and training organizations; and
Demonstrate and evaluate in suitably scaled trials the learning repository concept for one or
more communities of learners.
In order for CANARIE to support one or more projects going forward in 2002, the following are required:
Selection of project(s) via an appropriate bidding process
At least 50% support from project participants
A pan-Canadian approach
Activities that can lead to an implementation process
Inclusion of an appropriate management structure
It was not obvious how to best move from the existing projects to a demonstration, testing, and
implementation framework that will be both effective and as inclusive as possible. The study team,
therefore, was engaged by CANARIE and Industry Canada to help inform CANARIE’s go-forward process
that will culminate in a request for proposals (RFP) in March 2002.
The project approach included:
Secondary research, primarily web searches and email contact, with industry representatives and
experts, to identify relevant work and developments in Canada and internationally, as well as
other national and large-scale models of learning object repository use
Telephone and email contact, to identify provincial interests, plans and investments
Telephone interviews to consult with Canadian and international experts in the pubic, private
and institutional sectors, including CANARIE and Industry Canada supported project

representatives, to identify developments, competencies, and potential models and approaches
for a Pan-Canadian effort
A face-to-face meeting involving team members and project sponsors to review data collected
and first composites of the repository space, both nationally and internationally, and to begin
the exploration of alternative models for Canada.
A face-to-face meeting was held at the CANARIE-sponsored Second National E-Learning Workshop
to obtain feedback to alternative Pan-Canadian visions and models. Over 60 individuals
participated in this meeting including representatives of CANARIE projects as well as other
participants invited by CANARIE, Industry Canada or the study team.
A primary task for the study team was to examine the existing CANARIE-funded “repository projects,”
through a review of their published documents and web sites, followed up by interviews with project
managers or principal investigators. The process was designed to illuminate strengths, gaps or issues
associated with the current projects and their implementation processes.
Additionally, interviews were conducted with representatives from various provincial technology teams or
work groups. The study team sought to determine the importance placed upon potential pan-Canadian
learning repository initiatives in the context of provincial projects that are exploring similar technological
territory. The study team also interviewed a small number of resource persons from academia and
industry who could provide both an academic and technical perspective on Canadian learning repository
initiatives in the context of North American, European, Australian, and other international initiatives.
The results of this study are summarized in the following sections:
Strengths, Gaps, and Issues (including key issues for Provincial Ministries)
International LOR Efforts: Opportunities for Canada
Potential Communications and Dissemination Framework
Study Team Recommendations
Detailed summaries of the information collected by the study team are provided as appendices and
include overviews of current repository projects and initiatives in Canada (Appendix A), provincial and
territorial involvement in e-learning (Appendix B), and international repository development and
implementation models (Appendix C).

3. STRENGTHS, GAPS, AND ISSUES
In Appendix A, information is summarized on current projects and initiatives in Canada. Individual
strengths, gaps, and issues with respect to CANARIE-funded learning repository projects and other
projects that are ongoing across Canada have been identified through examinations of project documents,
through interviews with project staff or through examinations of project web sites and documents
contained therein.
GENERAL STRENGTHS, GAPS, AND ISSUES IDENTIFIED FROM THE CANARIE PROJECTS
Strengths
Demonstrations of multiple, linked partnerships, spanning a number of provinces is a key
strength of the projects funded by CANARIE.
Some projects have made their prototype repositories available for the demonstration and
testing of object storage and retrieval.
Most projects are using the CanCore metadata schema as the basis of the tagging model for
objects that their repositories will store.
Work on automated tagging schemes is beginning in at least one project. Automated tagging is
seen as one way to reduce the load on end users who are creating or batch processing large
collections of learning objects.
The testing of desktop software applications is a component of some projects. Not only are these
projects building infrastructure, they are also testing the end-user software tools that will be
required to interoperate with repositories.
Some projects are currently evolving a distributed architecture based upon Open Source tools.
The Pool, Pond, Splash metaphor that has been employed by the POOL project is an example of
an architecture for learning that recognizes the importance of contributions by end users at a
number of levels including at personal desktop workstations, through communities of practice,
and through large-scale digital libraries.
Many CANARIE project leaders and participants are actively promoting repository theory and
technologies through academic papers and presentations.

Some projects have developed extensive web sites with project documents, resources, user
guides, handbooks, sample materials, and links to participants.
In one case, an outreach program that will include a promotional tour is being planned.
A focus on teaching and learning practices is guiding a number of the CANARIE-funded projects.
Not only are these projects building infrastructure and tools to support learning object creation,
storage, retrieval, aggregation and presentation, they are also building the capacity to train
instructors, faculty, and teachers in the effective use of repositories in the teaching and learning
process. In particular, a number of project leaders are proponents of learning object repository
community of practice models such as that pioneered by the MERLOT project in the United
States. (http://www.merlot.org )
Gaps
Most projects were primarily concerned with centralized repository structures and tools in the
beginning, but are currently seeing the need for a distributed architecture. The POOL projects
and others have evolved their architectural models to encompass the desktop, communities of
practice or discipline-based repositories, as well as large-scale digital libraries.
The need for an easy-to-use set of tools is being identified. While some projects have been
testing end-user desktop applications, the primary focus of the projects to date has been the
development of infrastructure. In the next round of projects, it is hoped that more focus will be
placed on the development, implementation and testing of end-user applications.
The need for less onerous metadata tagging strategies is also being explored. Accurate metadata
tagging is the key to making learning objects accessible through search and retrieval functions.
To date, only one project has been examining automated systems for metadata creation to
lighten the burden for individuals or groups that seek to store large collections of objects.
Some projects have a single province focus, and while this approach was designed to build
support at the provincial level, it is recognized by the project leaders and other projects that
interoperability across provinces and internationally is a both desirable and necessary future
goal.

To some degree, there is a lack of clarity on the technologies being developed or deployed
within the projects. The study team found it difficult to isolate the actual technologies that
could be shared or that could be licensed.
Some of the project web sites examined by the study team require updating for their project
documents and resources to be kept current.
An Institute of e-learning Scholarship is needed. At least one project leader cited the need for an
academic body associated with the repository infrastructure development work that had as its
focus the scholarship and pedagogy of e-learning. It was felt that such a body could help bring
balance to the project activities, renewing the challenge of promoting teaching and learning as
the central theme of the technical activities.
Issues
The sustainability of project-based funding was cited as an issue by some project leaders. At
some point in time, the building of interoperable learning repositories will have to be
institutionalized within provinces or federally to ensure that an ongoing, coherent, and
sustainable implementation pattern across the country continues to be built. This will require
additional information dissemination, and mechanisms for supporting collaboration, information
management, and policy development.
Concerns with the funding model and its relationship to administration and management of
projects were cited by project leaders. In particular, difficulties in finding matching money to
support administrative functions, travel, dissemination, and evaluation research were the
problem areas most frequently cited.
There is a growing requirement for communities of practice to help realize the educational goals
of repository infrastructure development. Project leaders cited the need to expand their work to
actual communities of practice. Building critical mass is seen a key factor for successfully
deploying networks of learning object repositories.
There is an increased need for a focus on training and skill development in communities of
practice. Some projects are working with discipline groups to prototype training resources and
methods. However, the problem is large and requires a project focus of its own.

Any future development and deployment plans for learning object repositories will need to
account for interoperability with large-scale provincial repositories being built in Alberta and
being planned in Ontario.
Project leaders cited a need for a focus on selective research into areas with momentum to
control for potential funding differences between Canada and other countries. It was felt that
funding levels for repository infrastructure and research were larger in other parts of the world.
If Canada wanted to maintain its prominence, then focusing our funding in Canada in areas
where we have currently developed leadership might be a prudent strategy.
A number of project leaders noted that evaluation research might not be getting the attention it
requires if located within individual projects. It was recommended that a team of evaluators in a
project dedicated to evaluation activities might control for the varying degrees to which
evaluation is carried out in the current projects.
A need for outreach and dissemination strategies targeted at Education ministries and
communities of practice using SchoolNet-type activities was recommended by some project
leaders. Industry Canada’s practice of making activity grants available at a local level through
SchoolNet was seen as a way to attract participants to new educational technologies and
practices.
A need for increased focus on workplace uses of learning object repositories was noted by some
projects. To date most repository projects have largely been focused on the academic
community.
Some projects were looking for clarification of relationship between EduSpecs Office (Industry
Canada) and initiatives such as CanCore that emerged from CANARIE projects. While projects
applauded the notion of the EduSpecs Office, they were looking for additional clarification of its
role in relation to other standards work that will need to be coordinated in Canada.
While centralized repositories were the focus in the current round of CANARIE projects, an open
federation model may make sense as a distributed repository architecture for the future. Such
an architecture could provide a unifying structure, based upon common technology standards and
metadata profiles, and could enable provinces, communities of practice, or individuals to
connect their resources with those of federation members. Such an arrangement might also
begin to facilitate the resolution of policy and issues for activities such as digital rights
management. A coordinating body would be required to administer the federation.

KEY ISSUES FOR PROVINCIAL MINISTRIES OF EDUCATION
A recent Council of Ministers of Education report provides an excellent overview of provincial/
territorial involvement in on-line learning (Council of Ministers of Education, 2001). In
Appendix B, some recent developments and other initiatives are described.
The following issues were identified through discussions with Ministry officials, a review of provincial
government web sites, and a review of the relevant literature in the area of distance and distributed
learning.
A central issue of concern to all Provinces was the need for development and implementation planning to
ensure that linked repositories are effectively operational.
The specific issues discussed in the section that follows are compilations of concerns expressed in
interviews with Ministry officials and from expert knowledge of the field of information and
communications technology and educational policy development. While not exclusive, the following
issues are an attempt to organize and document policy issues from across Canada.
Infrastructure Development
Infrastructure development is critical to enabling the growth of online learning. Provinces have
identified the cost of expanding broadband access to rural areas as a key ingredient to the
expansion of e-learning to address equitable access to learning opportunities for K-12 and
postsecondary learners. Moreover, expansion of connectivity to schools and to rural areas will
assist in justifying investments in digital content development.
Digital Copyright
While copyright is an area of federal jurisdiction, provinces/territories have identified the issue
of fair use of digital content for educational purposes as a key policy concern.
Content Development
Provinces and territories wish to explore collaborative approaches to support the development of
online content for K-12 and postsecondary institutions through provincial/territorial and/or K-12
institutional partnerships. Many provincial representatives contacted identify the need for a
linked distributed repository structure as a necessary “connection” investment. This would
ensure that the policy development and implementation would occur. One benefit identified by
all provinces is to avoid duplication of efforts in developing content.
Promoting Implementation Studies and Best Practices
Provincial Ministries of Education have identified the need for research into the development of
implementation strategies for information and communication technologies at the school and

classroom level. Additionally, research into online learning and blended learning is required to
identify the benefits that online learning can bring to lifelong learning.

Research into what blend of technologies is most effective for K-12 learners, what types of
pedagogies are most effective with younger vs. older learners is required. Additional research is
required to develop appropriate learner assessments (rubrics, demonstrations of learning) that
are based upon evolving professional practices and instructional pedagogies for new technologies
and the use of new digital teaching resources.
Research concerning successful use of learning objects in a variety of instructional settings by
both teachers and faculty is required to identify the appropriate professional development
required for teacher certification.
The issue of provincial curricula and the effect of multiple standards upon the potential to share
learning objects across provincial borders is an emerging concern. Research into the required
curricular standards to support interoperability and content sharing is necessary. It is also
important to investigate the impediments that copyright presents to Ministries as content is
potentially “pooled” in Canada. Attention must be paid to establishing “best practices” regarding
provincial ministry partnerships and collaboration with the private sector, and intersectoral
partnerships to develop online and digital educational resources. New working arrangements are
necessary to create digital education marketplaces that justify investments in content
development.
Provinces have identified the need to investigate how assessments can be more effectively
administered using new technologies. Best practices with respect to security, assessment tools,
and the development of effective measures to address a variety of learning styles is needed.
Pre-service and In-service Teacher Training
Research is required to develop provincial/territorial/institutional networks and approaches to
promote innovation and best practices for infusing new technologies and resources into learning
environments.
New standards for teacher certification are required to support the use of new technologies.
Provincial Ministries see the potential to collaborate on the development of mandatory standards
for pre-service teachers and the development of online professional development for their
current teaching cohort.
There exists a need to address professional development through the use of new technologies. As
the use of information and communications technologies (ICT) grows in classrooms, the necessity
to address new practices, skill acquisition among teachers, the effective use of digital resources
by students and teachers, will require new professional development models. Technology may
hold part of the answer to the digital skills gap among teachers.

INTERNATIONAL LEARNING OBJECT REPOSITORY EFFORTS: OPPORTUNITIES FOR CANADA
Interest in learning object repositories is a worldwide phenomenon, with large-scale initiatives emerging
in the United States, Europe, and Australia. Appendix C of this report outlines the specifics of some of
these developments. In general, international LOR developments have taken shape in three forms that are
for the most part congruent with development activities in Canada. They include:
Development of interoperability standards and metadata schemes based upon the IMS Global
Consortium’s work
Design and deployment of centralized repositories, digital libraries, or federated repository
networks aimed at empowering individual educators as well as communities of practice
Renewed focus on peer-to-peer initiatives that have as their aim the notion of empowering all
users in a network to play a role in the development and utilization of learning objects and LORs,
from the desktop level, to communities of practice, to large-scale digital libraries
The initial standards work of the IMS Global Consortium is beginning to mature and has spawned regional
offices in various locations around the world. Canada is playing a direct role in this work through Industry
Canada’s EduSpecs initiative and the involvement of Canadian repository project participants in the
thematic working group activities of IMS, including the development of accessibility methods and the
creation of metadata profiles such as CanCore – two theme areas in which Canada has demonstrated
world class leadership.
In Europe, the United States, and Australia LOR initiatives have been developed in most cases through
consortium approaches, funded by a central agency, in order to seed the activity. Examples include:
National Learning Network (NLN) in the United Kingdom http://www.nln.ac.uk/
SMETE Open Federation in the United States http://www.smete.org
Schools Online Curriculum Content Initiative in Australia http://socci.edna.edu.au/
These projects have received significant funding in their respective countries and are designed to be the
blueprint for additional LOR activities. In all cases they have a national approach that brings together or
provides a LOR forum for educational stakeholders from the federal, state, provincial, or regional levels.
These projects demonstrate that for a mature and sustainable model to emerge, a collaborative national
strategy is required. These projects also demonstrate that it is possible to operate valuable educational
technology projects of a national scope in the absence of policy, while allowing the policy requirements
to emerge and be dealt with in concrete terms rather than in the abstract.

A third trend that is emerging internationally is a focus on the development of communities of practice as
a method for enlarging and expanding LORs into the work of faculty, instructors, and teachers. Exemplars
of this approach include:
MERLOT http://www.merlot.org
Edutella http://edutella.jxta.org
MERLOT is organized as a consortium, providing a repository structure for peer-reviewed learning objects
that are accessible to the academic community. It is organized around discipline-specific libraries of
objects and demonstrates a viable method for organizing end users to both contribute and benefit from
the learning objects accessible from its library. Canadians play influential roles on the board of MERLOT,
and a number of Canadian repository projects and provinces are participants in the MERLOT framework. It
provides not only a model for further development in Canada, but also provides a natural connection to a
network of repositories that will undoubtedly emerge in the United States based upon the MERLOT
template.
Edutella takes a user-centric approach to communities of practice, based upon peer-to-peer technology
(P2P) that uses the SUN Microsystems JXTA specification. It is focused on the notion that users are the
primary catalyst in the success of a LOR network and that this success can be enabled by providing users
with convivial desktop tools that allow them to classify, store, search, and retrieve learning objects from
their desktop systems, from discipline specific servers, and from large-scale digital libraries. The CANARIE
sponsored POOL project has also developed a sophisticated peer-to-peer architecture in its LOR
development and demonstrates another potential connection for Canada to the LOR developments taking
place internationally.

4. POTENTIAL COMMUNICATION AND DISSEMINATION FRAMEWORK
As part of this study, opportunities and strategies for greater knowledge sharing among organizations and
people involved in learning object repository research and deployment for education and training were
considered.
A number of groups and organizations are active in disseminating the results of their work in academic
publications and presentations at most Canadian and international conferences. However, only a few
Canadian organizations or groups working in the area of learning object repositories are attempting to
serve as an aggregator by compiling and making available useful reports and overviews or facilitating
networking and liaison among groups in Canada. The CANARIE-funded BELLE project has posted a number
of useful reports for general audiences at their website (www.belle.netera.ca) but CANARIE and Industry
Canada have been the most active in dissemination and networking. The POOL project has lead an
initiative to edit a special edition of the Canadian Journal of Learning and Technology dealing with
learning objects that will be disseminated in the fall of 2002.
CANARIE has worked to ensure that the learning object repository projects it funds are connecting their
efforts by initiating meetings and communicating their expectations for collaboration. This process would
be enhanced by using a common template for reporting progress such as the one used in Appendix A.
CANARIE has also organized the annual CANARIE National E-learning Workshop, which has been a useful
venue for sharing results among the CANARIE-funded projects. Each year the Workshop draws a wider
audience of practitioners from the public and private sector.
Industry Canada has been active in keeping Canadian groups informed of global developments by
sponsoring Canadians to participate in international meetings and, in 2000, hosting an IMS meeting in
Ottawa that involved many public and private sector players. The recently established EduSpecs
Technical Liaison Office (TLO) will implement a communications plan to disseminate information on
standards and specifications and facilitate networking among key players. The National Research Council
e-learning Research Group also has plans to expand efforts in the LOR area, by producing publications
aimed at decision-makers in implementing organizations.
While greater coordination and leveraging of existing communication and dissemination channels is
recommended, further investment is needed to expand efforts and to address specific needs of target
groups. Some of these groups, their needs, as well as possible communication vehicles and key
organizations are provided in the tables that follow.
More detailed recommendations are provided in the final section of this report.

POTENTIAL DISSEMINATION STRATEGIES TO ADDRESS COMMON NEEDS
AUDIENCE KEY COMMON NEEDS POSSIBLE COMMUNICATION
VEHICLES
KEY ORGANIZATIONS
Educators and trainers
(practitioners)
• K-12
• Post-Secondary
• Workplace
Policy-makers and decision
makers at provincial and
federal level
Private sector developers of
LOR solutions and services
Researchers
Identification of organizations
involved in either research or
deployment of LORs, including
implementing organizations as
well as available technologies
(Open Source products and
commercial solutions) and
available expertise, services,
and training
Rapid dissemination of lessons
learned in deploying LORs to
avoid reinventing the wheel or
taking approaches unlikely to
be successful
Developments in meta-tagging
standards
Rapid communication of
research findings both
nationally and internationally
International developments
Introductory primers/tutorials on
key areas (meta-tagging,
standards, architectures,
deployment strategies) by
experts (see for example, the
Masie Centre E-learning
Consortium “Making Sense of
Learning Specifications and
Standards: A Decision Maker’s
Guide to their Adoption” at
http://www.masie.com/standard
s/S3_Guide.pdf)
Case studies and profiles of
implementations and evaluations
(possible CANARIE/Industry
Canada sponsored report series)
Web site that collects, annotates
and posts available reports (see
BELLE as an exemplar)
Continued use of CANARIE
National E-learning Workshop as
dissemination vehicle. Organize
workshops at CADE conference
Email bulletins/multimedia
newsletters of developments
included in existing email and
print newsletters of CMEC,
TeleEducation NB, and others
Web site that collects key
research reports and identifies
research issues
Reader-friendly articles in
magazines of SchoolNet, the
Association of Canadian
Community Colleges, AUCC,
industry training organizations
such as the Canadian Association
of Education and Training
Organizations (CAETO)
Training Workshop Series, both
online and face to face
Potential Aggregator Network
Participants:
• EduSpecs Technical
Liaison Office
• CANCORE
• NRC E-learning
Research Group
• CANARIE-funded LOR
projects
• C2T2 (The Centre for
Curriculum Transfer &
Technology)
• Pan-Canadian LOR
Channels
• Council of Ministers of
Education (CMEC)
• CANARIE Inc.
• Industry Canada
(SchoolNet & IHAB)
• Canadian Association
for Distance Education
(CADE)
• National Research
Council Industrial
Research Assistance
Program (NRC IRAP)
Funders
• Department of
Canadian Heritage
• CANARIE Inc.
• Industry Canada
• Office of Learning
Technologies and
Human Resources
Development Canada
(OLT and HRDC)
• Ministries of Education

POTENTIAL DISSEMINATION STRATEGIES TO ADDRESS SPECIFIC NEEDS
AUDIENCE KEY NEEDS COMMUNICATION VEHICLES ORGANIZATIONS
Policy-makers and decision
makers at provincial and
federal level
Gain greater awareness and
interest
Educational rationale for
learning object repositories:
Why the learning object
approach?
Why is this an important
area?
Developing targeted brochure(s)
with more accessible language to
remove the perception that this
is only a technical area of
interest and to highlight interest
and actual use of LOR in Canada
Development of network of
champions at provincial level
CANARIE Inc.
NRC E-learning Group
Alberta Learning
CMEC
International Community Keep international
organizations aware of
developments in Canada
Keep Canadian organizations
informed of global
developments and ensure
representation of Canadian
interests
Web site that collects key global
research reports and identifies
research
CANARIE National E-learning
Workshop
CANARIE/Industry Canada
sponsored report series
Participation in international
studies and implementations
(MERLOT, EML) and committees
(IMS)
CANARIE Inc.
National Science
Foundation/Researcher Links
Industry Canada:
IMS/EduSpecs TLO
MERLOT (T. Carey, Board co-
Chair)
CANARIE Link with European
Commission
POOL link with AVIRE, and
Australian architectural LOR

5. RECOMMENDATIONS
RECOMMENDATIONS FOR THE CANARIE RFP PROCESS
CANARIE has an immediate opportunity to consolidate existing work and advance implementations of
learning object repositories with its Learning Program Request for Proposals (RFP). The following
timelines are recommended for the development, release, submission, and announcements related to the
CANARIE E-learning RFP process.
RFP announcement
- April 15, 2002
- $6M ($3M CANARIE)
RFP submission deadline
- May 15, 2002
RFP announcement
- June 30, 2002
RFP contract
- September 2002
A PROBLEM-BASED RFP FORMAT
After consultation with project participants and after conducting an analysis of current activities related
to learning object repository development and deployment, the study team proposes the following
recommendations with regard to structural elements of the CANARIE E-learning RFP.
A. Provide a solutions orientation to the RFP process, with multiple scenarios that reflect the
actual work of educators, instructors, resource developers, publishers, and faculty.
The study team believes that the CANARIE RFP process should seek to move beyond the project stage and
move toward larger-scale implementation, informed by the needs of identified end users in the
educational community. Some of those end users include:
instructors, teachers, faculty members
instructional designers
media and resource developers
publishers

The RFP could provide written scenarios that describe the typical work and workflow requirements for
representative members of the educational community as a problem to be solved.
B. Provide targeted solutions that solve particular parts of the larger problem, but requiring
integration to match components.
The “larger problem” includes the areas for development that were identified in nine work packages
identified by project members and resource persons who attended the CANARIE coordinated meetings in
Vancouver, BC in November 2001. Those work packages included repository activities that were needed in
the following areas:
Community building
Content repository
- Digital rights management
Metadata
Software
Hardware
Business and management models
Evaluative research
Project management and communications
- Coordination (Knowledge Management)
Policy development
C. Provide for a creative interpretation of potential solutions in the RFP process but ensure that
they are backed up by common technical standards (CanCore, IMS, SCORM, XML) that will
require interoperability between components.
The study team recommends that the RFP process allow for creation interpretation of potential solutions,
but that the RFP require adherence to common technical standards to ensure that components of the RFP
process can interoperate. Emerging metadata profiles such as CanCore should be a requirement for all
RFP submissions.
D. Ensure that accessibility is a required component of all RFP submissions.
The current CANARIE-funded project Creating Barrier-Free Broadband Environments has demonstrated
that an approach to building learning repositories and aggregations of content from repositories can have
accessibility as a central design tenet. The study team believes that this approach will ensure that all
members of the educational community served by the project will be able to have access to the rich
resources and tools as an intentional design requirement. The study team recommends that this

approach, the requirement for accessibility be followed with all components of the CANARIE RFP process.
The team further believes that this approach will place Canada at the forefront of repository
development for the future.
E. Ensure that RFP submissions are informed by best practices of comparable projects.
Projects such as the Multimedia Educational Resources for Learning and Teaching (MERLOT) project was
frequently cited by project teams reviewed in this study as an exemplar of how communities of practice
might be built to effectively utilize learning repositories. Other projects such as Edutella that seek to
empower communities of practice from the desktop level through to the large scale repositories was also
cited as an exemplar by project team members who were interviewed by the study team. The most
recent project in the United States, the National Science Foundation (NSF) funded SMETE project is
designed to enable a federation of repositories, each of which could ultimately be managed by its
stakeholder community. The study team recommends, therefore, that RFP submissions ensure that they
cite best practices from other jurisdictions with which their project could ultimately collaborate or
interoperate both in Canada and elsewhere.
F. Ensure that RFP submissions are pre-qualified by an external review panel.
In reviewing the CANARIE RFP applications, CANARIE should initiate a review by qualified persons, and
potentially invite an international reviewer, given the size of the community in Canada, who would
provide a preliminary assessment of the technical strengths of the proposal as well as the
business/sustainability case. It would be ideal to have the review panel provide guidance as a step before
the application is reviewed by CANARIE analysts and the Learning Program Senior Steering Committee.
INDUSTRY CANADA AND EDUSPECS
The study team recommends that Canada continue to expand its work with the IMS Global Consortium
through expansion of its influence into additional IMS working groups. Canadians are beginning to play a
role in the instructional design working groups. As well, Canadians should play a role in the competency
working group of IMS to ensure that training and corporate development initiatives in Canada are directly
connected to LOR work on the global stage. Canada has much to offer in this realm.
OUTREACH AND DISSEMINATION
The study team recommends the following initiatives to address the major needs for information and
knowledge sharing and to address specific target audiences, such as Ministries of Education and education
companies, that are not addressed in current dissemination efforts.

Given the great information needs in the deployment and use of learning object repositories, at
minimum CANARIE and Industry Canada should coordinate their activities and investments and
make better use of some of the existing communication channels. As one example, the EduSpecs
TLO and CanCore groups need to leverage one another’s strengths and connect activities,
especially given limited budgets.
CANARIE and Industry Canada should begin discussions with Ministries of Education to ensure that
duplication of efforts is avoided and that initiatives are co-beneficial to the educational
communities across Canada. Information sharing through a clearing-house of initiatives jointly
sponsored by the Council of Ministers of Education (CMEC) and Industry Canada/CANARIE should
be explored.
Coordination of dissemination and outreach activities is a good step but will not be adequate.
CANARIE should increase its investment in dissemination and outreach in learning object
repositories to capitalize on the fact CANARIE is seen as the primary funder and resource in this
area. Increased activities through partnerships with the Office of Learning Technologies (OLT),
Department of Canadian Heritage, National Research Council, and CMEC should be pursued.
If CANARIE and Industry Canada must limit their activities due to financial constraints, the
following publications should be prioritized:
o A short brochure targeting Ministries of Education and communities of users (e.g. such
as teachers and trainers and administrators) that outlines in accessible language the
opportunities created by use of learning object repositories and the state of their
development and use.
o An annual report targeting potential institutional users of learning object repositories,
both public and private, that summarizes lessons learned in current implementations.
o A primer on standards developed and published by Industry Canada’s EduSpecs TLO and
CanCore.
o A primer or report on the intellectual property issues associated with the use of learning
object repositories to guide administrators, institutions and individual educators
concerning the Canadian environment for learning objects.
o A comprehensive Canadian state-of-the-art publication that contains a series of articles
corresponding to the topics of the key work packages recommended for the CANARIE
Request for Proposals. This publication would be targeted to international agencies and
organizations as well as to interested members of the Canadian community.
CANARIE and Industry Canada should also consider the following aggregation and leadership
initiatives:
o Provide additional funding to BELLE to expand its web-site and become the CANARIE
Learning Program one-stop knowledge resource on learning object repositories by
posting the various papers and publications, and to the SavoirNet site for French
publications. This site could link to EduSpecs TLO and CanCore for more detailed
information on standards and specifications.
o Sponsor a leadership/outreach initiative to create a “Network of Champions”, a group
of opinion leaders at the provincial and federal level who will be active in outreach

strategies and the development of matching funding opportunities.
o Support a learning object community of practice through outreach activities utilizing
new technologies to support information sharing and professional practices. Such
community building activities could include a pan-Canadian listserv, linking to the
creation of a “test-bed” repository structure, and linking of existing CANARIE projects to
the community of educators across Canada. The community should also include those
responsible for online education, technology enhanced learning environments and
content creation within Ministries of Education. A possible organization to assist with
this initiative for the post-secondary sector is C2T2, an organization with experience in
community building.
VISION FOR A NEXT PHASE OF LORS
The funded projects resulting from the CANARIE RFP and Industry Canada’s work in standards
development and dissemination with EduSpecs should be designed in a way that helps to achieve large-
scale demonstrations and evaluations of the learning object repository approach. However, the study
team recommends that both organizations continue their leadership beyond 2004.
During its Phase III, CANARIE supported the development of a world-class learning infrastructure with
CA*net3. The CANARIE Learning Program has funded a portfolio of large multi-partner projects, often
spanning many provinces. These projects are demonstrating the removal of barriers and the effective use
of e-learning across all educational sectors and a variety of industries. Nearing the end of this phase,
CANARIE is increasing its activities in disseminating results by organizing a National E-learning Workshop
and bringing on other partners to co-invest in targeted areas (e.g. the CANARIE-OLT joint funding
initiative in the health sector).
Industry Canada has been an early champion of the e-learning sector with the creation of funding
programs for learning applications and product development. The department has also had a role in
expanding Canada’s learning infrastructure by creating networks of community access sites and
connecting schools and libraries across Canada. Most importantly, Industry Canada initiated programs
such as SchoolNet’s Grassroots to build awareness and seed communities of content providers at the
teacher/instructor level.
In the Learning Object Repository arena, both CANARIE and Industry Canada have played leadership roles
that are widely acknowledged. CANARIE was one of the first investors in flagship learning object
repository developments across Canada. Through this investment, Canadian project leaders were
provided with the base to participate in international initiatives in the U.S., Europe, and Australia.
Industry Canada was an early supporter of the IMS initiative and has prioritized the need to connect with
the development of global standards.

The learning object repository area presents CANARIE and Industry Canada with a timely opportunity to
leverage this considerable base of technical infrastructure, knowledge and technology creation,
community development, and relationships.
There are several reasons why involvement and support of various levels of government are critical at this
early stage of large-scale learning object repository deployment. The utilization of learning object
repositories is still at the demonstration phase and the market for the exchange of learning objects in its
infancy. There are some benefits to this early stage of development as commons standards and
interoperable repositories can be encouraged. The other major challenge to the application of learning
object repositories is the fragmentation of the various funding agencies and implementation groups. To
be successful and to lead to sustainable implementations, partnerships with provincial ministries and
other federal government departments are required to carry out the following:
• Expand broadband networks across Canada including last mile investments
• Utilize and expand existing communities of content providers and users
• Expand support for the development of content
• Carry out the critical professional development to effectively use LOR
• Share effective practices
• Conduct applied research and development in both technical and social areas
• Ensure connection to international developments
• Support e-learning industry development
CANARIE and Industry Canada are positioned to catalyze and co-lead this initiative in the learning object
repository area. Through coordination of efforts led by CANARIE and Industry Canada, greater economies
of scale are possible. The diagram that follows is a view of the possible coordinated functions and some of
the key players that will be involved in the funding of deployments or offering of testbed opportunities.

The wide-scale deployment of learning object repositories and related benefits in cost-effective
development of education and training finds much support in the recently released Innovation Papers.
There is a need to build “the country’s learning infrastructure” (Knowledge Matters, page 38) in order to
address the critical need to renew and upgrade the skills of Canada’s workforce and strengthen the post-
secondary education sector.
CANARIE and Industry Canada could begin over the next 18 months with a communications effort to
identify the network of champions and communities of practice needed to carry out this vision. The table
that follows outlines present activities and potential roles for a number of federal and provincial
organizations with an interest in the development and deployment of learning object repositories.

ORGANIZATION PRESENT ACTIVITIES POSSIBLE ROLE IN JOINT INITIATIVE
CANARIE CA*Net3
Learning Program funds development
and implementation of LORs
Collaboration and information sharing
through National E-learning Workshop
Catalyst and initial co-lead with Industry
Canada
Lead on network infrastructure
Program to support tools creation and industry
development (TAD as possible model)
Industry Canada Sponsors of EduSpecs, IMS Technical
Liaison Office and funder of CanCore
Foster grassroots creation of online
content and ICT skills development
through SchoolNet
Industry development through
multimedia learnware program
Promoting best practices in integrating
ICT in learning.
Mechanisms for collaboration and
information-sharing such as the
SchoolNet Advisory Board
Canada’s Campus Connection provides a
portal for the promotion of on-line
courses of Canada's universities and
colleges to a growing market of
government and private sector
employees seeking skills upgrading.
SchoolNet portal: 3,000 teacher-vetted
and indexed online educational
resources
Support for partner-developed online
services
SchoolNet Network of Innovative Schools
develops and shares best practices for
ICT in learning
Catalyst and initial co-lead with CANARIE
Lead on standards
Offering of “community bases” of the
SchoolNet Grassroots, Community Access
Program/or NIS and Campus Connect
National Defence ADL Co-Lab with emphasis on adaptable
user interfaces
Information resource and possible exemplar
site
NSERC Fund base technology developments Research on new tools including peer to peer
tools
SSHRC Research on community-building and social
issues
New Economy Program could fund
implementations and evaluations of LOR
National Research Council Conducts some research and
dissemination activities related to meta-
tagging
E-learning Research Group at NRC Institute for
Information Technology as a generator of
summary and state-of-the-art reports
Department of Canadian
Heritage
Programs for content development Programs for content development
HRDC Has funded applications and evaluations
of LOR approaches
E-learning Sector Council and lead on
professional development
CFI Funded some implementations of LOR
(e.g. the Open Learning Agency)
Support to individual organizations and
consortium’s implementing LOR
CMEC Initiated a number of reports and
meetings of provincial stakeholders
• Joint sponsor of clearinghouse
Provincial ministries Alberta released RFP and sponsored
Alberta LOR implementations
A number of provinces are pursuing LOR
projects including Alberta, Ontario, and New
Brunswick. Other provinces such as
Saskatchewan are major participants in
Grassroots and are underway with strategy
development.

6. REFERENCES
The list of references includes reports, papers, and studies that were both identified by the study team or
submitted by interested parties.
Council of Ministers of Education (2001). Overview of Provincial/ Territorial Involvement in On-
line Learning. Final report of the Advisory Committee for Online Learning. Available:
http://www.cmec.ca/postsec/on-lineInventoryEN.pdf
Downes, S. (2002). The learning object economy. In press. Contact North. Available:
http://www.downes.ca/files/Learning_Object_Economy.doc
IMS Global Learning Consortium Inc. (2001). IMS digital repositories white paper, Version 1.6. Available:
http://www.imsproject.org/imsdr_whitepaper_v1p6.pdf
Lagoze, C. Ed. (2002). Core services in the architecture of the national digital library for science
education (NSDL). Available: http://arxiv.org/ftp/cs/papers/0201/0201025.pdf
Nedjl, W., Wolf, B. et al. (2002). Edutella: A P2P infrastructure based on RDF. Available:
http://edutella.jxta.org/reports/edutella-whitepaper.pdf
Ontario Knowledge Network for Learning (2001). White paper for a learning object repository: For
discussion purposes. Ontario. Available: http://oknl.edu.gov.on.ca/eng/pdf/1_3_13_1.pdf
Oram, A. (2001). Peer-to-peer: Harnessing the power of disruptive technologies. O’Reilly & Associates.
Resource link: http://www.oreilly.com/catalog/peertopeer/
Paquette, G. (2001). Research network on learning object repositories (NETLOR) position paper.
Unpublished paper. December 12, 2001.
Wiley, D.A. Ed. (2002). The instructional use of learning objects. Agency for Instructional Technology
(AIC). Available: http://www.reusability.org/read/

APPENDIX A: CURRENT REPOSITORY PROJECTS AND INITIATIVES IN CANADA
In order to conduct a review of current repository projects in Canada, a framework for reporting was
developed that would provide a consistent method for documenting information. The framework used by
the study team is outlined in the section that follows.
REPORTING FRAMEWORK
The report framework consisted of the following elements:
Project Name
Summary
o Educational Goals
o Beneficiaries of Project
Technology
Implementation
o General State of Project Progress
o Lessons Learned from Current Implementation
Staffing
o Staffing Resource Details
Budget
Benefits
o Primary Benefit
o Value of Project to Beneficiaries
o Value of Project to Canada
Evaluation
o Evaluation Methods and Results
PROJECTS REVIEWED AND INTERVIEWS CONDUCTED
The projects were reviewed by the study team, and interviews were conducted with their project
managers or principal investigators. The tables that follow summarize data from the following projects:
Broadband Enabled Lifelong Learning Environment (BELLE)
Campus Alberta Repository of Educational Objects (CAREO)
Creating Barrier-Free Broadband Learning Environments
Learn Canada
Open Learning Agency – Canada Foundation for Innovation Project
Partnerships for Learning, Innovation and Technology (PLIANT)
Portal for Online Objects for Learning (POOL)
SavoirNet (Explor@)

The following individuals provided their time for interviews with the study team:
Terry Anderson Athabasca University
Tim Bray Antarcti.ca
Alan Burk University of New Brunswick
Tom Carey University of Waterloo
Stephen Downes National Research Council
Norm Friesen University of Alberta
Enid McCauley Open Learning Agency
Rory McGreal Athabasca University
Doug McLeod Netera Alliance
Gilbert Paquette LICEF
Nancy Parsons Heath Stem~Net
Gary Popowich Alberta Learning
Griff Richards TeleLearning NCE
Kevin Riley JISC / BECTA (United Kingdom)
Susan Schroeder Alberta Learning
Jutta Treviranus University of Toronto
The tables that follow reference information collected for repository projects in Canada. Any errors or
omissions are those of the study team.

BROADBAND-ENABLED LIFELONG LEARNING ENVIRONMENT (BELLE)
Summary BELLE (Broadband Enabled Lifelong Learning Environment) is a project funded under the CANARIE Learning
Program. BELLE's objective is to develop a prototype educational object repository.
Educational Goals:
Over the course of two years, BELLE is exploring the critical aspects of building object repositories.
Specifically, BELLE is investigating four interconnected aspects of establishing this repository:
Creating and cataloguing educational objects
Pedagogical models and peer review processes
Evaluation and support
Test bed infrastructure
The aim of BELLE is to weave these four areas together to make a prototype for an educational object
repository. While this prototype will not be a fully functional or a complete repository, it is intended to test,
evaluate, and document key components of such a structure.
Beneficiaries of Project:
Partners, researchers, educators, and students
Technology Item Benefit
Educational Objects Accessibility – object is defined and categorized for easy access
Adaptability – user can locate and adapt the object with ease
Interoperability – object will function across a wide variety of
hardware, operating systems and web browsers
Peer Review Will improve the quality of learning
Saves on cost and time
Will examine models and approaches related to teaching evaluation,
academic peer review, learning object evaluation and scholarly
teaching
Will assess scholarly contributions and individual faculty members at
partner institutions
Content Repurposing Allows learning objects to become customizable and reusable, is cost
effective, sustainable, and offers high-quality educational materials
Advanced Network
(broadband networks)
Allows videoconferencing/streaming video to become practical by
enabling delivery of interactive materials to classroom
Allows interaction between geographically separated teachers and
learners
Streaming Video
(VoD – video on demand)
Users can simultaneously receive data
Users can receive, jump to any point, or rewind and replay a
presentation
It cannot be saved, captured or modified
Can create original video/audio
Can compress video into suitable format for network delivery
Digital delivery via internet to viewers desktops
To replace analog video devices such as VCR’s
Video Conferencing (MCU –
Multipoint Control Unit)
Exchange of information in real time, better video and audio quality,
low transmission costs, convenient access with more video
conferencing features
Client Learning Environment
(CLE) - video conferencing
system
Mobile, scalable, self-contained low-cost video conferencing system
It includes all hardware/software or H.323 video conferencing
Only 120V AC power and 10 mbps internet connection required
Easily configured

Implementation General State of Project Progress: Progress Report 7 (Dec. 31, 2001)
Work is progressing on all aspects of the project. Some of the highlights are:
Full deployment of Client Learning Environment (CLE)
Definition and schedule of partner pilot projects
Definition of content repurposing facility specification and workflow
Functional prototype repository (CAREO)
Development of prototype for indexing and uploading of digital content (Learning Commons
Metadata Hub)
Training and support schedule for content repurposing and metadata generation
Lessons Learned from Current Implementation:
A proposal has been drafted requesting the project be extended from March to December 2002, and that
further funds be provided for this period. (Refer to the BELLE Extension draft December 31, 2001).
Staffing Staffing Resource Details: Totals: 11 fulltime; 23 part-time
Budget $3.4 million shared-cost project
Benefits Primary Benefit: Partners
Value of Project to Beneficiaries:
An opportunity to optimize and evaluate current learning conventions as well as create and implement a
national standard.
Value of Project to Canada:
Because of the importance of education to Canada’s economic future, building a robust
infrastructure for a shared national object repository is an important project for the nation in the
21st century
There is currently no standard for metadata on the Internet. The BELLE project will provide a much
greater level of access to relevant online sources across Canada and will act a as lead for any other
repository projects that are created. It will eliminate the problem of “information blindness.”
Content repurposing looks at standardizing ways to develop, deliver, and cost-effectively repurpose
digital educational materials across the country.
Advanced networks will enable users to deliver high-resolution video almost instantaneously to any
school, office, or home in the country.
Streaming video will replace analog video devices such as VCRs.
Evaluation Throughout the duration of the BELLE Project, quantitative and qualitative evaluation tools will be used to
establish the feasibility and acceptability of the broadband-enabled learning environments. These results will
have an impact on both technology and learning as they are fed back into the teaching and learning
development process.
The continuing cooperation, communication and commitment of all of the partners are necessary to the
success of the BELLE Project. These evaluative steps are presented in that spirit of collaboration.
Evaluation Methods (and results):
1. Logs:
a) System log for the Client Learning Environment (CLE)
b) Activity log for the Client Learning Environment (CLE)
c) Discussion log between partner institutions and Netera Alliance
2. Market research study
3. Evaluation questions
4. Pilot and evaluative projects
The Core Evaluation Team (CET) will coordinate evaluation activities with the appropriate sub-groups at each
stage of the evaluation process.
Project Partners The BELLE project is a partnership led by the Netera Alliance, and includes:
Banff Centre for the Arts
McGill University, Faculty of Medicine
Northern Alberta Institute of Technology
Seneca College
Sheridan College
University of Alberta
University of British Columbia
University of Calgary Faculty of Medicine
University of Calgary Learning Commons
University of Lethbridge
Vancouver Film School
York University

CAMPUS ALBERTA REPOSITORY OF EDUCATION OBJECTS (CAREO)
Summary The Campus Alberta Repository of Educational Objects (CAREO) project is supported by Alberta Learning and
is also funded through the BELLE project. CAREO has as its primary goal the creation of a searchable, web-
based collection of multidisciplinary teaching materials for educators across the province and beyond. CAREO
is being undertaken jointly by the universities of Alberta and Calgary in cooperation with BELLE (Broadband
Enabled Lifelong Learning Environment), CANARIE, and as a part of the Campus Alberta initiative. CAREO uses
the CanCore metadata specifications and is modeled after the US-based MERLOT project.
Educational Goals:
GOAL 1: a functioning online learning object repository
Measure: 5000 Canadian visitors in 1 month; 200 objects added by Alberta users.
GOAL 2: Creation of user group and a support community around the repository
Measure: 150 personal members from Alberta; 25 institutional memberships from Alberta.
GOAL 3: Involvement of faculty members from U of A and U of C in the development and implementation of a
peer review processes
Measure: Securing commitments from a total of 8 faculty members.
GOAL 4: Collaboration with existing and emerging repository efforts
Measure: Membership in other repository organizations; interoperability with other repositories.
GOAL 5: Research and dissemination of findings
Measure: 3 Peer-reviewed publications.
GOAL 6: Promotion of use of educational objects among instructors
Measure: See measures for first 2 goals. Integration of training and support for the use of educational objects
with existing support efforts of Alberta Learning and the Learning Commons.
GOAL 7: Development of a business and sustainability plan
Measure: Secured funding and/or action plan
Educators and learners
Technology:
Object Repository
Item Description / Benefits
Repository Application Instructors & Learners: An HTML interface for searching and
retrieving metadata records that describe and link to learning
objects
Administrators: An HTML interface for maintenance functions (i.e.
quality control of metadata records)
Only an internet connectivity and compliant web browser is required
Distributed Assets/Asset
Repositories
The assets (a.k.a. learning objects) themselves would be distributed
on servers across the web after being either submitted to the
repository or collected via another repository or metadata store.
Metadata Interchange Will collect records available in other repositories or metadata
stores
Will ensure that collected metadata conforms with CanCore
protocol
Will make Metadata records available for collection by other
repositories
Implementation General State of Project Progress: A prototype with limited learning objects is available at
http://careo.netera.ca/cgi-bin/WebObjects/CAREO.
The main test facing CAREO goes beyond the technology. The repository technology is being refined and
Alberta is rapidly upgrading bandwidth to its higher learning institutes and K–12 schools.
Populating the repository and the peer review process will be the major challenges, as will getting institutes to
adopt MIT’s and MERLOT’s philosophies of the open source approach to sharing intellectual property. Another
challenge will be in the training of educators in the consistent application of the metadata standard as applied
to describing learning objects, and in the training of educators and learners in the use of the repository.
Staffing Staffing Resource Details:
Faculty Editorial Review Board Members = 7
CAREO Advisory Board = 6
Co-directors for CAREO Project = 2
Unable to find other data outlining additional resource details

Benefits Primary Benefit:
To provide the educators and learners (K-12 and post-secondary) of Alberta and other jurisdictions with a
web-based searchable database of learning objects across multiple curriculum areas. The learning objects
will be utilized in traditional face-to-face learning environments, in distributed learning, and in the
workplace.
• To enable learners to take courses from any college or university, either on-site, on-line from their
homes, or on the job
• Reuse of modularized educational resources or learning objects
• Easy access to learning objects through a searchable database
• Single-click access to these resources through a repository architecture
• Cost reduction
• Professional recognition for staff engaged in development or delivery of educational resources
• Maximization of investments in staff and course development
• To provide quality control for learning content used in teaching through peer review
The primary benefit to Canada is the creation of a searchable, web-based collection of multidisciplinary
teaching materials for educators across the country.
Evaluation Evaluation Methods:
The development and enhancement of these resources through quality control, peer review, reward and
support practices.
Results:
A prototype object repository has been achieved.
Project Partners MERLOT
Netera Alliance
Alberta Learning
BELLE Project
CanCore Protocol

CREATING BARRIER-FREE BROADBAND LEARNING ENVIRONMENTS
Summary This project supports educators in creating and repurposing learning content that is accessible to all learners.
It also provides learners with on-line curriculum that adapts to their learning and access needs.
Development of broadband delivered education systems in Canada is at a critical juncture: conventions can
be established that exclude a large sector of the Canadian population or conventions can be adopted that
make education possible for many Canadians who have been previously excluded. If proactive steps are taken
now, barrier-free education can be a naturally integrated component of broadband education delivery.
Educational Goals:
The overall goal of this project is to identify potential barriers to access in broadband education delivery
systems, develop solutions to the barriers, advance alternative or multi-modal display and control
mechanisms that are only possible in broadband environments and create tools that allow learners to
customize the learning experience to their individual learning styles and needs.
Overall Plan:
Iterative development
Implementation
Evaluation
Prepare for commercialization and dissemination
Learners who are presently excluded from using network based educational environments due to access
barriers (i.e. disabilities) include individuals of all ages who are:
Blind and depend upon screen reading or refreshable Braille technology
Deaf and hard of hearing and rely on captioning for access to audio components
Visually impaired and require screen magnification tools
Physically disabled and require alternatives to the keyboard and mouse
Have learning disabilities that require text-to-speech and/or voice recognition tools
Deliverables Item Benefit
Authoring Tools Will provide the capability of alternative formats to
video learning materials (i.e. captions and audio
descriptions, to enhance learning materials with
graphics, interactive exercises, hyperlinks, etc.)
Player Will allow learner to interact with educational
material
Learner Preferences Will allow content authors to specify their defaults for
the presentation of the learning materials, and allow
learners to specify their own personal preferences
Learning Object Repository A database of learning objects will be designed to
house the various media items allowing the learner to
access only the components they require.
Accessible and Customizable Educational Videos Will enable teachers/authors to use the authoring tool
to create educational videos customized with content
related to their own classroom/student needs.
Haptic Interactive Exercises Will provide tactile exercises to supplement the
learning materials. These modules will be linked in
with the learning materials by the author through the
authoring tool, and the learners will experience the
exercises through the Player tool.
Sign Translation Requirements Will be investigated, to determine how to make
effective use of the broadband environment to transmit
sign translations of learning materials.
Implementation General State of Project Progress:
Authoring Tools
An early version of the Authoring Tool is currently being tested. The Authoring Tool can be used to:
Supplement a video presentation with alternative modalities, including
o Multiple text caption tracks (e.g. different languages, different reading levels)
o Multiple audio descriptions (e.g. different languages, etc.)
o Alternate videos (e.g. ASL translation)
Add instructor annotations
Add hyperlinks to supplementary information, such as definitions and web-based material
Add graphic overlays, such as diagrams, or highlight indicators
The Authoring Tool will be integrated with the Repository, allowing the user to search the Repository for
learning objects that could be added to the presentation.

Player
An early version of the Player is currently being tested. This Java application allows learners to access
education material authored using the Authoring Tool, and configure it according to their own learning style,
as specified in the Learner Preferences.
Learner Preferences
The learner can specify whether or not they wish to view a text caption, or hear an audio description, and
express their preference for which version of the supplementary material they prefer, based on language
preferences, and other factors such as reading level. They can indicate whether or not they wish to view any
instructor annotation, or supplementary images.
Learning Object Repository
The repository is organized around a three-tier architecture.
The first tier is the database
The second tier of the learning repository is a "server"
The third tier of the repository is the client software which runs on computers used by end users
Accessible and Customizable Educational Videos
The partners involved in this project have collaborated and developed a sample half-hour video. Episode One
of the Canadian Learning Television series Physics- A World in Motion has been enhanced with caption tracks,
audio descriptions and a broad range of supplementary learning materials, including web-based simulations,
diagrams, tables, charts and haptic exercises. This video represents the power of being able to transform
learning materials to meet the individual needs of both the instructor and the learners.
Sign Translation Requirements
In preparing the evaluation material for American Sign Language (ASL) translation it was determined by the
partners that this deliverable should be expanded. One of the considerations not included in the original plan
was to determine how broadband systems can help to overcome some of the problems of traditional
broadcast ASL translation. Because of the ability to view materials in a non-linear fashion, to display overlay
graphics and to show more than one video window, a number of traditional challenges to effective ASL
translation may be overcome in a broadband environment
To learners, teachers, and authors with disabilities
To provide users with disabilities the same quality of access to education and instruction as non-disabled
persons.
Conventions can be adopted that make education possible for many Canadians who have been previously
excluded.
1. Formative evaluation for broadband accessibility study
2. ASL video evaluation
3. Summary of interface evaluation activities
4. Additional evaluation initiatives: Literature review and expert survey
Project Partners Canadian Learning Television
Adaptive Technology Resource Centre, University of Toronto
Centre for Learning Technologies, Ryerson Polytechnic University
Canadian National Institute for the Blind Library (CNIB)
Canadian Hearing Society (CHS)
National Educational Association of Disabled Students (NEADS)
Marblemedia Inc.
Contributors and Consultants:
Immersion Corporation
Expresto Software Corp.

LEARN CANADA
Summary LearnCanada's mission is to leverage the potential of CA*net 3 to develop a broadband interactive virtual
learning community for Canadian K-12 educators.
Educational Goals:
LearnCanada will develop broadband infrastructure, multimedia tools and middleware for professional
development through virtual peer-learning communities, and telementoring within a portal/repository
environment.
Will connect multiple sites at each of six school boards across Canada
Will carry out and evaluate field trials with 300 K-12 educators across Canada
Will generate broadband multimedia software that may be useful to other research projects
Will focus on project based learning
Will develop tools for online dialogue and interaction for video annotation and multimedia
databases
Will initiate long-term work on portal/repository middleware for access and distribution of
multimedia learning objects across Canada
Usability, security, privacy and e-commerce requirements will be developed
Portal user-interface functionality will be prototyped and evaluated
Will develop scenarios for Canada wide deployment of broadband infrastructure and middleware
LearnCanada will focus on professional development of K-12 educators, but the approach is applicable to
adult learners in a much wider context.
Technology: Portal Repository Benefits / Description
Virtual peer-learning community
Description: geographically distributed peers,
bound together via broadband networks,
supporting each other in specific learning goals
Operates both synchronously and asynchronously
Will use CA *net 3 to support online virtual
meetings
Will allow peers to create, send, receive, and
annotate digital video segments
Video annotation will include opportunities to
attach voice, text, hypertext, video and hand-
drawn graphics to specific points within the video
Will create new intellectual property
Telementoring
Description: broadband interaction of
geographically distributed learners with one or
more mentors
Online meetings and seminars
Live observation
Annotation of captured video
Will create new intellectual property
K-12 educators
Access, quality partnerships, and national best practices at reduced costs
Access to a high-speed national and international channel to sell learning content and services
Access to high-speed networks, middleware, and multimedia objects and tools
Re-purpose multi-media content for distribution and multiple use at reduced cost
Membership within a national and international virtual community of educators
Input into the development of standards and protocols for distributed learning services
Staying on the leading edge of technology that supports teaching and learning
LearnCanada will demonstrate the value of emerging broadband networks by connecting learners
and learning resources from across Canada and the world.
LearnCanada will impact learning in Canada by contributing directly to establishment of an
innovative learning culture that will sustain and enhance Canada's position in the global knowledge
economy.
Using the LearnCanada approach developing countries that cannot afford bricks-and-mortar for
education, will benefit from opportunities to learn from mentors and peers internationally.
LearnCanada will generate economic benefits to Canada through accelerated learning and
development of best practices in a wide variety of learning communities, through export of
Canadian technologies, expertise and multimedia intellectual property for learning applications of
broadband networks and through the export of Canadian expertise serving in telementoring roles
internationally.
LearnCanada benefits Canada by establishing Canada as an international leader in learning
technology, by initiating collaborative research between educators and technology researchers
and by demonstrating a model whereby school boards leverage each other's knowledge and
capabilities.

Benchmark the metrics using qualitative and quantitative research techniques. This will be done
to establish the extreme points and internal scales for each metric continuum.
Regular and periodic tracking and monitoring of the teams' and project's progress against the
established metrics. This will include techniques such as interviews, questionnaires, self-
evaluation, surveys, focus groups, facilitated meetings and naturalistic observation. The project
participants will be the primary sample for data collection. On occasion, in order to get different
viewpoints, the sample will extend to adult learners outside of the project.
Ongoing and regular dissemination of results to all stakeholders.
Final evaluation at project end to determine the degree of the project success against its overall
objectives.
Project Partners
LEARNCANADA FOUNDING MEMBERS:
STEM Net, Memorial University of Newfoundland
Canada's SchoolNet
Shaw Communications
Kawartha Pine Ridge District School
Board(KPRDSB)
Toronto District School Board (TDSB)
Ottawa Carleton District School Board (OCDSB)
Edmonton Public School Board (EPSB)
Avalon East School Board (AESB)
Conseil Commission Scolaire au Coeur-des-Valées (CSCV)
National Research Council (NRC)
Communications Research Centre Canada (CRC)
ASSOCIATE MEMBERS:
National Arts Centre
Open Learning Agency (OLA)
Fifth Framework Program (FP5)
Canada Israel Industrial Research and
Development Foundation
ENO (Education Network of Ontario)
LearnCanada Network Topology Diagram

ON DEMAND LEARNING: INFRASTRUCTURE, DESIGN AND MANAGEMENT
Summary Open Learning Agency Project: Funded by Canada Foundation for Innovation and the British Columbia
Knowledge Development Fund
On Demand Learning: Infrastructure, Design and Management
This project helps to increase the capacity of education and training providers in British Columbia to lead and
compete successfully in the global “learning object” economy.
The global learning object economy is based on the convergence of technology and new learning models.
Using structured information strategies, education and training providers can deconstruct educational
materials into structural components called “learning objects”. Objects such as learning outcomes,
assessment strategies, content blocks, video, images, and other instructional elements can be recombined
into a variety of educational products and tools. The learning objects are tagged with metadata for storing
and cataloguing, according to internationally recognized standards such as IMS, Dublin Core, CanCore, etc.
The owners of the intellectual property can then exchange these materials with others who use the same
metadata standards, and reconstitute them into customized “courses” or “modules” for use by individual
learners and groups. The potential of this process can lower the cost to both the provider and the consumer
by making it possible to repurpose and customize instructional materials to meet specific learning needs and
to deliver the same materials in multiple formats (e.g., print, web, CD-Rom). Education and training
providers can benefit from substantial economies of scale if they know how to use structured information
technologies and have access to the appropriate educational infrastructure.
Educational Goals:
The overall goal of this project is to provide the education system in British Columbia with the tools and
training required to design, develop and share resources through standardized development methodology, and
application of either a centralized repository strategy or a network of distributed repositories across the
province/country and internationally.
With sufficient resources, OLA will be able to create new methods and processes for instructional design, for
the development of electronic media management systems, for research information systems to support
applied research projects, and to develop new partnership models with the BC education and training system
as well as with business and industry. This educational infrastructure will provide the BC education and
training industry with the foundation needed to secure a leadership position in the rapidly expanding global
learning object economy.
Overall Plan:
• Establish the infrastructure to effectively design, develop, store, and exchange learning objects.
This includes an object repository, a digital media management system, a storage area network,
and a non-structured document management system.
• Establish metadata standards in collaboration with colleagues across the system. (i.e. IMS,
CanCore)
• Develop XML schema and SGML DTD structures for a variety of content applications (K-12 courses,
self-directed learning programs, competency-based programs, course information sheets, external
resources, etc.)
• Develop training materials, programs and institutes for educators, instructional designers, and
content authors.
• Participate in international discussions around metadata and the learning object economy.
• Prepare for commercialization of the training program and the infrastructure.
Education and training providers of British Columbia, educators, instructional designers, content authors
who are currently engaged in the traditional models of course/resource development will benefit from
the ability to:
• share learning objects and localize the content to their needs
• engage in rapid development methodology
• participate in national and international metadata standards discussions
• expand their research capacity
• participate in professional development activities focused on applied research programs such as
The Learning Lab and the Learning Systems Institute

Deliverables Item Benefit
Object repository Will provide an object store coupled with distributed
authoring capability. Adds workflow, versioning, and
output to a variety of media.
Digital media management system Manages the metadata associated with digital video
objects for easy storage and retrieval from the Storage
Area Network.
Unstructured document management system Manages workflow and storage of unstructured
intellectual property associated with development of
learning objects (instructional design plans, legacy
print content, etc).
Storage area network (SAN) Provides expanded storage capacity for digital video
learning objects.
Metadata standards development Ensures that OLA metadata complies with national and
international standards for easy interoperability and
sharing of learning objects.
XML schemas and DTDs Based on IMS standards, educational schemas and DTDs
for K-12 courses, competency-based business courses,
self-directed learner-designed courses for teachers,
course information documentation for calendars and
CEISS provide the basis for common development and
interoperability.
Instructional design methodology Development of DTDs, Schemas, Best Practices Guides,
Writers’ Guides which can be used as the basis for
training and to ensure instructional design standards
are met.
Distributed authoring capacity Web interface for distributed authoring provides
educators, instructional designers, content authors,
and production staff with the ability to work at a
distance, and collaboratively, on creation of learning
objects.
Training program development and annual
institutes for educators and instructional
designers
The training program provides learning object creators
with the skills they need to engage in instructional
design, distributed authoring, and pedagogy. Learning
Design Institutes provide participants with hands-on
training that can be supplemented with online
coursework at the undergraduate, post-baccalaureate,
and master’s level.
Object Repository
The object repository consists of an Object Store (Astoria), Authoring and Output engines (iEngine), and Web
Navigator for distributed authoring. The system is undergoing upgrades over the next two quarters as the
software improves.
Digital Media Asset Management System
The digital media asset management system requirements are under review by the Knowledge Network,
Digital Media Production, and Information Technology Staff. The requirement for all the infrastructure
systems to work together seamlessly is crucial to the successful implementation of the learning object model.
Storage Area Network
The storage area network and backup system are in process of being purchased and installed. The network
has been upgraded to the digital media workstations and editing suites to accommodate rapid development
and use of digital objects from the storage area network through the digital media asset management system.
Unstructured Content Management System
Research and Development staff are reviewing, with Information Technology staff, the most effective way to
upgrade the Documentum system to provide much needed management infrastructure for the vast array of
legacy course content, accompanying documentation, student records, and other unstructured documents
that can benefit from the application of metadata and workflow management processes.
Metadata Standards Development
The Agency is participating in IMS, EML, CanCore, and other metadata standards discussions internationally
through the Industry Canada EduSpecs “Technical Liaison Office”.

XML Schemas and DTDs
XML Schemas and DTDs have been developed for a variety of structured documents including K-12 courses,
post-secondary courses, competency-based programs, self-directed learning programs, course information
sheets, and online resources. We are in the process of updating metadata standards to comply with CanCore.
Instructional Design Methodology
Structured development has altered the instructional design methodology at the Agency by separating design
from development from production. The “cottage industry” instructional designer now focuses on learning
outcomes, assessment, activities and content. Development is done by teams of subject matter experts,
media experts, designers, and writers. Production passes to a separate team. Development has moved from a
rigidly linear process to a more collaborative process. This process has been integrated into K-12, teacher
education, and the business programs at the Agency. Currently plans are under development to fully engage
the post-secondary development team in the new model.
Distributed Authoring Capacity
Distributed authoring will not be in place until the upgrades to the Astoria and iEngine software are
completed. At that time, web-based authoring directly into the repository will be possible. In the interim,
authors are working with Microsoft Word templates and submitting the content to the internal production
team.
Training Program Development
The training program has focused on instructional designers, content authors, production staff, and writers.
Writers’ Guides, templates in Word and Framemaker Plus SGML, Best Practices Guides and Element
Dictionaries have been developed and training sessions have been held. As we move towards XML, we will be
required to update materials and retrain staff.
Learning Systems Institute & Learning Lab
The Learning Design Institutes are summer training sessions, face-to-face, for BC educators. They focus on
broader instructional design and digital media development for online learning as well as structured
development models. This year, we expect to continue the development of our online training program, The
Learning Lab, to include a certificate program, a post-baccalaureate diploma program, and to ladder into a
master’s program for educators, instructional designers, and others.
Infrastructure Funding without Operational Funding
The biggest difficulty we have encountered to date has been lack of operational funding to ensure all of the
infrastructure components are working, while altering the culture of the organization. New paradigms need to
run in parallel to old paradigms while the shift from one to the other occurs.
Staffing Staffing Resource Details: Director: .25 FTE, Systems Analysts: 4 FTEs, Developers: 6 FTEs, Production: 7
FTEs.
Budget Overall project budget over 4 years: $2,000,000
To education and training institutions, instructional designers, media developers, educators, content authors.
To provide opportunities for beneficiaries to engage in the learning object economy, take advantage of
economies of scale and interoperability.
Increase capacity of Canadians to participate in the global learning object economy.
Project Partners Lightspeed Interactive
Contributors and Consultants:
Ingenuity Works
Sun Microsystems

PARTNERSHIPS FOR LEARNING, INNOVATIONS AND TECHNOLOGY (PLIANT)
Summary The Partnerships for Learning, Innovation & Technology (PLIANT) program involves universities, colleges,
industrial and not-for-profit partners from coast to coast sharing expertise across diverse geographies. It has
two sub-projects:
Collaborative Graduate Classes
Learning Technology Institute
The first half of the project focuses on using broadband-enabled collaborative learning using interactive video
over CA*net3 for shared synchronous activities. The second half will take full advantage of the broadband
capability to prototype broadband-enhanced learning innovations, such as:
Integrated desktop & distributed classroom learning activities,
Small group activities supported across sites, and
Capturing distributed design collaborations captured for reuse.
Other users of CA*net3 will be able to apply the lessons learned in PLIANT to share learning activities across
institutions, sectors, and regions. In addition, the collaborative design activities will lead to improved designs
for elements in the learning technology repositories proposed in complementary CANARIE Learning Program
projects.
Educational Goals:
The project has two goals, represented in two phases:
To demonstrate viability of broadband-enabled collaborative learning using interactive video
To develop innovations in broadband-enhanced learning activities through broadband networking
Universities, colleges, industrial, and not-for-profit partners
Deliverables:
Collaborative
Graduate Classes
Item Benefit
Video over IP (Guelph/Waterloo)
Description: Video link for classes in Physics
and Chemistry
• Provides necessary platform without extensive
investment of a satellite or microwave link
• Broadband connectivity in the workplace through
the availability of continuing professional education
with graduate level accreditation
TeleCHI (Carleton/ Waterloo IBM and Nortel)
Description: distance learning techniques to
provide state of the art training for HCI
professionals in universities and in the
workplace
• Participating institutions will share resources to
build a world-class user-centered design program
• Students will can enrol at Carleton and take courses
at Waterloo and vice versa (Waterloo students have
been using this since Jan. 2002)
• Courses use real time audio and video, application
sharing, shared whiteboards, etc.
• Assignments are carried out with teams located at
each site
• A proven record of collaboration
• Incorporated into the innovative graduate programs
at TechBC
• Being considered for adaptation to WestMOST
program for continuing graduate education
Technology:
Learning
Technology
Institute
Item Benefit
Description: Co-operative development of
learning technology elements
Complementary projects include:
1. Association of Universities and Colleges
in Canada – to foster faculty incentives
and scholarly support for developing
learning technology elements
2. Industry Canada/HRDC – to support
young Canadians acquiring skills in
developing learning technology
3. Industry Canada – a pilot study for to
develop a distinctive Canadian role for
standards in learning technology
elements
4. POOL and BELLE learnware repositories –
to make elements accessible for re-use
• To make elements accessible for re-use
• Improving design quality by collaborative critique and
faculty development
• The long-term costs of these shared design sessions are
a fraction of what it would cost to mount similar
discipline-centered faculty development programs
• The shared benefits of collaborative faculty
development and critical mass of participants make a
clear case for sustainability
• Share a focus on learning elements
• Shared development of resources
• Supported by developments at the IBM Pacific
Development Centre
• Faculty members will interact with others teaching the
same content across the country, sharing ideas and
demonstrating prototypes

Implementation
High technology areas that represent critical skill requirements for the Canadian industry (i.e. Instructional
designers and instructors).
It will enhance both the quality and quantity of learning technology components being developed, and insure
their "sharability” by early collaboration on design and development. This will help to accelerate the
development of high quality modular content in learning technology developments.
The sub-projects are part of larger initiatives impacting economic/social development in Canada.
Evaluation In this project, evaluation procedures cover two sub-projects: Collaborative Graduate Courses (CGC) and the
Learning Technology Institute (LTI). Running the two sub-projects simultaneously over the duration of the
project presents opportunities to analyze and compare findings both within and, where feasible, across the
sub-projects. Evaluation plans will be developed through a series of four steps:
Baseline
Technology implementation
Pilot
Public offering for broadband-enabled activity
Evaluation Methods:
We propose a mixed method evaluation approach, that is, a combination of complementary qualitative and
quantitative techniques.
Results: Data collection, analysis and validation of findings
Data collection instruments will comprise structured interviews for instructors, a combined Likert scale and
open-ended questionnaire for students, a coding schema for tracking interactive video exchanges between
instructors and students, and performance indicators for students. Collection, coding and interpretation of
data will proceed by a process of methodological triangulation, where each data source is counterbalanced
by at least two other sources drawn from different methods of data collection. The triangulation process
establishes the validity of results to better support interpretation of the findings. The primary tool to be used
for data analysis and management is the ATLAS.ti Knowledge Workbench software package. It has functions
that include coding, filing, and managing the text, graphic, audio, and video data needed to effectively
evaluate the project.
Our main initial concerns are the relationships amongst the following elements:
Technology parameters [e.g. quality of service in transmission]
Instructional design [e.g. a jigsaw approach with distributed small groups]
Learning outcomes [should reflect content-related objectives set by instructors]
Collaborative interactions coded from text and video segments. Analysis of these interactions will
identify those attributes of group dynamics that contribute to participants’ sense of professional
worth, of group cohesion, and integration into the working group.
Our analysis approach will allow us to investigate these emergent properties from multiple perspectives.
Although the scoring categories and data collection instruments will vary somewhat between the broadband-
enabled and broadband-enhanced activities across the two sub-projects, the method and procedures of
evaluation will remain consistent. Consistency of approach, careful data management, and validation of
findings by triangulation are important to establishing confidence in the evaluation outcomes and the
resulting recommendations about the benefits of using broadband networking for collaborative learning. The
mixed method analysis will be combined with other elements in reports submitted from each phase of the
project.
Project Partners University of Waterloo, University of Alberta, University of Calgary, Centre for Curriculum Transfer and
Training (BC), University of Guelph, Carleton University

DRAFT ONLY – Do Not Circulate · Page 46
PORTAL FOR ONLINE OBJECT IN LEARNING (POOL)
Summary The POOL Project is a collaboration of several educational, private, and public sector organizations to create
Portals for Online Objects in Learning.
The Portals for Online Objects in Learning (POOL) Project creates resources for organizations that are
producing learning content for online delivery. By facilitating the management, storage and retrieval of
learning objects, such as audio or video clips, simulation applets, and multimedia case studies, POOL provides
organizations in higher education, workplace training, and continuing education with gateways to learning
resources and distribution channels for their learning objects.
In Phase I, a prototype repository was developed for the storage and management of learning resources at
varying levels of granularity. This prototype repository was designed to promote the sharing and re-use of
learning content to support the instructional development process in organizations.
Designed to manage broadband multimedia content, the POOL Project collaborated with the developers of
the Canadian Core Learning Resource Metadata Protocol (CanCore). A national effort, CanCore is designed to
facilitate the discovery of learning content across repositories around the country and internationally.
In Phase II, POOL is extending its toolset and services to include:
Splash, a desktop based, peer-to-peer learning object application and personal repository
CanLOM, a central learning object metadata repository
Further development of the CanCore protocol
Educational Goals:
POOL will provide support to Canadian organizations for more rapid and economical production and
distribution of high quality online content.
POOL will demonstrate the value offered by broadband environments and create a mechanism for the training
of instructional designers, trainers, and learners in the uses of broadband-enabled teaching and learning
environments.
Other goals of the project are to:
• Develop business-to-business commercial and non-commercial models to promote the exchange
of learning content.
• Create a strong community of education and business designers and developers who are focused
on the sharing of learning objects; and
• Create a functional model and proof of value for organizations and offer them a solution for
learning resource hosting and end-to-end delivery requirements.
Instructional designers, trainers, authors, and learners
Technology: 1. Prototype repository portal for online objects in learning
2. CanCore Learning Resource Metadata Protocol
3. Canadian Learning Object Metadata Repository
4. Splash peer-to-peer application
Implementation A working prototype repository application has been built and populated with learning objects, CanCore
protocol developed and disseminated, CanLOM repository under development, Splash released in alpha.
Staffing Staffing Resource Details:
34 staff ( 12 management/admin, 22 technical)
Budget $1.5 million over two years
• A greater opportunity for the reuse and reconfiguration of learning objects and materials to
extend shelf life while cutting redevelopment costs.
• A greater ability for designers, authors, and learners to maintain the value of their learning
objects over time.
• Opportunities for the reuse and reconfiguration of learning objects and materials within and
between organizations
• A Canadian-branded, national, and worldwide shared economy for learning resources. POOL will
create clearinghouses, or transaction services, for the exchange of learning objects, in both
commercial and non-commercial settings.
• It will contribute to the critical content and application requirements of national broadband
network deployments by creating an environment and incentives for practitioners to take
advantage of available network bandwidth (e.g., CA*NET 3 and 4).

Phase I Evaluation: Usability evaluation of POOL prototype. Evaluation report delivered to CANARIE in July,
2001.
Results:
Challenges include completing a true peer-to-peer learning object sharing environment, dissemination of
results and products, and moving the technology to market to generate revenue.
Project Partners • Lead Organization: NewMIC., Vancouver, BC
• TeleLearning Network Inc.
• Centre for Curriculum, Transfer and Technology, BC
• University of New Brunswick Electronic Text Centre
• Open Learning Agency, BC
• Technical University of British Columbia, BC
• New Brunswick Distance Education Network Inc., NB
• TELEStraining Inc., BC
• IBM Canada Pacific Development Centre, BC
• MaxLink Communications, Ottawa, ON

SAVOIRNET AND EXPLOR@
Summary By March 2002, this project aims to endow the institutions of education of new means for course delivery on
broadband Internet, coordinated with the television channel that Canal Savoir has been operating for the last
15 years.
The SavoirNet project aims to develop the test bed for a new digital broadcast service dedicated to distance
learning, ensuring a solid convergence between television and the Internet. A Web site linked to specific
broadband access providers is the main entry point to a virtual community. It groups together and aligns
tools, resources and instructional format and gives access to a number of services. Broadcast services for
digital television and PC, either in real-time or delayed, education engineering services and online help,
hosting on a specialized server making remote management of a virtual campus possible, or secure electronic
publication service and e-commerce will be made available to users according to the role that they will play
in the virtual community.
Educational Goals:
TCI will be responsible for building the SavoirNet Portal on the basis of its Explor@ system
The R&D part will develop an editor for 3D Web sites allowing one to create immersive telelearning
environments: virtual conferences, exhibitions, laboratories and/or museums
Students, designers, mangers and instructors
Technology Item Benefit
Explor@™ It has been retained by Canal Savoir as the base of its delivery system
SavoirNet. This portal will be developed by TCI. It should allow the delivery
of high-level courses combining TV broadcasting and broadband Internet
delivery.
The Virtual Learning Centre allows for a set of courses to share a series
of teaching resources (tools, files, means of communication,
documents, etc.)
Follow-up and counselling tools that promote individual and
collaborative learning as well as teaching support and management can
be integrated into this on-line learning system
Can be seamlessly integrated into the Intranet or Extranet of an
organization linked with its learning management systems and
databases
Creates environments for sharing resource
Supports 5 types of users: learners, designers, instructors, content
experts and course administrators
Manages a central bank
Manages 5 types of resources: providing information, fulfilling
assignments, collaboration, providing assistance and learning activity
management
Provides a designer with an abundance of tools (i.e. to form groups of
learners; to assign trainers to groups; to describe course and content
structure; to define user tracking and modeling etc.)
Is a totally flexible environment
Diversity of approaches
Flexible customized transition of training practices
Integration of third party tools
Faster design upgrade and creation
Decreased costs and delivery time
EXPLORA-II
(TCI has received grants
from BELL Canada and
CANARIE)
It will improve considerably the technical and educational capacities of the
current system, while reducing development and delivery costs for
organizations and customers.

EXPLOR@ is the result of work undertaken six years ago by TéléUniversité's LICEF Research Centre. Initially
financed by the Quebec Technological Development Fund within the Telecom Multimedia Project, the
EXPLOR@ project subsequently received important financial support from the Information Highway Fund
through the HyperGuides - Recto Project and finally from the TeleLearning Network of Centres of Excellence
(TL-NCE). Over 5 millions dollars have been invested so far in R&D. Other R&D projects are under way to
enhance current functionality.
The Explor@ server actually support hundreds of students enrolled in several courses at TéléUniversité, and
for the continuous training of professionals into three important associations. In addition, other EXPLOR@-
based courses are being developed for Hydro-Quebec and other organizations.
Budget $5,000,000 to date for R&D
Canadian educational institutions
The opportunity to play a proactive role in learning.
SavoirNet will be linked directly to all major high-speed Internet access providers and will constitute an
economic and educational opportunity for the deployment of networks into the home.
The entire population will be able to benefit from distance learning and innovative courses, credited and not,
while facilitating the networking of the players and the management of all the technological and economic
aspects of distance learning.
The strength of this collaboration, through the maximum use of the broadband, will ensure outstanding
communication between content producers and television broadcast companies driving the design and
broadcast of innovative educational content. This is in an effort to the increasing demands in the area of
education.
Evaluation Evaluation Methods (and Results):
The test bed will be the proof of design and a marketing tool for broadcast and the subsequent business
operation of the SavoirNet network.
Project Partners Lead Organization: Canal Savoir, Montreal, QC
Vidéotron, QC
Bell Canada, QC, ON
Technologies Cogigraph Inc., QC
Savoir Multimédia Inc., QC
Star Choice/Cancom, QC, ON
LICEF research centre, QC
Look Communication, QC, ON

APPENDIX B: SCAN OF FEDERAL, PROVINCIAL AND TERRITORIAL INVOLVEMENT IN E-LEARNING
Provinces and Territories have developed online learning initiatives within their jurisdictions, in
collaboration with educational institutions and other partners to develop and promote more flexible
learning programs based upon the use of new technologies.
SCOPE OF REVIEW
This review of provincial initiatives focuses on e-learning initiatives at primarily the postsecondary level
and to some extent the K-12 level. Specific initiatives that address e-learning at the K-12 level are in
their infancy. Many provinces are at the beginning stages of implementing information and communication
technologies within classrooms. Only the province of Alberta has developed an ICT curriculum that is
embedded into all curricular areas. However, the initiatives that follow present the thinking in the area
of e-learning and suggest possible future directions for K-12 and postsecondary sectors across Canada.
The information was gleaned from interviews with Ministry officials, review of Ministry documents, and
web searches. In addition, key non-governmental representatives in K-12 and post-secondary institutions
concerned with e-learning were contacted to ensure that projects or schemes not directly administered
by provincial governments were also reviewed.
Interviews were conducted with the following provincial representatives:
Susan Savage Alberta Learning, Technology Policy Development
Carolyn Fewekes Alberta Learning, CMEC Liaison and Policy Development
Garry Popowich Alberta Learning: Director Learning Technologies Branch
Kenna Barradel British Columbia Ministry of Education
Sue Amundrud Acting Director, Learning Technologies Branch, Saskatchewan
Barry Bashutski Saskatchewan School Trustees Association
Sam Steindel Director, Manitoba Learning Technologies Unit
Michael Jeffery Director, Learning Resources and Technologies, Nova Scotia
Genevieve Gallant Open Learning and Information Network, Newfoundland
Catherine Henderson CIO, Postsecondary Community Cluster, Ontario
Lucile Pacey Consultant, British Columbia
Therese Laferriere Laval University
Rory McGreal Athabasca University
Paddy Elliott Government of the Northwest Territories
Jacklyn Burles Government of the Northwest Territories
Wade Sheppard Director, Center for Distance Learning and Innovation
Margaret Haughey Professor, University of Alberta

For an excellent overview of provincial/territorial involvement in on-line learning, refer to Council of
Misters of Education Canada (2001). Overview of Provincial/Territorial Involvement in On-line Learning.
Final report of the Advisory Committee for Online Learning. Toronto, ON. This report is available online
at http://www.cmec.ca/postsec/on-lineInventoryEN.pdf
The following are some updates and additions to this overview.
BRITISH COLUMBIA
Recent policy changes to the funding distance education programs at the K-12 level suggest that there
will be an increase in online schools, programs, and courses available to students in the 2002-2003
academic year. Recent changes involve:
Lifting the cap on distance education student enrolments across British Columbia
Funding distance education and online education students to the same level as students who
physically attend school
Supporting parental choice by allowing students to enrol in any school district in British Columbia
regardless of their domicile
Recent decisions will stimulate discussions among school districts, regional distance education consortia
(http://www.k12connect.ca and http://www.coolschool.bc.ca), distance education schools and the
provincial government to set up a provincial online education consortium similar to the Alberta Online
Consortium. Clearly, the market for digital education content and online professional development will
multiply over the coming years.
ALBERTA
Alberta Technology Mediated Curricula
The Galileo Educational Network is a professional development and research initiative based at
the University of Calgary and is focused on the fundamental changes to teaching, learning and
staff development that information and communications technology both requires and enables. It
provides a range of services to teachers and schools in the implementation of information and
communication technologies (http://www.galileo.org/).
The Alberta Learning, Stakeholder Technology Task Group works with partners to provide
direction and coordination for the implementation of evolving technologies in learning in the k-
12 sector (http://www.learning.gov.ab.ca/technology/blackgold/sttg.asp)

Alberta Funding Programs
The goal of the LearnAlberta.ca project is to support lifelong learning by providing students,
parents, teachers and others in the Alberta Kindergarten to Grade 12 (K-12) community with
access to high quality learning resources via the LearnAlberta.ca portal. These resources will be
in the form of learner-centred multimedia learning objects that directly relate to the Alberta
programs of studies. The LearnAlberta.ca project web site was launched on November 19, 2001
(http://www.learnalberta.ca). This interim site offers project information (overview, contacts,
guided tour, FAQs, glossary and activities) and learning resources such as the Online Reference
Centre and Online Elementary Mathematics Resource. This web site will be rolled over to the
LearnAlberta.ca portal when additional content is acquired and/or developed by Alberta
Learning. Initially, the LearnAlberta.ca portal will serve approximately 600,000 students and
their parents, and approximately 27,000 teachers and school/division staff in the K-12
community in Alberta. User interfaces will be available in English and French. The portal will
grow to provide extensive resources to over one million users and will be highly dynamic with a
fresh look and feel for different types of users over time. The LearnAlberta.ca project is built on
the strength of shared knowledge, experience and resources of many Government of Alberta
branches. The project is collaborative and considers the needs of stakeholders in the Alberta K-
12 community, and the importance of the activities of several parallel initiatives such as:
New Century Schools (http://www.learning.gov.ab.ca/k_12/newcentury.asp)
• TELUS Learning Connection (http://www.2learn.ca/)
• Campus Alberta Repository of Educational Objects (CAREO) (http://www.careo.org/)
• Tools4Teachers (http://www.learning.gov.ab.ca/ltb/t4t/T4T.html)
• Alberta Online Consortium (AOC) (http://www.albertaonline.ab.ca/) and others
Access to the LearnAlberta.ca portal in Alberta homes and schools will be enhanced by the
rollout of SuperNet (see http://www.albertasupernet.ca/). Completion of SuperNet is expected
in July 2004. SuperNet aims to provide affordable high-speed network connectivity and Internet
access to all universities, school boards, libraries, hospitals, provincial government buildings, and
regional health authorities throughout Alberta. Vendors must propose sustainable solutions that
are compatible with the current infrastructure and with the evolving SuperNet infrastructure.
Faced with the challenge and opportunity of developing a comprehensive, innovative and flexible
learning portal for Albertans, Alberta Learning released a Request for Proposals on February 14,
2002. The LearnAlberta.ca Technical Environment – Design, Development and Implementation
Project RFP describes the needs and requirements of the technical environment that will support
the LearnAlberta.ca portal. The RFP does not state a design specification, per se, but invites
creative solutions that address the needs and requirements outlined in the RFP as Solution
Components and Service Components.
LearnAlberta.ca Technical Environment – Design, Development and Implementation Project
requires a solution to address the needs and requirements of each of the following components:
1. Solution Components:
a. Portal Design and Implementation
b. Content Management System
c. Hosting and Content Delivery
d. Security and Authentication
2. Service Components
a. Project Management Office
b. Usability and Evaluation
Ongoing administration and support requirements are associated with each of the solution
components. These include ongoing technical support and tools for end users as well as ongoing

maintenance and enhancements. The components described in the RFP will be designed,
developed and implemented over a three-year period.
Vendors are asked to propose a future-proofed, sharable, standards-based solution that promotes
interoperability and the sharing of learning resources across national and provincial repository
initiatives. Aligning the LearnAlberta.ca project with these initiatives will provide additional
support to the project and will reduce the duplication of work around learning resource
development within Alberta and across Canada.
Due to the size and scope of the RFP, vendors are encouraged to establish a consortium,
strategic alliances, business relationships or partner arrangements with companies and research
and development (R&D) organizations/associations with the necessary competencies as these are
seen as beneficial to the LearnAlberta.ca project. An operating model whereby the vendor
implements the LearnAlberta.ca technical environment with Alberta Learning managing the
highly dynamic and secure information such as content indexes, curriculum outcomes, and user
information and authentication is likely. However, other proposed operating models may have
merit and will be considered.
Alberta Learning may award the entire contract to one vendor or an alliance of vendors, or
smaller independent contracts may be awarded to several vendors. Given the standards-based
approach, high probability of exporting developed technology to other markets/regions, and the
collaborative nature of this project, vendors are encouraged to offer one or more value-added
components.
SASKATCHEWAN
CommunityNet: Beginning in April 2002 all connectivity costs for schools in Saskatchewan will be
supported by Saskatchewan Education. Additional funding has been allocated to support the
development of wide area networks in all school districts and postsecondary institutions
(http://www.communitynet.ca/intro.html ).
Grassroots, a $1 million program in Saskatchewan funds creative collaborative based projects
throughout the province. Over 186 projects have been funded resulting in curricular-based
content which is linked to the Saskatchewan curriculum database. Each project receives
$5000.00, which is often matched by local schools or school authorities. More information about
this initiative can be found at (http://www.sasked.gov.sk.ca/grassroots3/index.html).
MANITOBA
Manitoba Technology Mediated Curricula
Manitoba Education Research and Learning Information Networks (MERLIN) was created as a
special operating agency with the Department of Education, Training and Youth in April 1995. It
was formed as a facilitating body to coordinate the delivery of technology services to the
education community across Manitoba (http://www.merlin.mb.ca/about/index.html). MERLIN is
responsible for provincial licensing, research into best practices, Internet services to schools and
technology training to schools and school districts.
Manitoba Education Training and Youth has developed an Oracle database (Curriculum
Information Technology Integration (CITI) Project) of learning resources including assessment
strategies, instructional strategies, electronic resources and technology integration activities for
use by K-8 teachers in the province. The goal of this initiative is to support the integration of

information technology in schools and to develop curricular based materials to support teachers
in traditional classrooms. More information can be found about this initiative at
(http://www.edu.gov.mb.ca/metks4/tech/currtech/citi/purpose.html).
QUÉBEC
Québec Technology Mediated Curriculum
Quebec Scientific Information Network (RISQ): (www.risq.qc.ca) Significant investment has been
made by Quebec learning institutions in the development of and deployment of “dark fibre”.
Since 1989, the RISQ network has expanded to include connectivity to more than 26 Quebec
school boards representing more than 1,000 schools. The deployment of fibre primarily in
southern Quebec supports the exchange of scientific information among -institutions and
universities. The services offered by RISQ promote the development of knowledge by exploiting
modern information technology, interactive multimedia systems and high speed digital
communications.
NEW BRUNSWICK
New Brunswick Technology Mediated Curricula
TeleEducation NB is part of the provincial Department of Education, which delivers more than 15
online courses to high schools around the province. The Department is investigating the creation
of a learning object repository for the province.
The National Research Council (NRC) Centre for E-Commerce: The NRC has established a centre
for e-commerce in New Brunswick. This centre is spread among the two campuses of the
University of New Brunswick, the Université de Moncton and the NB Community College
Miramichi. This centre is focusing specifically on e-learning and digital rights management.
NOVA SCOTIA
Nova Scotia Funding Programs
In Nova Scotia the use of ICT in public schools is guided by the “Vision and Learning Outcomes for
the Integration of IT within Nova Scotia Public School Programs” (1999: see
http://lrt.ednet.ns.ca/vision.pdf). That vision generally indicates that ICT supports the
achievement of curriculum outcomes and is not a focus of study in itself. Funding was provided
for hardware, curriculum-related and utility software, professional development for teachers,
increased connectivity and technical support. Central to the use of ICT in public schools in Nova
Scotia is the Ednet wide area network which connects all schools, colleges, public libraries and
many other sites.
Currently emphasis is on extending the successful Information Economy Initiative (see:
www.gov.ns.ca/econ/iei/default.asp) to grades 4-6. Funding will provide over 1200 computers
per year with software, teacher professional development and technical support. The
Information Economy Initiative is a significant partnership among several levels of government
and is a model for the successful implementation of ICT in an education environment.

NEWFOUNDLAND (NFLD)
NFLD Technology Mediated Curricula
Operation Online: is a not-for-profit corporation established to advance growth in Newfoundland
and Labrador's information technology sector. Its mandate is to provide leadership and
investment in information technology as a catalyst for economic renewal and growth in the
province. The organization's activities involve partnering and business development, accessing
national and international markets, promotion and awareness, building human resources and
enabling other economic sectors through information technology.
(http://www.online.nf.ca/html/s_aboutus/main.html)
NORTHWEST TERRITORIES
Online Learning Project is in the second year of a two year MOU with Chinook College. Utilizing
Chinook standards, almost 500 students will have completed the introductory and compulsory
Info Highways 1090 course as well as many core credit courses. To provide senior secondary
courses for students throughout the NWT but particularly in the more remote schools where
subject specialists are unavailable on site.
In recent years the Northwest Territories has established the Digital Communications Network
(DCN) to link small communities to a wide area network. The network links, schools, local
government offices, libraries and health facilities in urban and rural communities. This network
is a vital resource for the expansion of distance education in the NWT. The network is shared
among each facility in small settlements and therefore as usage increases the available
bandwidth per user (bandwidth per user) is rapidly declining. Increased connectivity is a priority
of the government and numerous solutions are being investigated including expanded satellite
capabilities.

APPENDIX C: SCAN INTERNATIONAL REPOSITORY DEVELOPMENT AND IMPLEMENTATION MODELS
Repository development projects are taking place in a number of international locations. The projects
described in the following sections are representative of the initiatives being undertaken internationally.
The projects described in this report have been at the forefront of repository development activity in
their own jurisdictions.
The study team sought to identify, classify, and describe international projects using the process
described below:
Discover leading projects outside of Canada
Conduct interviews with resource persons
Identify objectives, stages of maturity, lessons learned
Identify strengths and gaps
Discover funding and sustainability strategies
Identify potential further linkages other than those already formalized (e.g. Industry Canada)
The study has identified three ways in which the international projects can be classified:
Interoperability standards
Centralized repositories or repository networks
Peer-to-peer computing initiatives
INTEROPERABILITY STANDARDS
Dublin Core Metadata Initiative (http://www.dublincore.org )
From its beginnings in 1995, the Dublin Core Metadata Initiative has contributed greatly to the effort of
standardized strategies and approaches for electronic resource discovery. The Dublin Core initiative is a
voluntary organization, made up of and contributed to by several committees and working groups in
several countries.

IMS Global Consortium (http://www.imsproject.org )
The IMS Global Learning Consortium is the dominant project that has led the process for defining
requirements for interoperability in earning materials. It is based on a metadata specification that
permits structured information approaches to the authoring and packaging of content. The IMS Global
Learning Consortium Web site lists directories of vendors and products that currently or will shortly
comply with the IMS specifications in their product and service offerings. It is clear that when major
hardware, software and product vendors get behind a standard, it has the potential to become the
dominant specification worldwide. Already, there are IMS Global Learning Consortium development
centres in the United Kingdom, Australia and Singapore (for the Asia region).
The IMS Global Consortium/Project is funded via a graduated membership scheme in which member
organizations’ membership dues are determined by the level at which they wish to participate. Industry
Canada is a contributing member of the IMS, and supplies key Canadian experts to IMS’s various working
groups.
Advanced Distributed Learning Initiative (http://www.adlnet.org)
The Advanced Distributed Learning Initiative (ADLI) of the U.S. Department of Defence launched an
implementation project in partnership with IMS in 1997 with the purpose of ensuring “access to high-
quality education and training materials that can be tailored to individual learner needs and made
available whenever and wherever they are required” (ADLI, 2001).
The initiative was designed to “accelerate large-scale development of dynamic and cost effective learning
software and to stimulate an efficient market for these products in order to meet the education and
training needs of the military and the nation’s workforce in the 21st century … through the development
of a common technical framework for computer and net-based learning that will foster the creation of
reusable learning content as instructional objects” (ADLI, 2001). The result of the ADLI initiative is the
Sharable Courseware Object Reference Model (SCORM), an XML schema that describes the hierarchy for
packaging course components using IMS metadata standards.
The ADLI is entirely funded by the US Department of Defence. Canada’s Department of National Defence
is an active member and contributor to the ADLI’s various initiatives and activities.

Educational Modeling Language (http://eml.ou.nl )
The Open University of the Netherlands is experimenting with Educational Modeling Language (EML), an
XML-based notational system that allows the construction of course materials from their component
elements. The EML Web site describes the work as follows:
To date no comprehensive notational system exists that allows one to codify units of
study (e.g., courses, course components and study programmes), in an integral fashion.
EML is the first system to achieve precisely this. EML describes not just the content of
a unit of study (texts, tasks, tests, assignments) but also the roles, relations,
interactions and activities of students and teachers. EML is neutral with respect to the
pedagogy and mode of delivery used. One may use EML to model for instance a
competence-based pedagogy, problem-based learning, performance support, self-study
packages or even traditional face-to-face teaching; EML allows one to deliver learning
materials on paper, on CDROM, via the Internet, or via e-books. EML merely records the
way in which the various elements of a particular educational setting are related in
order that they may be interpreted by a computer.
The EML implementation is built using XML (eXtensible Markup Language), an internationally accepted
meta-language for the structured description of documents and data (Open University of the Netherlands,
2001).
The EML Project is a research and development project funded by the Dutch national government through
programmes providing structural funds for universities.
CENTRALIZED REPOSITORIES AND REPOSITORY NETWORKS
Multimedia Educational Resource for Learning and Online Teaching (http://www.merlot.org)
Examples of collaborative sharing models based on learning object attributes are already visible in the
public education space. The Multimedia Educational Resource for Learning and Online Teaching (MERLOT)
is one example of a consortium approach to providing online resources for faculty and students. MERLOT
was created in 1997 by the California State University Center for Distributed Learning as “a free and open
resource designed primarily for faculty and students in higher education. Information hosted in MERLOT is
free to use for educational, non-commercial purposes, and materials linked to by MERLOT have a range of
license agreements from public domain to commercial” (www.taste.merlot.org).

The MERLOT web site describes the organization’s activities as follows:
Merlot is a free and open resource designed primarily for faculty and students in higher
education. With a continually growing collection of online learning materials, peer
reviews and assignments, MERLOT helps faculty enhance instruction. MERLOT is also a
community of people who strive to enrich teaching and learning experiences.
(http://www.merlot.org)
The Merlot Project operates under a cooperative structure providing free memberships to contributors.
Member organizations, such as universities and consortia, support Merlot through annual membership
dues.
National SMETE Digital Library (http://www.smete.org)
The National Science Foundation in the United States has funded a federation of digital repositories to
enable science, mathematics, engineering and technology education (SMETE) at all levels. The SMETE web
site describes the activities as follows :
The SMETE Open Federation was formed to promote the teaching and learning of
science, mathematics, engineering and technology at all levels. The Federation was
founded through funding by the National Science Foundation and partnerships with
nationally recognized professional educational organizations, academic institutions and
private e-learning companies. The SMETE Open Federation exists to foster the ongoing
collaborative development among partner organizations, provide tools and services to
support collection and service providers, and develop programs and organizational
structures that ensure stability, sustainability and scalability of the Federation's
programs and projects.
SMETE.ORG is the gateway to a comprehensive collection of science, math, engineering
and technology (SMET) education content and services to learners, educators, and
academic policy-makers. This portal is the product of the collaboration of the SMETE
Open Federation. SMETE.ORG serves as the integrative organization and distributes
pedagogical material through the establishment of a federation of digital libraries.
Providing direct access and delivery of instructional resources, the SMETE Open
Federation advances education through participatory communities of learners.
(http://www.smete.org/about_smete/)
The National SMETE Digital Library is funded through the US National Science Foundation and supports in
excess of 60 contributing projects throughout the US.
National Learning Network (http://www.nln.ac.uk/)
The National Learning Network (NLN) is a joint initiative of a number of British organizations mandated to
further the use of technology in higher and further education (HE and FE). NLN provides information on
various Instructional Learning Technology (ILT) solutions to UK colleges seeking to take advantage of

learning technologies. The NLN website is intended to be a repository for information, knowledge and
reports available to assist client organizations. Through funding organizations such as the Joint
Information Systems Committee (JISC) and BECTA (British Educational Communications and Technology
Agency (BECTA), NLN is a recipient of long-term funding provided by the British National Government.
Funding for the organizations and initiatives described above is provided as a percentage of the total
annual funding to the UK HE and FE sectors.
Schools Online Curriculum Content Initiative (http://socci.edna.edu.au/content/)
The Le@rning Federation’s Schools Online Curriculum Content Initiative (SOCCI) is a national digital
repository project for schools in Australia. The project web site provides the following description :
In 2001–2006 all States, Territories and the Commonwealth of Australia are
collaborating in this Initiative – The Le@rning Federation – to generate, over time,
online curriculum content for Australian schools. This commitment is built on scoping
work completed in 2000-2001.
Content and the quality assurance, market and digital rights frameworks to support
that content, will be rolled out from 2001-2006.
The web site outlines the progress of the Initiative, provides access to key documents
and reports as well as forums and services through which stakeholders and the public
can be kept informed of the Initiative.
(http://socci.edna.edu.au/content/ )
SOCCI is funded as a joint venture with investments from all the states and territories of Australia.
Funding and projects are managed by two not-for-profit corporations, Curriculum Corporation and
education.au Ltd., formed expressly by the Ministers of Education and Training of Australia.
Open Courseware and Open Knowledge Initiatives (http://web.mit.edu/oki)
In April 2001, the Massachusetts Institute of Technology (MIT) announced an initiative that will further
stimulate thinking in the learning object domain. MIT OpenCourseWare will make “course materials that
are used in the teaching of almost all undergraduate and graduate subjects available on the Web, free of
charge, to any user anywhere in the world” (MIT, 2001a.). A collaborative venture between MIT and
Stanford University will also make available to the educational community an object-based instructional
delivery and management system, called the Open Knowledge Initiative. “The Open Knowledge Initiative
(OKI) addresses what is perceived by many in higher education as a critical need: meaningful, coherent,
modular, easy-to-use Web-based environments for assembling, delivering and accessing educational
resources and activities.” The initiative is sponsored by a grant from the Andrew W. Mellon Foundation
(MIT, 2001b).

PEER-TO-PEER COMPUTING INITIATIVES
Edutella (http://edutella.jxta.org/)
The Edutella project is designed to:
… addresses the shortcomings of current P2P applications by building on the W3C
metadata standard RDF. The project is a multi-staged effort to scope, specify,
architect and implement an RDF-based metadata infrastructure for P2P-networks based
on the recently announced JXTA framework.
The initial Edutella services will be Query Service ( standardized query and retrieval of
RDF metadata), Replication Service (providing data persistence / availability and
workload balancing while maintaining data integrity and consistency), Mapping Service
(translating between different metadata vocabularies to enable interoperability
between different peers), Mediation Service (define views that join data from different
meta-data sources and reconcile conflicting and overlapping information) and
Annotation Service (annotate materials stored anywhere within the Edutella Network).
Our vision is to provide the metadata services needed to enable interoperability
between heterogeneous JXTA applications. Our first application will focus on a P2P
network for the exchange of educational resources (using schemas like IEEE LOM, IMS,
and ADL SCORM to describe course materials), other application areas will follow.
(Nejdl, W. et al., 2002)
Edutella is among the first educational resource discovery projects to use a peer-to-peer approach to
repository technology. The Edutella project is funded by its university participant partners : Hannover,
Braunschweig and Karlsruhe (Germany); Stockholm and Uppsala (Sweden); Stanford (USA).

Lor (1)

More Related Content

What's hot (17)

Similar to Lor (1) (17)

More from Akhilajs2 (7)

Recently uploaded (20)

Lor (1)