PROWE Metadata Report

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PROWE
(Personal Repositories Online Wiki Environment)
Metadata Report
July 2007
All enquiries to: [email protected]
1.0
Introduction
The project was to deliver a relatively traditional repository metadata application profile
and build a new Continuous Professional Development (CPD) metadata profile based on
the associate teacher’s and tutor’s needs. This process was to be based around
metadata lifecycle approaches and quality assurance of the metadata tutors applied to
the resources the uploaded, building upon the experience of JISC Projects funded under
the Exchange for Learning (X4L) programme. We reviewed the present use of metadata
within JISC funded repository projects and also the literature analysing the use and
success of metadata implementation such as Godby, C. J. (2004)1. We also paid close
attention to the findings of other JISC projects that finished during the lifecycle of the
PROWE project including the RepoMMan2 and SPIRE3 projects.
2.0
Resource based metadata
At the beginning of the project the tutors seemed to welcome the input of library staff, the
use of quality assurance strategies and the concept of structured data.
The original PROWE resources profile was:
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Creator
Description
Course Code
Format
Identifier
Title
Contributor
Date created
File size
Subject
Keywords
See also
Educational level
Discipline
Review (incl. date and author)
Rating
Please see Appendix 1 for full profile.
1
Godby, C. J. (2004) "What do application profiles reveal about the Learning Object Metadata
standard?" Ariadne (41) http://www.ariadne.ac.uk/issue41/godby/
2 RepoMMan (Repository Metadata and Management) project
http://www.hull.ac.uk/esig/repomman/documents/index.html
3 SPIRE (Secure Personal Institutional and Inter-institutional Repository Environment)
http://spire.conted.ox.ac.uk/cgi-bin/trac.cgi
2.1
PROWE resource based metadata findings
The PROWE project has taken place during a time of great change in users’ attitudes to
systems and content, and as a personal repository project PROWE has felt the effects of
this sea change to a considerable degree. By the middle of the project the tutors’
attitudes to metadata had changed quite radically. The increased popularity and
consciousness of systems like flickr and del.icio.us, meant that a significant number of
the tutors taking part in the project no longer felt the initial approach to personal
repositories metadata was appropriate. The Open University tutors were no longer
happy with systems dictating to them what information they should provide and wanted
to be able to define their own parameters. The University of Leicester did still seem to
place value in formalised taxonomies but they were much less familiar with social
networking technologies and the idea of sharing or collaborating online, as most of them
had a large percentage of face to face contact with their colleagues
Our research found that tutors at both The Open University and the University of
Leicester had very little interest in; and where quite resistant to adding more than
minimal metadata for resources they deposited into the communities repository. For uploaded resources a title, description and a keyword field would be the acceptable
maximum tutors would be happy to add, any other data would need to be generated
through automation and extraction form other university systems. The Open University
tutors were inclined towards being sole managers of that content, through the use of
folksonomies. Although they could see the flaws and drawbacks that come with
folksonomies: lack of definition between resources spelt the same but with different
meaning, spelling mistakes, boundary-less, etc..., these flaws were also seen as part of
folksonomies strengths.
“I like the folksonomy for looking at things and for looking at how someone
else has done something based on how we have both spelt a particular word
the same way.”
Evaluation survey transcript, OU T7
“…that is the beauty of these sort of systems, that they are fluid, ambiguous
and [have] leaky boundaries, so that is one of the benefits.”
Evaluation survey transcript, OU T5.
The theme of serendipity ran through many of the interviews, the idea that you stumble
across resources, people, ideas that you would never have usually have searched for by
following a trail of tags. This is one of the ideas that seems to provoke the most interest
and excitement.
“the serendipity of the web is just finding something you weren’t looking
for but thinking ‘wow, that’s really changed my day’, I really enjoy that and
I think that’s one of the benefits of Elgg in both the people, the community,
has got together and also the way we use these tags to find people.”
Evaluation survey transcript, OU T7.
Many of the tutorial staff no longer felt that quality assurance of the resources by library
staff was appropriate. As this was a personal repository and community system they
wanted it to be built upon less formal metadata structures and processes. They wanted
to police errors and inconstancies in the metadata and folksonomy themselves as a
community, as is best practice in this area:
“The value in this external tagging is derived from people using their own
vocabulary and adding explicit meaning, which may come from inferred
understanding of the information/object.
People are not so much categorizing as providing a means to connect items
(placing hooks) to provide their meaning in their own understanding.”
Thomas Vander Wal, O’Reilly Web 2.0 Expo, California, 2007.
They felt that formality would put people off at best and some felt it would lead to the
stifling of creativity and innovation:
“If we have to beat it [our work] into a shape that will fit into a specific box,
which will fit into any institution, discipline or at a national level then I
think that we would probably change what we are doing and if there is any
value in what we are doing we will run the risk of losing it.”
Evaluation survey transcript, OU T7.
This should be viewed in a positive light, as this responsibility was one we were hoping
to foist within the group, to allow the community to continue to grow after the project had
ended and the resource to fund metadata QA had gone. By the community making the
decision early, issues around the sustainability of effort were negated. Due to technical
resource and the project’s wish to comply with the tutor community’s wishes, a much
reduced metadata profile was actually used in The Open University: title, description,
keywords, access restrictions. The University of Leicester deployed the default metadata
schema within the Plone system, which allows you to record metadata in the following
fields: name, e-mail, location, language, biography, external URL for home page and a
portrait.
3.0
Continual Professional Development Metadata
The PROWE project aimed to enable the support of evidence based professional
development for associate tutors through the development of an extensible metadata
application profile.
Having investigated and reviewed the tutors’ requirements, FOAF (Friend of a Friend)
has been identified as the most appropriate schema to meet their Continuing
Professional Development needs. Hence we have replaced UK Leap with FOAF. The
project has been looking at how the FOAF profile could be used to support tutor profiles
and Continuous Professional Development. Based on the needs of the Open University
and the University of Leicester’s staff we developed a Tutor Profile using the FOAF
vocabulary. FOAF has been used because it is:
 Flexible
 Industry standard used in many social networking applications such as Facebook,
LiveJournal, Ecademy, Plaxo, Drupal
 RDF compliant
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More flexible and informal than education based profiles such as IMS LIP and
EduPerson
3.1
DOAC
Our research in the area of continuous professional development has uncovered the
development of a specification called Description of a Career (DOAC)4. DOAC attempts
to allow users to describe their professional capabilities including curriculum and
resumes.
This speciation builds on FOAF and has been designed to be compatible with the
Europass5 Curriculum, which is a European Commission initiative which is trying to
make skills and qualifications clearly and easily understood in Europe (European Union,
EFTA/EEA and candidate countries).
DOAC makes it possible to describe:
 Experience
o doac:title Title of qualification awarded
o doac:date-starts Dates
o doac:date-ends Dates
o doac:position Occupation or position held
o doac:activity Main activities and responsibilities
 Education
o doac:title Title of qualification awarded
o foaf:organisation Name and type of organisation providing education and training
o doac:date-starts Dates
o doac:date-ends Dates
o doac:subject Principal subjects/occupational skills covered
o doac:level Level in national or international classification
 Skills
o doac:LanguageSkill
 doac:language Refered language
 doac:reads Reading capabilities
 doac:writes Writing capabilities
 doac:speaks Speaking capability
o doac:SocialSkill
o doac:OrganisationalSkill
o doac:ComputerSkill
o doac:DrivingSkill
 References
 Publications
DOAC is not widely used but as it has already developed much of the vocabulary that is
needed to express a CPD profile it would be advisable to incorporate this data rather
than attempting to find ways to generate it ourselves.
4
5
DOAC: http://ramonantonio.net/doac/
Europass: http://europass.cedefop.europa.eu/
3.2
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OU CPD Profile
Name
Biography
Address (street, Town, Region, Post Code, Country)
Email
Phone number
Work web address
Personal web address
Chat IDs; msm, aim, icq, jabber
Interests
Occupation
Organisation
Job Title
Job Description
Qualifications
Skills
Community activity
Publications (project, past project: files)
Resources
Reflective journal
Learning plan/future needs
Nearly all of these fields in the profile can be described using the FOAF specification or
specifications that are already used in combination with FOAF, e.g. Dublin Core; with the
exception of the education, experience and skills fields, for which we will recommend the
use of the Description of a Career (DOAC) specification. See Appendix 2 for Metadata
mappings and application profile.
3.3
Systems
Elgg
The Elgg system, which was chosen by the Open University to support the project,
provides users with a extensive profile that can be used to describe themselves and their
interests. The system allows users to export these profiles using the Friend of a Friend
(FOAF) vocabulary.
Plone
The Plone system was chosen by the University of Leicester. This system allows you to
record the following personal profile metadata: name, e-mail, location, language,
biography, external URL for home page and a portrait. Although this system does not
support FOAF natively, it is a highly configurable system and UoL are in agreement with
the suggested use of FOAF for user and CPD profiles.
3.4
PROWE Continuous Professional Development metadata
findings
Elgg FOAF exports
Two FOAF profiles were exported from the Elgg system and analysed:
 A tutor who had been active in the community, but had not created any of his own
communities.
 A tutor who had been very active in the community and had developed several of
their own communities.
The results that have come back from analysing the profiles have shown some
shortcomings in the FOAF profiles generated by the Elgg system (to see the detail of all
the profiles analysised please see Appendix 4). The profiles only contain a small amount
of the data that could be recorded from the user’s Elgg profiles or within the FOAF
specification, as can be seen here, in FOAF profile 1 (OU T4), Appendix 4:
</foaf:PersonalProfileDocument>
<foaf:Person rdf:nodeID="elgg10">
<foaf:nick>eddie</foaf:nick>
<foaf:name>Edward Jones</foaf:name>
<foaf:mbox_sha1sum>c44ee61197822c3277791124e9e8f73c2aceaa13</foaf:m
box_sha1sum>
<foaf:depiction
rdf:resource="http://prowe.open.ac.uk/elgg/_icons/data/10_1139329971.jpg"/>
<bio:olb><![CDATA[I'm an Associate Lecturer based in Nottingham]]></bio:olb>
<foaf:workplaceHomepage
rdf:resource="http://www.nottschurchdata.co.uk"/>
<foaf:homepage rdf:resource="http://www.nottschurchbells.org.uk"/>
<foaf:interest dc:title="bellringing"
rdf:resource="http://prowe.open.ac.uk/elgg/tag/bells"/>
<foaf:interest dc:title="TT280"
rdf:resource="http://prowe.open.ac.uk/elgg/tag/TT280"/>
<foaf:interest dc:title="gardendesign"
rdf:resource="http://prowe.open.ac.uk/elgg/tag/gardendesign"/>
<foaf:interest dc:title="databasedesign"
rdf:resource="http://prowe.open.ac.uk/elgg/tag/databasedesign"/>
<foaf:interest dc:title="M354"
rdf:resource="http://prowe.open.ac.uk/elgg/tag/M354"/>
<foaf:interest dc:title="M151"
rdf:resource="http://prowe.open.ac.uk/elgg/tag/M151"/>
<foaf:organization><![CDATA[Nottschurch Data
Ltd]]></foaf:organization>
<vCard:ADR rdf:parseType="Resource">
</vCard:ADR>
The profile fails to show activity, ownership of blogs, files or membership of
communities. The only part of the profile that works effectively is the friend relationships:
<foaf:knows>
<foaf:Person>
<foaf:nick>annb</foaf:nick>
<foaf:name>Ann Brown</foaf:name>
<foaf:mbox_sha1sum>b65a9eefee9ac405f8e68f96afab6841db4074a9</foaf:mb
ox_sha1sum>
<foaf:homepage
rdf:resource="http://prowe.open.ac.uk/elgg/annb/"/>
<rdfs:seeAlso
rdf:resource="http://prowe.open.ac.uk/elgg/annb/foaf/"/>
<foaf:depiction
rdf:resource="http://prowe.open.ac.uk/elgg/_icons/data/3_1139570092.jpg"/>
</foaf:Person>
4.0
User feedback
Although tutors disliked formalised resource description metadata, nearly all tutors
expressed an interest in user profiles. One of the primary metadata findings of the
PROWE project has been that tutors are very happy to input personal metadata about
themselves within the wiki, and are not at all phased by being presented with a very
large number of fields, as long as they don’t feel they are being forced into providing the
information. In fact, they were quite happy with the default ELGG profile interface that
the team were planning to radically reduce and to attempt to integrate with other OU
systems to enable to auto-filling of some of the data. They preferred having control over
the data themselves, as they did not feel confident about the accuracy of the data the
university held as to their part-time or dual role employment (tutors could frequently be
activity engaged in separate roles in the university: student, course team member, tutor)
meant that the information the systems held about the tutors might not be what they
wanted to share with their peers.
Tutors went back and edited their profiles multiple times, frequently being inspired by the
profiles of other tutors to augment their own. We found that many of the tutors made
decisions and judgements about what resources to read based on their knowledge of the
author, so they already have ‘real life communities’ and they felt that user profiles would
enable them to extend those communities, as it was a way to get to know who they are,
what their interests are and get an overview of the resources they have created. Thus
enabling them to widen the boundaries of their knowledge and their circle of trusted
colleagues.
The profiles were where the tutors could explore, not only common interests and
serendipitous discovery of expertise but also, how they judged the validity of resources.
By reviewing the authorship of a resource they could make decisions the resource’s
authority and legitimacy.
“If you are looking at someone’s contribution to something you think ‘does
he know what he’s talking about?’. Let’s go and see where he’s coming
from and you look back to his profile and you find that, oh yes, he’s been
around for a while and he teaches 382 and it gives you a bit more
confidence in what you are reading”
Evaluation survey transcript, OU T4 .
5.0
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Conclusions and recommendations
When developing metadata for personal repositories a very light touch is needed.
The use of FOAF, augmented with Dublin core and DOAC (or other rdf-based
career vocabularies such as resumeRDF http://rdfs.org/resume-rdf/, which was
not known about during the project, but looks very promising and seems to have
better coverage than DOAC) is recommended for encoding personal information
and continuous professional development data.
Any non-automated quality assurance or validation of metadata within a personal
repository environment would need to be extremely light, confined to nonfolksonomy fields and agreed by consensus with the community involved. It is
highly unlikely that the human resources for such work could be supported by
institutions in the medium to long term.
The community itself would need to regulate their folksonomies, this can either
be done by the community as a whole or where appropriate, a community might
have nominated members to act in high level quality assurance role.
We would recommend that the Elgg system developers enable a more detailed
mapping between the data stored in their system and the FOAF profiles it
exports. This would facilitate higher levels of interoperability and encourage a
wider range of uses for the system as well as making the continuous professional
development uses of the system more robust.
Appendix 1
PROWE resources metadata profile
Field
Elements
Requirement Descriptive Notes
Creator Name
dc.creator
mandatory
Hyperlinked to creators personal profile
Description
dc.description
mandatory
The description field is a place to write abstracts as
well as other descriptive notes
Format
dc.format
mandatory
The format of the resource should automatically be
generated within the system
ID No.
dc.identifier
mandatory
The identifier for the resource should be automatically
assigned by the system
Title
dc.title
mandatory
The title of the resource should be descriptive, to the
point and easy for users that are not familiar with
your course or subject area to understand. Acronyms
and abbreviations should be avoided
Additional contributors contributor
optional
This field is a place to record the additional
contributors to the resource
Date created
dc.terms: date.created mandatory
Record the date that the resource was originally
created
File size
format.extent
mandatory
File size of the resource is generated by the system
upon ingestion.
Categories
dc.subject
mandatory
Use for a pick list of the thematic terms that describe
the resource. E.g., Ice breaker
Keywords
dc.terms:keywords
mandatory
Where the folkonomy will be used to record terms the
author assigns as being applicable to the resource
See Also
dc.relation
optional
Related resources, blog posts, CDP courses, web
sites, etc…
UK LOM Core
Course Resource Level educational level
mandatory
The course level of the resource, chosen from a
picklist
Discipline
classification.discipline mandatory
The discipline areas the resource can be classified
under. The discipline area is to be chosen from JACS
headings.
Review author
annotation.entity
optional
Author of the resource review
Review date
annotation.date
optional
Date the review was created
Review
annotation.description optional
The text of the review added by other PROWE
community members
Custom fields
Course Code
Course code
mandatory
The course code applicable for the resource being
added, to be chosen from a picklist
Star Rating
annotation.rating
optional
User rating applied to the resource by PROWE
community members
Appendix 2
PROWE CPD profile
A basic mapping of the relevant PROWE CPD fields in both the FOAF and the IMS LIP
specifications:
OU Profile
Foaf
IMS LIP
Name
Foaf:name
Identity:name
Biography
Bio:old
Address (street,
Town, Region, Post
Code, Country)
Email
vCard
Address
foaf:mbox
Email
Work tel no.
foaf:phone
-
Work web address
foaf:workplaceHomepage
-
Personal web
address
Chat IDs; msm, aim,
icq, jabber
Interests
foaf:homepage
Web address
foaf:jabberID, foaf:aimChatID,
foaf:msnChatID and foaf:icqChatID.
foaf:interest, foaf:topic_interest
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Occupation
doac:experience/doac:title
Afflitaion role status
Job Title
doac:experience/doac:position
Affiliation role
Organisation
doac:experience/doac:Organization
Affiliation: organisation
Job Description
doac:experience/doac:activity
Affiliation role description
Qualifications
doac:education, doac:level
qualifications
Skills
doac:skills
Competency
Community activity
foaf:member, foaf:agent
Affiliation
Publications, projects,
past projects
Resources
foaf:publications, foaf:currentProject,
foaf:pastProject, foaf:Document
foaf:made
Activity product
Reflective journal
foaf:weblog
Activity description
Learning plan/future
needs
foaf:plan
Objectives
Interests
Product
ELGG Personal Profile
ELGG personal profile is made up of the following elements, which have been mapped
to the relevant FOAF or RDF elements where possible:
Field
Who am I?
Brief description
Street address
Town
State/region
Postal code
Country
Email address
Work phone
Home phone
Mobile phone
Official website address
Personal website address
ICQ number
MSN chat
AIM screenname
Skype username
Jabber username
Interests
Likes
Dislikes
Occupation
Industry
Company/institution
Job title
Job description
I would like to…
Career goals
Level of education
High school
University/college
Degree
Main skills
FOAF/RDF element
foaf:name
bio:olb
vCard:street
vCard:locality
vCard:region
vCard:pcode
vCard:country
foaf:mbox
foaf:phone
foaf:phone
foaf:phone
foaf:workplacehHomepage
foaf:homepage
foaf:icqChatID
foaf:msnChatID
foaf:aimChatID
foaf:jabberChatID
foaf:interests
foaf:experience/foaf:title
foaf:categories
foaf:organization
foaf:role
foaf:activity
foaf:plan
doac:level
doac:education
doac:education
doac:degree
doac:skills
Appendix 3
PROWE FOAF RDF metadata profile
The following is an exemplar xml rdf FOAF record of the PROWE profile as we would
recommend should be available from any enhanced Elgg or other CPD system:
<?xml version="1.0" encoding="UTF-8"?>
<rdf:RDF xmlns:rdf="http://www.w3.org/1999/02/22-rdf-syntax-ns#"
:foaf="http://xmlns.com/foaf/0.1/" :rdfs="http://www.w3.org/2000/01/rdf-schema#"
:dc="http://purl.org/dc/elements/1.1/" :bio="http://purl.org/vocab/bio/0.1/"
:vCard="http://www.w3.org/2001/vcard-rdf/3.0#"="http://backend.userland.com/rss2/">
<foaf:Person>
<foaf:name>James Henry</foaf:name>
<foaf:firstName>James</foaf:firstName>
<foaf:surname>Henry</foaf:surname>
<foaf:nick>Jay</foaf:nick>
<bio:olb>I'm an Associate Lecturer in FELS. I have an MA (hons) in
English Language and Linguistics and I tutor in U210, E301 and E303. I also tutor in
creative writing but not with the OU</bio:olb>
<foaf:mbox rdf:resource="mailto:[email protected]"/>
<foaf:mbox_sha1sum>649264b8n79354a98445k41bd56h27fae9k48311</foaf:mb
ox_sha1sum>
<foaf:homepage rdf:resource="http://prowe.open.ac.uk/elgg/JayH"/>
<foaf:depiction
rdf:resource="http://prowe.open.ac.uk/elgg/JayH/images/JayH_small.jpg"/>
<foaf:phone>+44 0 1908 653425</foaf:phone>
<vCard:ADR rdf:parseType="Resource">
<vCard:Street>78 Travis Street</vCard:Street>
<vCard:Locality>Northampton</vCard:Locality>
<vCard:Pcode>NN2 6NB</vCard:Pcode>
<vCard:Country>United Kingdom</vCard:Country>
</vCard:ADR>
<doac:experience>
<doac:workExperience>
<doac:title>Lecturer</doac:title>
<doac:organization>The Open
University</doac:organization>
<doac:start-date>2001-06-15</doac:start-date>
<doac:position>Associate Lecturer</doac:position>
<doac:activity>Associate lecturer for U120 The English
language: past, present and future, E301The art of English and E303 English grammar in
context</doac:activity>
</doac:workExperience>
</doac:experience>
<doac:experience>
<doac:workExperience>
<doac:title>Tutor</doac:title>
<doac:organization>Coventry
University</doac:organization>
<doac:start-date>2004-06-15</doac:start-date>
<doac:position>Tutor</doac:position>
<doac:activity>Tutor for the creative writing course
J467</doac:activity>
</doac:workExperience>
</doac:experience>
<foaf:workplaceHomepage rdf:resource="http://www.open.ac.uk/"/>
<foaf:holdsAccount>
<foaf:OnlineAccount>
<foaf:accountServiceHomepage
rdf:resource="http://www.prowe.open.ac.uk/elgg"/>
<foaf:accountName>JayH</foaf:accountName>
</foaf:OnlineAccount>
</foaf:holdsAccount>
<foaf:made rdf:resource="http://prowe.open.ac.uk/elgg/laraw/files/"/>
<foaf:weblog>http://prowe.open.ac.uk/elgg/JayH/weblog/</foaf:weblog>
<foaf:made>
<rss:channel rdf:about="http://prowe.open.ac.uk/elgg/JayH/rss"/>
</foaf:made>
<foaf:interests>reading, art, poetry, rock climbing,
swimming</foaf:interests>
<foaf:Group>
<foaf:name>Open Universiry Associate Lecturers</foaf:name>
<foaf:member>
<foaf:Person>
<foaf:name>Jay Henry</foaf:name>
<foaf:homepage
rdf:resource="http://www.open.ac.uk/Staffhome/"/>
<foaf:workplaceHomepage
rdf:resource="http://www.open.ac.uk/"/>
</foaf:Person>
</foaf:member>
</foaf:Group>
<foaf:Group>
<foaf:name>Open University Book Group</foaf:name>
<foaf:maker>
<foaf:agent>Jay Henry</foaf:agent>
</foaf:maker>
</foaf:Group>
<doac:experience>
<doac:VolunterExperience>
<doac:title>Playspace tutor</doac:title>
<doac:organization>Honaton School</doac:organization>
<doac:start-date>2005-09-17</doac:start-date>
<doac:end-date>2006-07-21</doac:end-date>
</doac:VolunterExperience>
</doac:experience>
<doac:education>
<doac:Degree>
<doac:title>B.A. (Hons) English Literature</doac:title>
<doac:organization>University of Central
London</doac:organization>
<doac:start-date>1996-10-01</doac:start-date>
<doac:end-date>1999-06-15</doac:end-date>
<doac:subject>english literature</doac:subject>
<doac:level>ISCED 5</doac:level>
<doac:level>UKEL 10</doac:level>
</doac:Degree>
</doac:education>
<doac:education>
<doac:Degree>
<doac:title>MA in Education</doac:title>
<doac:organization>University of
Manchester</doac:organization>
<doac:start-date>1999-10-01</doac:start-date>
<doac:end-date>2000-10-15</doac:end-date>
<doac:subject>education</doac:subject>
<doac:level>ISCED 6</doac:level>
<doac:level>UKEL 11</doac:level>
</doac:Degree>
</doac:education>
<foaf:publications>
<foaf:document>
<dc:title>Changing Face of English in Education</dc:title>
<dc:creator>Henry, James</dc:creator>
<dc:publisher>Manchester University Press</dc:publisher>
<dc:date>c2005.</dc:date>
<dc:language>eng</dc:language>
<dc:description>This book explores the changes in the teaching of
English within the educational arena, specifically focusing on Further and Higher
Education</dc:description>
<dc:subject xsi:type="LCSH">English literature --Study and
teaching (Higher)</dc:subject>
<dc:subject xsi:type="LCSH">Education, Higher --Curricula -English literature</dc:subject>
<dc:subject xsi:type="LCSH">Canon (Literature)</dc:subject>
<dc:identifier>ISBN 0201310058</dc:identifier>
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<doac:skill>
<doac:OrganisationalSkill>Effective Learning and Teaching Residential
Schools</doac:OrganisationalSkill>
<dc:date>2002-09-27</dc:date>
</doac:skill>
<doac:skill>
<doac:OrganisationalSkill>Managing Stress In Other
People</doac:OrganisationalSkill>
<dc:date>2005-02-18</dc:date>
</doac:skill>
<doac:skill>
<doac:ComputerSkill>Advanced Excel</doac:ComputerSkill>
<dc:date>2004-09-03</dc:date>
</doac:skill>
<doac:skill>
<doac:ComputerSkill>European Computer Driving Licence
(ECDL)</doac:ComputerSkill>
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<dc:description>The PROWE (Personal Repositories Online Wiki
Environment) is exploring an innovative informal environment to support collaboration
and learning amongst part-time tutors on distance education programmes. Informal
repositories such as Wiki and Blogs will be used to engage these users in interacting with
other repositories</dc:description>
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from 3-25 acted creatively to enhance their own learning experiences, what
circumstances encouraged creative learning and what policy, organisational and
administrative processes constrained it.</dc:description>
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<rdf:li>FirstClass for Conference Moderators</rdf:li>
</rdf:Bag>
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Appendix 4
FOAF Profile 1 (OU T4)
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<foaf:name>Edward Jones</foaf:name>
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box_sha1sum>
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<foaf:organization><![CDATA[Nottschurch Data
Ltd]]></foaf:organization>
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<foaf:Person>
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FOAF Profile 2 (OU P2)
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projects.]]></bio:olb>
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<foaf:knows>
<foaf:Person>
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