discovery: towards a (meta)data ecology for education and research

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Towards a (meta)data ecology for UK education and research Joy Palmer, @joypalmer Mimas, University of Manchester

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Page 1: Discovery: Towards a (meta)data ecology for education and research

Towards a (meta)data ecology for UK education and research

Joy Palmer, @joypalmer Mimas, University of Manchester

Page 2: Discovery: Towards a (meta)data ecology for education and research

Our business drivers vary and use cases are distinct, but our ultimate aim is the same. We want our content and services to be instrumental in teaching, learning and research.

And to achieve this we need to make sure they are discovered…

Page 3: Discovery: Towards a (meta)data ecology for education and research
Page 4: Discovery: Towards a (meta)data ecology for education and research

…given the paradigms of the web, that aim is most likely to be achieved if content is discoverable through popular search engines as well as through specialised services and aggregations, and if they can be exposed through social platforms ranging from scholarly reference management systems to Facebook and Twitter.

From ‘infrastructure’ to ‘ecosystem’

Page 5: Discovery: Towards a (meta)data ecology for education and research

Big Data

…and the end of metadata?

Page 6: Discovery: Towards a (meta)data ecology for education and research

Linked Data

Page 7: Discovery: Towards a (meta)data ecology for education and research

…the end of Linked Data?

Page 8: Discovery: Towards a (meta)data ecology for education and research

microdata“it’s not about whether microdata is going to win, but that semantics published along with our html is going to drive new functionality in the applications we use everyday” (Ed Summers, 2012)

Page 9: Discovery: Towards a (meta)data ecology for education and research

Open Data & MetadataA tactical approach

'Open metadata creates the opportunity for enhancing impact through the release of descriptive data about library, archival and museum resources. It allows such data to be made freely available and innovatively reused to serve researchers, teachers, students, service providers and the wider community in the UK and internationally.'

Page 10: Discovery: Towards a (meta)data ecology for education and research

How do we achieve this?

Page 11: Discovery: Towards a (meta)data ecology for education and research

By driving a shift in ethos to 'open' in institutions, services and

funding bodies

Page 12: Discovery: Towards a (meta)data ecology for education and research

And being clear about what makes data ‘open’

Page 13: Discovery: Towards a (meta)data ecology for education and research

Your data’s not open unless it has an explicit open licensing statement…

Getting the legal stuff right…

Page 14: Discovery: Towards a (meta)data ecology for education and research

We the people…

discovery.ac.uk/principles

Page 15: Discovery: Towards a (meta)data ecology for education and research

In short…

• Adopt an ‘open by default’ mindset• All metadata releases should adopt standard

open licenses• In the vast majority of cases ODC-PDDL, CC0

are appropriate• Avoid home grown variations

Page 16: Discovery: Towards a (meta)data ecology for education and research

And it means being open to machinesTechnical PrinciplesThe Discovery ecosystem is…..

Heterogeneous Resource-orientated (not service) Built on aggregations of metadata Distributed Reliant on persistent global identifiers Striving to work well with global search

engines

Page 17: Discovery: Towards a (meta)data ecology for education and research

This is all very well in principle…

Openness is a means and not an end…

Page 18: Discovery: Towards a (meta)data ecology for education and research

Open data is of no value to the ecosystem if it isn’t used

Page 19: Discovery: Towards a (meta)data ecology for education and research

Recasting the value chain

New business modelsNew value propositionsNew paradigmsNew purpose?

Page 20: Discovery: Towards a (meta)data ecology for education and research

Thanks for listening….

http://discovery.ac.uk