Pedagogically informed metadata content and structure for learning and teaching

In order to be able to search, compare, gap analyse, recommend, and visualise learning objects, learning resources, or teaching assets, the metadata structure and content must be able to support pedagogically informed reasoning, inference, and machine processing over the knowledge representations. In this paper, we present the difficulties with current metadata standards in education: Dublin Core educational version and IEEELOM, using examples drawn from the areas of e-learning, institutional admissions, and learners seeking courses. The paper suggests expanded metadata components based on an e-learning system engineering model to support pedagogically informed interoperability. We illustrate some examples of the metadata relevant to competency in the nurse training domain