Talk:Module 5-a: Architecture overviews
From DL Curriculum Project
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1. Click an 'edit' link to type in your comments. Your evaluation may cover general issues concerning the module or a section of it, or you may make more fine-grained comments (e.g., on a particular section by referring to the section number or on a particular point by referring to the page and line number).
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Module Objectives: Are the objectives appropriate for the topic?
Are the objectives observable? Will students be able to achieve the objectives, given the content in the body of knowledge?
The objectives look appropriate.
The types of DL architecture can't be independent of the contents and purposes of the DLs - historical/cultural resource oriented, institutional repository oriented, archive and preservation oriented, etc. I'm thinking that students would have to understand the background requirenmets of the DL architectures.
The objectives are clearly defined.
As I will state later on in my comments, I am worried that no
requirements are given for this complex topic.Smithn 02:36, 7 July 2008 (EDT)
Body of Knowledge: Does the module address all areas of the topic that need to be addressed?
Will the body of knowledge enable students to achieve the objectives? Are there any topics that you think are critical to add to the body of knowledge? Are there any topics on that you would remove from the body of knowledge?
Web archiving could be included.
FOR "Topic: Principles of DL architecture". I am bit concerned that no recent literature included. Reference to classic works of 1995, however our understanding of DLs and related issues changed and a considerable body of knowledge (and practical experience) has been acquired since then.Smithn 04:45, 7 July 2008 (EDT)
I would like to suggest referencing Fedora <http://www.fedora.info/>, especially when we talk about service-oriented architecture. Students will *certainly* need to know more about it.Smithn 05:10, 7 July 2008 (EDT)
Plans for developing "Open DL" topic? Plans for mentioning DLF Aquifer that grew out of the so-called DLF DODL (Distributed Open Digital Library) project? <http://www.diglib.org/aquifer/>. I consider it very important. Smithn 05:10, 7 July 2008 (EDT)
Readings: Are the readings the best and most appropriate for the topic?
Are there any readings that you think are critical to add to the list? Are there any readings on the list that you would remove?
10. Resources. The list doesn't include recent publications, most, if not all, of them date 1995-2004.Smithn 02:42, 7 July 2008 (EDT)
Learning Activities: Are the activities appropriate for the topic?
Will students be able to accomplish the activities, given the content in the body of knowledge? Will the activities enable students to achieve the objectives? Can you think of any other class activities appropriate for this module?
FOR 11 "Concept Maps." I am not clear about plans for this section. Just introduction? Exercise?Smithn 05:14, 7 July 2008 (EDT)
Level of Effort and Prerequisites: Is it feasible to teach the module as it is currently constructed?
Is the level of effort required in class appropriate to the scope of the body of knowledge? Is the level of effort required prior to class appropriate? Is the prerequisite knowledge required sufficient for students to comprehend the body of knowledge?
I'm wondering whether students without basic knowledge about technolgoies of Web, XML, databases can understand the contents of this module.
5. Level of effort required. The whole module 5-a will take "1 hour of lecture" time? This is a very large topic, especially if no "Prerequisite Knowledge" is required and "introductory remedial instruction" is listed "none"Smithn 02:49, 7 July 2008 (EDT)
I am worried that by not requiring some basic technical knowledge (i.e. XML, metadata schemas, etc) that a is so integral to the complex and huge topic, we move so fast from a very broad conceptual "framework, theories, definitions" through less abstract "DL architectures" to much more tangible and concrete "Application software module."Smithn 02:49, 7 July 2008 (EDT)
Overall Structure of the Module: Is the current module well structured?
Can the topics and their corresponding resources be easily divided? Is there a clear mapping between the objectives and the content of the body of knowledge section? If not, how could the objectives be mapped to the body of knowledge more clearly? [accidentally deleted this: Allenb 17:31, 30 December 2007 (EST) ]
+ 4. 5S chracteristics of the module. Why 4th S, Societies, "is not strongly present" here? Is it going to be covered later? Another module? I did not see it.Smithn 02:54, 7 July 2008 (EDT)
+ 6. line 12-13 - I think students are a bit early in the curriculum to fully grasp "real-life" systems, as we move students from conceptual level of the DL comprehension Smithn 02:54, 7 July 2008 (EDT)
