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Does the portal offer learning paths/workflows in addition to the training materials? Not sure if within the scope but some portals do offer this and it is an interesting option (added by LJ Castro)

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Question 16: Maybe issue reporting could be included (to report if a link does not work, typos, etc.) (added by LJ Castro)

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- Curriculum, workshop or other
- Learning objectives
- Learning methods
- How the course has been contextualised
- Collaboration with different RDM stakeholders (in developing, planning and teaching)
Target group

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Does the portal include a sitemap so web crawlers can easily navigate the pages and access the exposed metadata? Maybe too technical but is one of the recommendations from the Research Metadata Schema when publishing metadata on the web (added by LJ Castro)

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What is the schema/vocabulary/ontology used for the metadata? (added by LJ Castro)

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Does the exposed metadata adhere to any community recommendations? (added by LJ. Castro)

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Esp. when thinking aout LMICs - trust may be an issue when using some resources. Of course, this could also be turned around to ask whether materials were designed to target LMICs, etc.

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See a connection to the broader theme of the IG, and its other focus groups (minimal metadata and extended metadata)? Add a comment to this sticky note

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What form do you like to see our recommendations take (e.g., guidance document; exemplars of how characteristics are demonstrated in the field of catalogue)? Add a comment to this sticky note!

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Any further comments? Add a comment to this sticky note!

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Training ressources framework with different levels might help.  
Level 1 : Universal training : introductions, vocabularies, etc.  
Level 2: Base training : course
Level 3 : Continued training : certifications, credited courses, cursus. 
Level 4 : Expert training : Masters, Phd

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A missing aspect is if a ressource is self-guided or features material to conduct lessons. (Armin)

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Audience/ target group(s) - librarians, researchers? In addition to level of expertise, are they new to RDM?

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Audience/ target group(s) - librarians, researchers? In addition to level of expertise, are they new to RDM?

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Are there metrics on the learning resources (number of downloads for example) ?

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Are there metrics on the learning resources (number of downloads for example) ?

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Is the catalogue still actively maintained / updated? Or is it static.

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Is the catalogue still actively maintained / updated? Or is it static.

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(might be more a governance one)

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Is there a team that users can contact in order to add some new contents or to point out some mistakes ?

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Is there a team that users can contact in order to add some new contents or to point out some mistakes ?

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How do we know the content is maintained and up to date?

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How do we know the content is maintained and up to date?

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Question 7 : might there be different levels of access

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Question 7 : might there be different levels of access

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Is it clear when the resources were put together/written? (Stephanie)

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Is it clear when the resources were put together/written? (Stephanie)

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Does the catalogue/registry have a publicly available document for version control, review schedule (with an owner of the revision schedule)?

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Does the catalogue/registry have a publicly available document for version control, review schedule (with an owner of the revision schedule)?

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Does the catalogue/registry use a thesaurus to describe the learning resources ?

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Does the catalogue/registry use a thesaurus to describe the learning resources ?

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Are the learning resources divided by level (beginner, expert...) ?

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Are the learning resources divided by level (beginner, expert...) ?

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Is there a disciplinary classification for the learning resources ?

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Is there a disciplinary classification for the learning resources ?

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What kind of information do you need in order to evaluate and understand how a certain collection of learning resources in RDM (research data management) is chosen, managed and sustained over time?

We have started to collect and list current catalogues or registries of learning resources, and realized that there is a need for a set of characteristics that describe them , in order to help people evaluate and understand the resources they offer. This document offers draft core characteristics to help organisations and their researchers in identifying and structuring collections of  learning resources.

We plan to offer the characteristics identified as guidance to catalogues and registries that collect and provide support service for learning resources in order to assist in structuring them for longer term sustainability. The inventory of catalogues and registries being compiled will also include an assessment of which characteristics currently or will apply to those included in the inventory.

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Question 11
What is the method for exposing metadata about learning resources, i.e. the formats (e.g. XML, HTML, JSON, RDF) mechanisms ( e.g. HTML headers, API) and protocols (e.g. OAI-PMH, SPARQL)

1. the formats (e.g. XML, HTML, JSON, RDF)

2. mechanisms ( e.g. HTML headers, API)

3. protocols (e.g. OAI-PMH, SPARQL) as well as

4. other

5. all of the above?

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Question 12
What conditions of access are applicable to the learning resources that the catalogue holds metadata for?   (select all that apply)

1. open (no restrictions to the learning resources)

2. restricted (requiring group membership or subscription, for example)

3. closed (fee required for access or download)

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Question 13
Does the catalogue/registry target a specific community, or is (more) discipline agnostic?

1. generic

2. discipline-specific

3. community-specific

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Question 14
Does the catalogue/registry support end user feedback and/or annotation/grading of the resources (e.g. star or other rating system)?

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Question 15
Is there a quality check: quality assurance / review process for the learning resource? And for the metadata?

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Question 5
Does the catalogue/ registry have a publicly available document explaining procedures for quality assurance?

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Question 6
Is it clear how the catalogue/registry is governed?

1. Clear information on any external funding the  catalogue/registry has e.g funding statements

2. Authority / organization providing the catalogue/registry

3. Contact details

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Question 7
Does the catalogue/registry have a publicly available policy defining on what conditions the catalogued learning resources may be accessed?

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Question 8
Does the catalogue/registry have a continuity plan to ensure ongoing access to and preservation of its metadata ? (if this is for the lifetime of the project only, this should be clearly indicated)

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Question 9
Does the catalogue/registry state terms and conditions that apply to submitting content?

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Question 10
Does the catalogue/registry have a Code of conduct (if adding annotations or ratings by content users)?

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Read proposed characteristics (lists 1a, 2a, 3a and 4a - original)

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Miss a characteristic? Add it (lists 1b, 2b, 3b, 4b - missing)

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Do you feel that a description could be improved? Add a comment to the sticky note

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Relevant characteristic? Vote for it via the sticky note!

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What form do you like to see our recommendations take (e.g., guidance document; exemplars of how characteristics are demonstrated in the field of catalogue)? Add a comment to the sticky note in list 5!

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See a connection to the broader theme of the IG, and its other focus groups (minimal metadata and extended metadata)? Add a comment to the sticky note in list 5!

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Any further comments? Add a comment to the sticky note in list 5!

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Question 1
In what way is metadata about learning resources included in the catalogue/registry?
Options: (select all that apply)

manual (a single curator of a catalogue)

crowdsourced (by the bigger crowd)

machine harvested (collected by algorithm)

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Question 2
Does the catalogue/registry make publicly available its selection criteria or collection policy, including criteria for deselection, i.e., removing the resource from public view?

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Question 3
Does the catalogue/registry have a policy for the assignment of Persistent Identifiers to the learning resources (needed for FAIR); if so, which Persistent Identifier schemes are used?

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Question 4
Does the catalogue/registry have a policy for assigning Persistent Identifiers to the learning resource metadata records describing the learning resources included in the catalogue /registry (needed for FAIR); if so, which Persistent Identifier schemes are used?

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https://docs.google.com/document/d/1gc5zIrMN-V6sdfTO37_JiEfTR9vaP7C8Ue_lQHB5Mn0/edit#

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Provide a clear indication of reuse rights. This goes with the access rights mentioned above in Q12.