National Digital Learning Resources Network

  • Developing digital resources
  • Standards for digital resources
  • Using digital resources

Guide to metadata

  • Identification

    • IDMandatory


      The unique identifier, made up of Catalog and Entry.


      • Include all relevant identifiers from other catalogs and systems, eg library catalog, ISBN, artefact number. Publishers should supply at least one identifier for each resource to be harvested by MEX.
         
      • ESA systems add a system-generated unique ID, a Metadata Exchange Records ID or a Sharing Exchange Records ID.

      Example 1
      M006695 Black ships and samurai: Commodore Perry and the opening of Japan, 1853-54

      ID Metadata Exchange Records M006695

      Example 2
      S3621 Moshi moshi kiite: activities to develop listening skills in Japanese

      Identifiers*Sharing Exchange Learning Resource S3621

      Example 3
      M010658 Breathing and respiration

      IDMetadata Exchange Records M010658
      ID6630 CLI LRR

       

    • VersionMandatory


      System generated.

    • StatusMandatory


      System generated.

    • TitleMandatory


      The main title, which may include a subtitle and/or other qualifiers.


      • The title:
        • is engaging and succinct but not ambiguous or misleading
        • is sufficiently informative to allow the user to decide whether to investigate the resource further
        • does not begin with an article
        • is in sentence case
        • does not include location unless intrinsic to the item.
           
      • Where appropriate, the calendar year (only) relevant to the subject matter may be included at the end of the title after a comma, eg Aeroplane Jelly truck, 1920s.
         
      • If the resource has a subtitle, use a colon before it, eg CarbonKids: a changing climate.
         
      • Where it would be helpful for users to include type of resource in the title, add after a hyphen, eg Asia and Australia: Snapshots of Asia - teacher guide; Background to Federation - unit of work.
        'Sentence case' means that minimal capitalisation is used in the title. 'With minimal capitalisation only the first word of a title and any proper nouns and names (and their derivatives) are capitalised.' (Style manual for authors, editors and printers, 6th edn, Wiley, p 134).

        Where a subtitle and/or resource type are included in the title, the first word after the colon and after the hyphen are lower case (unless proper nouns), eg Ocean acidification: what's happening in our oceans? - practical activity.
      • If the content is about an event, the relevant date is the year of the event's occurrence (not of production of the item describing the event).
      • If the subject matter of the resource is an object, the date is that of the object's creation (not of the metadata record).
      • If a precise date is known, ensure the exact date is included in the temporal coverage field.
      • If an approximate date is given, use eg c1942 (no space after 'c').
      • If a date range is given, use a hyphen eg 1950-55, 1896-1901.

      Example 1
      M006695 Black ships and samurai: Commodore Perry and the opening of Japan, 1853-54

      Title        * Black ships and samurai: Commodore Perry and the opening of Japan, 1853-54

      Example 2
      S3621 Moshi moshi kiite: activities to develop listening skills in Japanese

      Title*  Moshi moshi kiite: activities to develop listening skills in Japanese

        

    • ScreenshotRecommended


      A representative image from the target resource list.


      • A screenshot of an interactive, moving-image or still-image resource. If an individual image is not available, include a logo from the project or content owner, (provided appropriate rights to use the image have been obtained).
         
      • Typical image size is 375 pixels × 260 pixels.
         
      • See also information under the Relation field.

      Example 1
      S4321 Energy and change: light

      Key image for resource

      Example 2
      M012372 Bombing of Darwin

      Key image for resource

  • Description

    • Resource descriptionMandatory


      Textual description of the learning content.


       

      • A paragraph of no more than four sentences providing an overall summary of the whole resource as seen and experienced by the user when they explore the resource. The first sentence begins 'This is...'.
         
      • For resources that link to one item only, such as a single image, video or document with nothing additional included, the description conveys enough information for a user to understand what the item is.
         
      • For a website, interactive or larger online showcase, the first sentence gives the overall summary of the whole resource. The sentences that follow describe the various elements of the resource. The description does not confine itself to describing the cover image for the resource or one aspect of the resource.
         
      • The language is simple, straightforward and economical. 
         
      • The description does not repeat descriptive or informative text contained in the resource itself.
         
      • For resources in languages other than English, the target language, using the Roman alphabet, may be used to cite examples. Do not use italics, but enclose the example in single quotation marks. There is no need to provide a translation for teachers – assume professional knowledge.

      See also the Editorial style for metadata. This style guilde provides alternatives to those styles that are affected by metadata restrictions, such as italics for book titles and the inability to use bullets for lists.

       


      Example 1
      M009690 Languages online: Indonesian section 14: best friends

      Resource description

       

       

       

      This set of interactive activities from the Languages online resource introduces the language for talking about best friends and some key time phrases (soon, later, tonight and tomorrow). Guided conversations are used to model Indonesian language structures and their pronunciation to support students' learning. Student activities include pronunciation drills, listening to guided conversations and a song, constructing simple sentences about best friends, listening and responding to complete time-related dialogues and a reading comprehension activity. Instructions in English, immediate feedback and answers with translations are provided, as well as resources for teachers including printable activities and flashcards.

      Example 2
      S4321 Energy and change: light 

      Resource description

       

       

      This is a set of student materials that looks at the science behind light, covering topics such as reflection, colour and the refraction of light. The activities include group discussions, research and writing tasks, and scientific investigations. There are also links to external websites. This resource is part of an Energy and change website that is relevant to a study of physical sciences.

        

    • Resource languageMandatory


      If a language other than English features significantly in the item, add it from the drop-down list in the system.



      Example 1
      M009690 Languages online: Indonesian section 14: best friends

      Resource languageEnglish, Indonesian                                                              

      Example 2
      S4321 Energy and change: light

      Resource languagesENGLISH                                                                             

       

  • Idea

    • ScOT conceptsRecommended


      Concepts from the Schools Online Thesaurus (ScOT).


      • ScOT concepts can be searched for or browsed online directly on the ScOT website.
         
      • MEX and SHEX integrate the whole ScOT vocabulary into their user interfaces, allowing concepts to be looked up and entered directly into the systems.
         
      • A SPARQL endpoint is provided to facilitate integration of ScOT queries into other systems, as described on the Solutions overview page of the ScOT website.
         
      • Refer to the ScOT indexing guidelines for information on selecting concepts.
         
      • For alignment purposes, include a relevant ScOT topic provided in the Australian Curriculum content description related to the resource, or a narrower concept.
         
      • Limit the number of topics to the five or six most significant. If the number exceeds this contact ESA for advice.
         
      • If updating metadata for older resources that still uses 'Scot terms', replace 'terms' with 'topics' as part of the update.

      When the resource has been aligned to a specific content description in the Australian Curriculum, at least one of the ScOT topics tagged to the content description should be included in the metadata, or a narrower topic (provided in ScOT) of one of these.

      Example 1
      M009667 Gallipoli: baptism of fire

      ScOT termsWorld War I; Military campaigns; Broadcast journalism; Courage; Biographies; Attitudes; Creating texts

      Example 2
      S3272 Ned Kelly's Jerilderie letter

      ScOT topicsAustralian English; Australiana; Colloquial language; Idioms; Language evolution; Letters (Correspondence); Pronunciation; Punctuation; Word meanings

       

    • KeywordsMandatory


      Concepts, including ScOT topics, that cannot be included in any other controlled fields, eg personal names and brand names.


      • Use semicolons as the delimiter if entering data directly into MEX or SHEX.
         
      • Do not include place names here. Place names may be included in the Spatial coverage field.
         
      • All ScOT topics should be included in the Keywords field as well as enrichment terms that are not included in the ScOT thesaurus. If a ScOT topic is entered in the Keywords field it will automatically be entered into the ScOT topics field (the reverse also applies).
         
      • If updating metadata for older resources that still uses 'Scot terms', replace 'terms' with 'topics' as part of the update.

      Example 1
      M009667 Gallipoli: baptism of fire

      Keywords  

      Gallipoli campaign; Anzac Day; Anzacs; Battles of Krithia; World War I; Military campaigns; Broadcast journalism; Courage; Biographies; Attitudes; Creating texts

      Example 2
      S3272 Ned Kelly's Jerilderie letter

      Keywords  Australian English; Australiana; Colloquial language; Idioms; Jerilderie Letter; Language evolution; Letters (Correspondence); Ned Kelly; Pronunciation; Punctuation; Word meanings

       

    • Spatial coverageRecommended


      Specifies geographical locations represented by the significant content of the resource.


      • Recommended for history and geography items, and for all other learning areas when relevant.
         
      • For a relevant country or countries, select from the drop-down list in the system.
         
      • Include the Australian state/s where relevant – select from the drop-down list in the system.
         
      • Include Australian place names consistent with official names in the Gazetteer of Australia.
         
      • Refer to the Spatial coverage guidelines (PDF, 666 KB) for instructions on populating the field in MEX and SHEX.

      Example 1
      M009667 Gallipoli: baptism of fire

      Spatial coverage                
      TURKEY;
      Latitude and longitude point; name=Anzac Cove; east=26.277778; north=40.246111; elevation=; units=; zunits=; projection=

      Example 2
      S3272 Ned Kelly's Jerilderie letter

      Spatial coverage ◦ New South Wales, AU
       ◦ name = Jerilderie; east = 145.746; north = -35.360;

       

    • Temporal coverageRecommended



      The time period related to the significant subject matter.


      • Recommended for history items, and for other learning areas when relevant.
         
      • If the significant subject matter is an object, use the date or period represented and not the date the object was created.
         
      • One or more dates or date range, using the DCMI (Dublin Core Metadata Initiative) period scheme.
         
      • Refer to the Temporal coverage guidelines (PDF, 503 KB) for MEX and SHEX projects.

       


      Example 1
      M009667 Gallipoli: baptism of fire

      Temporal coverage                
      25 Apr 1915 to 26 Apr 1915                                                                  

      Example 2
      S3272 Ned Kelly's Jerilderie letter

      Temporal coverage  ◦ scheme = W3C-DTF; start = 1879-02; end = 1879-02;

       

  • Audience

    • Audience user levelRecommended


      The Australian school level – the range of school years – that the item is intended for.


      • Use this element to describe the user level that the content has been designed for. For example, year 3, year 4 and year 5.
         
      • The typical age range will be calculated automatically by SHEX and MEX from the year levels selected.

      Example 1
      M006695 Black ships and samurai: Commodore Perry and the opening of Japan, 1853-54

      Audience user level8; 9; 11; 12                                                                             

      Example 2
      S5584 Exponents: reciprocals and negative exponents

      Audience user levelsYear 9                                                              

    • Audience roleRecommended


      Include 'learner' and/or 'teacher' wherever relevant.



      Example 1
      M006695 Black ships and samurai: Commodore Perry and the opening of Japan, 1853-54

      Audience roleLearner, Teacher                                                               

      Example 2
      S5584 Exponents: reciprocals and negative exponents

      Audience roleslearner                                               

    • Audience sectorRecommended


      Include 'school' wherever relevant.



      Example 1
      M006695 Black ships and samurai: Commodore Perry and the opening of Japan, 1853-54

      Audience sectorSchool, Higher education                                                        

      Example 2
      S5584 Exponents: reciprocals and negative exponents

      Audience sectorsschool                                                          

  • Discipline

    • Australian Curriculum FrameworkRecommended


      The learning areas and subdivisions in the Australian Curriculum.



      Example 1
      S4321 Energy and change: light 

      NLA_1
       
      Example 2
      M009667 Gallipoli: baptism of fire

      NLA_2

      Example 3
      M014409 Chinese Language Learning Space

      NLA_3

       

    • Other disciplineOptional


      Discipline classification in a jurisdiction's local classification system.


      • Use national learning areas and strands wherever possible.
         
      • Supplement with local classification system as relevant.

  • Objective

    • Educational valueRecommended


      A description of the significance of the learning content. Information to help teachers assess the value of an item and relate it to their curriculum. Typically consists of four points, each of no more than three sentences. The language is simple, straightforward and economical.

      Educational value may refer to or emphasis other classification sources, e.g. Australian Curriculum Content Description; Australian General Capability; Teacher career stage.


      The points should be about some or all of

      § the value of the resource to the most relevant Australian Curriculum Content Description

      § the pedagogical value if the resource contains embedded pedagogy such as a classroom activity.

      § the resource's capacity to help students attain the achievement standard for the particular year level.

      § the resource's relevance to Australian Cross-curriculum priority and Australian General capability.

      If none of the above points are relevant, use available points to describe the educational value of the resource. Refer to the Educational value standard for digital resources.

       

      Notes

      §For a website, interactive or larger online showcase, the points should give sufficient detail about the entire resource.

      § The educational value points do not repeat descriptive or informative text contained in the description or in the resource.

      § Each point is made up of complete sentences, the first one starting 'This resource ...' or similar. Avoid starting subsequent points with 'It ...'.

      § The educational value points do not assume that teachers and students will follow the sequence of activities as provided in the resource. Teachers often select from different sections to supplement their own teaching programs. Avoid such statements as 'Some games and quizzes are of the same nature as previous sets of activities …'.

      § For interactive resources, it is not necessary to reiterate the digital nature of the elements. Do not use phrases such as 'digital quizzes' or 'digital wordfind'.

      § When referring to instructional text for onscreen elements, make sure terms apply to both mouse and keyboard users. Use verbs such as 'select', 'choose', 'move' and 'use'. Verbs that exclude keyboard users, for example 'click' and 'drag', should not be used.

      § For resources of languages other than English, the target language, in the Roman alphabet, may be used to cite examples. Do not use italics, but enclose the example in single quotation marks. There is no need to provide a translation for teachers – assume professional knowledge.

       

      See also the Editorial style for metadata. This style guilde provides alternatives to those styles that are affected by metadata restrictions, such as italics for book titles and the inability to use bullets for lists.


      Example 1
      M012372 Bombing of Darwin

      Educational value      
      • This is a highly valuable teacher resource for the World War II depth study in the year 10 history curriculum. It is especially relevant for content descriptions focusing on the experiences of Australians during World War II and the impact of World War II, particularly the Australian home front, including the use of wartime government controls. Two of the great strengths of the resource are the stories of people who were there, told in their own words, and the accounts of government actions including censorship and forced evacuation.
      • Another strength of the resource is in relation to the Historical Skills strand of the year 10 curriculum. The questions and suggested activities promote student skill development in the areas of chronology; the use of historical terms and concepts; research; analysis and use of historical sources, perspective and interpretations; and the use of evidence in proposing explanations. The questions and activities are potentially engaging and promote higher-order thinking.
      • The resource is also valuable for the Aboriginal and Torres Strait Islander histories and cultures cross-curriculum priority. Part two of the Territorians at war unit of work is especially useful in this respect. It includes first-hand accounts by an Aboriginal Elder of the bombing and strafing of Milingimbi and by Betty Fisher of the trek of the children of Croker Island from Oenpelli to Pine Creek, as well as a short description of Matthias Ulungura's capture of a Japanese Zero pilot.
      • Completion of the rich and varied activities in this resource will make a significant contribution towards students' attaining every element of the achievement standard for year 10 history. It will also contribute to achievement in the learning continua of critical and creative thinking and ethical behaviour general capabilities. The resource is especially relevant for complex thinking about information and for distinguishing between ethical and unethical dimensions of complex situations.

      Example 2
      S5584 Exponents: reciprocals and negative exponents

      Educational value
      • This resource is useful for the Australian Curriculum content description in year 9 mathematics about applying index laws to numerical expressions with integer indices. The resource can contribute to students attaining the element of the achievement standard in the Australian Curriculum for year 9 about applying index laws to numbers.
      • The examples throughout the video are useful for reinforcing how a number raised to a negative exponent can be written as the reciprocal of the number raised to the positive index.
      • Linking negative exponents to the second index law could help students who are experiencing difficulty in understanding the meaning of a negative exponent.

    • Australian Curriculum Content DescriptionRecommended


      Reference Australian Curriculum Content Descriptions within metadata.


       

      • Source: Australian Curriculum Content Description
      • Entry: {Full text of the content description}
      • ID: {Full URI of content description, including the alphanumeric suffix}

      Example 1
      M012372 Bombing of Darwin

      SourceIDEntry
      Australian Curriculum Content Description  http://www.australiancurriculum.edu.au/Elements/ACDSEH108The experiences of Australians during World War II (such as Prisoners of War (POWs), the Battle of Britain, Kokoda, the Fall of Singapore)
      Australian Curriculum Content Descriptionhttp://www.australiancurriculum.edu.au/Elements/ACDSEH109
       
      The impact of World War II, with a particular emphasis on the Australian home front, including the changing roles of women and use of wartime government controls (conscription, manpower controls, rationing and censorship
      Australian Curriculum Content Descriptionhttp://www.australiancurriculum.edu.au/Elements/ACHHS182Use chronological sequencing to demonstrate the relationship between events and developments in different periods and places
      Australian Curriculum Content Descriptionhttp://www.australiancurriculum.edu.au/Elements/ACHHS188Process and synthesise information from a range of sources for use as evidence in an historical argument
      Australian Curriculum Content Descriptionhttp://www.australiancurriculum.edu.au/Elements/ACHHS191Identify and analyse different historical interpretations (including their own)

      Example 2
      S5584 Exponents: reciprocals and negative exponents

      SourceIDEntry
      Australian Curriculum Content Descriptionhttp://www.australiancurriculum.edu.au/Elements/ACMNA209Apply index laws to numerical expressions with integer indices

       

  • Contributors

    • Contributor/EntityMandatory


      The main individual or agency credited with creating the target resource.


      • An organisation may have several roles – repeat the entity data for each role.
         
      • Enter the name, town/suburb, state and country. Include a URL for the organisation, if known.
         
      • Metadata feeds must use vCard format.

      Example 1
      M009667 Gallipoli: baptism of fire

      Contributor example for MEX record
       
      Example 2
      S4321 Energy and change: light 

      Entity example for SHEX record
       

    • RoleMandatory


      The kind of contribution.


      • Select from the drop-down list of MARC relators in the system. 
         
      • IMS roles can also be accepted during harvesting.
      Mandatory contributor entries
      • Publisher: The 'publisher' role must be included with all records entered or harvested, along with the publication date and organisation URL. The publication date is entered as 'date of contribution'. If known, include day, month and year of publication (W3C-DTF format). The 'publisher' may be acting as a 'content source' or providing access to a repository.

      Recommended contributor entries
      • Copyright holder: If the 'Copyright holder' is known, the details should be included with all records entered or harvested.
      • Creator: To fulfil legal and moral rights obligations, if the 'Author' or other creator is known they must be included with all records entered or harvested. Wherever possible, use values from the MARC Relators vocabulary. Common roles are: Artist, Photographer, Manufacturer, Director, and Producer.
        If the 'creator' is not known, do not make an anonymous entry. Where metadata records are not packaged together with target resource, it may be appropriate to focus on the most significant contributors, allowing users to browse full acknowledgements in the target resource.

      Example 1
      M009667 Gallipoli: baptism of fire

      Contributor example for MEX record
       
      Example 2
      S4321 Energy and change: light 

      Entity example for SHEX record

    • DateRecommended


      The date of the contribution.


      • Select an exact date from the pop-up calendar or enter a year directly.
         
      • Metadata feeds must use W3C date-time format.

      Example 1
      M009667 Gallipoli: baptism of fire

      Contributor example for MEX record
       
      Example 2
      S4321 Energy and change: light 

      Entity example for SHEX record

  • Meta-metadata

    • Meta-metadata contributor – entityOptional


      The main individual or agency credited with creating the metadata record for the item.


      • Enter the name, town or suburb, state and country. 
         
      • Include a URL for organisations, if known.
         
      • Metadata feeds must use vCard format.

      Example 1
      M012372 Bombing of Darwin

      Meta-metadata contributor MEX record example 

      Example 2
      S5584 Exponents: reciprocals and negative exponents

       Meta-metadata contributor SHEX record example

    • Meta-metadata contributor – roleOptional


      The kind of metadata contribution.


      • Select from the drop-down list of MARC relators in the system. 
         
      • IMS roles can also be accepted during harvesting.

      Example 1
      M012372 Bombing of Darwin

      Meta-metadata contributor MEX record example 

      Example 2
      S5584 Exponents: reciprocals and negative exponents

       Meta-metadata contributor SHEX record example

    • Meta-metadata contributor – dateOptional


      The date of the metadata contribution.


      • Select an exact date from the pop-up calendar or enter a year directly.
         
      • Metadata feeds must use W3C date-time format.

      Example 1
      M012372 Bombing of Darwin

      Meta-metadata contributor MEX record example 

      Example 2
      S5584 Exponents: reciprocals and negative exponents

       Meta-metadata contributor SHEX record example

    • Meta-metadata languageMandatory


      The language the metadata record is written in: the system default is English.


      • Select from the drop-down menu on the Edit page in the system if a language other than English is used in the metadata.
         
      • System-generated default is English.

      Example 1
      M006695 Black ships and samurai: Commodore Perry and the opening of Japan, 1853-54

      Meta-metadata languageEnglish                                                             

      Example 2
      S5584 Exponents: reciprocals and negative exponents

      Metadata languageENGLISH                                                        

       

  • Relation

    • KindRecommended


      A type of relationship between the content items.


      • To help users identify other items formally related to an item of interest and to identify differences between versions of items.
         
      • For each 'Kind', add identifiers, in the logical order in which they should be discovered, from the drop-down list in the system.
         
      • The 'Description' element is optional.
         

      Item screenshots
      All screenshot images should be supplied in .jpg format. Most file sizes can be processed (up to 10 MB). At least one side should have a minimum length of 250 pixels. The preferred image ratio between side lengths is 3:2 (eg 375 px deep × 250 px wide). However, image shape is not important (images may be automatically cropped to appear rectangular).

      There are three options for ensuring screenshots are included in downstream systems: uploading an image (for MEX and SHEX) identifying the image location (MEX only) and Including a screenshot within an IMS package (SHEX only).

      Reference links
      An item is regarded as referencing another item if it refers to content in that item, but it is not a part of the referenced item. A common reference link is a thematic collection. 

      Sibling links
      Use sibling links where a series of items is produced in a single batch by the same publisher but they are not part of a larger item or collection. For example, M010658 Breathing and respiration 'issiblingof' M010850 Breathing and of M010850 Respiration.

      Whole / part relationships
      Where a content item in SHEX or an item described in MEX comprises smaller items from the same publisher, then include reciprocal links between the related content.

      To ensure a screenshot is included in downstream systems, follow one of the following processes, as appropriate.
      • Upload an image (both MEX and SHEX)
        1. In SHEX, select the link 'Upload thumbnail'.
        2. In MEX, select the button 'Upload image'.
        3. Each system will automatically crop the uploaded image so that 'main' and 'thumbnail' images are created for downstream systems, within predictable folder paths.
      • Identify an image location for harvest (MEX only)*
        1. On the Edit record page of the record, select Add more in the Relation field. From the Kind drop-down list, select hasformat.
        2. Enter URI in the Catalogue box.
        3. Insert the full URI of the target screenshot, eg http://www.nma.gov.au/collections-search/media?irn=16224and=yesandsize=med, in the Entry box.
        4. Select 'Description' and enter a summary of the screenshot size, eg Medium format version of current resource.
      * The image location will be ignored if a thumb.jpg image is already present within the IMS package.
      • Include a screenshot within an IMS package (SHEX only)
        1. In SHEX, include a screenshot within the content package prior to uploading files. The filepath convention is:
        • Include a large screenshot image (eg 375 px deep × 250 px wide): /support_files/main.jpg
        • Include a small screenshot image (80 px × 80 px): /support_files/thumb.jpg
      • To enter 'references' Relation metadata into a SHEX or MEX record:
      1. In the Edit tab of a SHEX record, select the Edit link in the Relation field. Select Add new relation. In MEX, select 'Add more' in the 'relation' section of the 'Edit record' page.
      2. Select 'references' from the Kind drop-down list.
      3. Enter 'URI' in the Catalogue box.
      4. Insert a resolvable URI for the target item in the Entry box.
      5. [Optional] Enter a title for the referenced item, eg 'Item that fits the common theme', in the Description box.
      • 'Thematic collections' often group several items according to a subject or theme. For example, SHEX resource S4771 Shell necklaces and shell stringing 'references' three related resources: S4531 Tasmanian Aboriginal shell stringers, S4532 Tasmanian Aboriginal shell necklaces and S4533 Learning to string shells.
      The process for creating sibling links is as follows.
      1. On the Edit record page of the MEX record, select 'Add more' in the Relation field. In SHEX, in the Relation field on the Edit tab, select the Edit link and then 'Add new relation'
      2. From the Kind drop-down list, select 'haspart', 'ispartof' or 'issiblingof', as appropriate.
      3. Enter 'URI' in the Catalogue box.
      4. Insert a resolvable URI for the target item in the Entry box.
      5. [Optional] Enter a title of the sibling item, eg 'A brother and sister working together', in the Description box.
      The process for reciprocal links is similar to the other Relation Kinds.
      1. On the Edit record page of the MEX record, select 'Add more' in the Relation field. In SHEX, in the Relation field on the Edit tab, select the Edit link and then 'Add new relation'.
      2. From the Kind drop-down list, select 'haspart' or 'ispartof'.
      3. Enter 'URI' in the Catalogue box.
      4. Insert a resolvable URI for the target item in the Entry box.
      5. [Optional] Enter a title of the related item, eg 'A parent item', in the Description box.

      Example 1
      M010658 Breathing and respiration

      MEX Kind record example

      Example 2
      S5584 Exponents: reciprocals and negative exponents

       Kind SHEX record example

  • Accessiblity

    • Access profileOptional


      Accessiblity facilitated by the resource.


      • Select the profile from options provided in the system.
         
      • Only apply a profile if the target resource has passed technical conformance testing to meet requirements of that profile.

      Example 1
      S2028 Write with purpose: an approach to creative writing - cliches and stereotypes

      SHEX example of access profile record

      Example 2
      M006967 Aussie English for the beginner

      Access profileGeneric                                                     

       

  • Technical and security

    • Learning resource typeMandatory


      The media type of the resource.

      Resource types are take from the DCMI Type vocabulary and the Australian Learning Resource Type vocabulary.


      • Select the most dominant type first.

      Example 1
      M010526 BBC Bitesize: angles

      Learning resource typeInteractive resource                                                         

      Example 2
      S2028 Write with purpose: an approach to creative writing - cliches and stereotypes

      Learning resource typesTeacher guide                                                                   

       

    • FormatMandatory/Optional


      The format of the target resource taken from the unordered list of MIME media types.


      • Mandatory for packaged items; automatically determined and recorded by the system.
         
      • Optional for metadata-only records.
         
      • Still image: common formats are 'image/jpeg or image/png.
         
      • Moving images: the format may be 'video/mpeg' or 'video/quicktime'.
         
      • Datasets: the format may be application/excel.
      The list of Directories of Content Types is:
      • application
      • audio
      • example
      • image
      • message
      • model
      • multipart
      • text
      • video.
      Details of each content type can be found at the Internet Assigned Numbers Authority (IANA) at http://www.iana.org/assignments/media-types/index.html.

      Example 1
      M010658 Breathing and respiration

       Formatapplication/x-shockwave-flash; image/jpeg; text/html 

      Example 2
      S2028 Write with purpose: an approach to creative writing - cliches and stereotype

       Formatapplication/pdf                                                         

       

    • SizeMandatory/Optional


      The size of the target resource in bytes.


      • Mandatory for packaged items; automatically determined and recorded by the system.
         
      • Optional for metadata-only records.

      Example 1
      M010658 Breathing and respiration

      Size218871            

      Example 2
      S4321 Energy and change: light

      Size1960694          

       

    • BrowserRecommended


      Browsers required to use the target resource.


      • The current minimum standards accommodate a variety of browsers.

      Example 1
      M010526 BBC Bitesize: angles

      Browsers   Microsoft Internet Explorer 7.0 (MS-Windows) - 8.0 (MS-Windows), Safari 3.0 (MacOS), Firefox 3.0 (MS-Windows)

      Example 2
      S4321 Energy and change: light

      Browsers     Firefox 3.0 (MS-Windows); Safari 3.0 (MacOS); ms-internet explorer 7.0 (MS-Windows) - 8.0 (MS-Windows)

       

    • Plug-inRecommended


      Plug-ins required to use the target resource.


      • List plug-ins where required to operate the resource.

      Example 1
      M009399 Addition and subtraction level 6: mental strategies

      Plug-insAdobe Flash Player 10, Java Plug-in 6.0

      Example 2
      S4787 Yongkarin

      Plug-insAdobe Flash Player 10

    • Operating systemRecommended


      Operating systems in which the resource can be viewed.


      • The current minimum standards accommodate a variety of systems.

      Example 1
      M010526 BBC Bitesize: angles

      Operating systemsMS-Windows XP-Vista, MacOS X                    

      Example 2
      S4321 Energy and change: light

      Operating systemsmacos X; ms-windows XP-Vista                        

       

    • DurationOptional


      The time a target resource takes to play at normal speed.


      • Recommended for moving images and sound recordings.
         
      • Do not use this field to record estimates of lesson time.

    • Technical locationMandatory


      The URL of the target resource.


      • The system automatically populates the field with the location within the system.
         
      • For MEX records, the URI identifying the actual location of the resource must be entered manually.

      Example 1
      M010526 BBC Bitesize: angles

      Technical locationhttp://resolver.thelearningfederation.edu.au/?rft_id=10257/5842441
      Technical locationhttp://www.bbc.co.uk/schools/ks3bitesize/maths/shape_space/angles/activity.shtml

      Example 2
      S4321 Energy and change: light

      Technical locationshttp://resolver.thelearningfederation.edu.au/?rft_id=10257/5841587

       

  • Rights

    • Rights descriptionMandatory


      A copyright statement as contractually agreed.


      • For items manually entered by ESA, this field is populated by the Licensing and copyright team. 
         
      • For harvested items, the publisher should determine an appropriate statement in conjunction with relevant partners (including any third-party copyright holders). It may be appropriate to include hyperlinks to a relevant licence such as a Creative Commons licence.

      Example 1
      M010526 BBC Bitesize: angles

      Rights descriptionResource: BBC © 2012, except where indicated otherwise. You may download, copy and communicate this material for free, and use it in digital and hardcopy format for non-commercial educational use in Australian schools and TAFE institutions, provided you retain all acknowledgements associated with the material. 'Interactive' image: © Education Services Australia Limited 2012. You may copy, communicate and adapt this image for non-commercial educational purposes provided you retain all acknowledgements associated with the image.

      Example 2
      S4321 Energy and change: light

      Rights description© Commonwealth of Australia 2003-2011. With the exception of the Commonwealth Coat of Arms and the DEEWR logo and copyright material that is owned by third parties, you may use the material in accordance with a Creative Commons Attribution-Share Alike (CC BY-SA) 3.0 Australia licence http://creativecommons.org/licenses/by-sa/3.0/au/ provided that appropriate acknowledgement is made, the material is not subjected to derogatory treatment and any derivative work attributes the original material and identifies the changes that have been made to it.

       

    • Rights cost and restrictionsMandatory


      Additional rights and restriction information.


      • This information alerts users to restrictions on using the item as set out by the copyright owners.
         
      • There are default values for both of these rights sub-elements, ie Cost = no, Restrictions = yes

      Example 1
      M010526 BBC Bitesize: angles

      Costno                                              
      Restrictionsyes

      Example 2
      S4321 Energy and change: light

      Costno                                              
      Restrictionsyes

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