• What is the typical size of a repository? Is it related to its type?
• How do repositories grow over time?
• What is the typical number of contributors a repository has? Is it related to its type?
• How does the number of contributors grow over time?
• How many learning objects does a contributor publish on average?
• OCWs: MIT OCW and OpenLearn.
• LMSs: SIDWeb.
• Effect of openness. An interesting question is whether repositories with open publication, such as Connexions or Merlot, are more efficient or productive that closed projects, such as Intute or MIT OCW, in the long run.
• Publication patterns. While the easy metrics of lifetime and rate of contribution give an idea of the publication process, a deeper analysis of the patterns in which publications take place would add more information to understand this process.
• How to integrate LMS. One of the interesting findings of this paper is that LMSs seem to be the best environment for learning object publication. However, traditionally, these are isolated silos of information. How to intercommunicate between them and share their contents, not only at the technical level, but also, and more importantly, at the social, legal, and administrative level should be one of the main challenges of our field.
• X. Ochoa is with the Centro de Tecnologías de Información, Escuela Superior Politécnica del Litoral, Campus Gustavo Galindo, Via Perimetral Km. 30.5, Apartado 09-01-5863, Guayaquil, Ecuador.
• E. Duval is with the Department Computerwetenschappen, Katholieke Universiteit Leuven, Celestijnenlaan 200 A, B-3001 Leuven, Belgium.
Manuscript received 12 Jan. 2009; revised 27 Feb. 2009; accepted 16 May 2009; published online 21 July 2009.
For information on obtaining reprints of this article, please send e-mail to: firstname.lastname@example.org, and reference IEEECS Log Number TLT-2009-01-0004.
Digital Object Identifier no. 10.1109/TLT.2009.28.
1. Open Courseware Consortium, http://www.ocwconsortium.org/.
2. Registry of Open Access Repositories, http://roar.eprints.org/.
3. ARIADNE Foundation, http://www.ariadne-eu.org.
4. Maricopa Learn Exchange, http://www.mcli.dist.maricopa.edu/mlx.
5. INTUTE, http://www.intute.ac.uk.
6. MERLOT, http://www.merlot.org.
7. FerlFirst, http://ferl.becta.org.uk (decommissioned).
8. PubMed repository, http://www.ncbi.nlm.nih.gov/pubmed/.
9. Research Papers in Economics repository, http://www.repec.org.
10. National Institute of Informatics repository, http://www.nii.ac.jp.
11. Repository of U. Queensland, http://espace.library.uq.edu.au/.
12. Repository of MIT, http://dspace.mit.edu/.
13. Repository of Georgia Tech, http://smartech.gatech.edu/dspace/.
14. Globe Consortium, http://www.globe-info.org.
15. QIA Excellence Gateway, http://excellence.qia.org.uk/.
Xavier Ochoa is a professor in the Faculty of Electrical and Computer Engineering at Escuela Superior Politécnica del Litoral (ESPOL). He coordinates the research group on Technology Enhanced Learning at the Information Technology Center (CTI), ESPOL. He is also involved in the coordination of the Latin American Community on Learning Objects (LACLO) and several regional projects. His main research interests revolve around measuring the Learning Object economy and its impact in learning.
Erik Duval is a professor in the research unit on hypermedia and databases in the Computer Science Department of the Katholieke Universiteit Leuven. He teaches courses on human-computer interaction, multimedia, problem solving, and design. His current research interests are metadata, learning object metadata in particular, a global learning infrastructure based on open standards, and human-computer interaction in the learning or digital repository context. He serves as the copresident of the ARIADNE Foundation, the chair of the IEEE LTSC Working Group on Learning Object Metadata, and a member of the Scientific and Technical Council of the SURF Foundation. He is a fellow of the AACE, and a member of the ACM, the IEEE, and the IEEE Computer Society.