Glossary for Open Educational Resources (GlossOER)

Glossary for Open Educational Resources (GlossOER) Short Description Abstract This glossary provides a structured vocabulary for open educational resources (OERs). It accompanies two works of knowledge organization systems: a. DIF V1.4 (DALIA Interchange Format), a metadata schematization that enables the integration of teaching and learning materials to the DALIA platform. Developed by the DALIA (Data Literacy Alliance) project and in the context of the German National Research Data Infrastructure (NFDI), it standardizes metadata and controlled vocabularies. b. MoDALIA, the foundational ontology for the DALIA platform's information architecture. GlossOER, MoDALIA, and DIF V1.4 maintain full compatibility. However, GlossOER additionally includes vocabulary items and usage examples not present in the other two systems. Authors Petra C. Steiner (https://orcid.org/0000-0001-8997-2620, Technical University of Darmstadt) Jonathan D. Geiger (https://orcid.org/0000-0002-0452-7075, Academy of Sciences and Literature Mainz) Abdelmoneim Desouki (https://orcid.org/0000-0003-2083-1277, Technical University of Darmstadt) Henrika M. Hüppe (https://orcid.org/0000-0002-0570-7924, RWTH Aachen University) Charles Tapley Hoyt (https://orcid.org/0000-0003-4423-4370, RWTH Aachen University) Contributors Frank Lange (https://orcid.org/0000-0002-9346-6031) Publication Date and Version 9th December 2025 (version 1.1) License CC-BY-SA-4.0 Background The DALIA (Data Literacy Alliance) project aims to develop a platform for FAIR (findable, accessible, interoperable, reusable) teaching and learning materials on data literacy, data competencies, and research data management (RDM) skills within the German National Research Data Infrastructure (NFDI) and the RDM landscape. Such a platform thrives on the participation of users who want to search, create, manage, or use teaching and learning materials. To achieve interoperability of teaching and learning materials, the DALIA Interchange Format (DIF) version 1.3 was published in 2024 (Geiger, Steiner, Desouki & Lange 2024). This framework had the goal to enable transparent, comparable, and platform-compatible metadata for educational resources. DIF V1.3 has been adopted by multiple consortia and other institutions for submitting the metadata of their open educational resources (OER). Throughout its development, findings have been disseminated at various events (Geiger, Desouki et al. 2025, Geiger, Steiner et al. 2025, Steiner, Geiger et al. 2025, Steiner, Desouki et al. 2025) and intensively discussed within the OER research community. Key discussion forums included the OER.net working group (see Bergmann et al., 2025) and NFDI's Section Education and Training (EduTrain). As DIF is the data model for OER metadata, and the underlying 2 MoDALIA ontology (BMFTR DALIA project 2025) encodes it in an RDF schema, our team also engaged in intensive discussions to address requirements of compatibility. The research community and our team identified additional requirements specifically regarding values and formats for metadata attributes. Most issues fell into these categories: a. Imprecise or missing intensional definitions, e.g., unclear distinctions between learning resource types like "tutorial" vs. "course". b. Terminology gaps, e.g., missing learning resource types such as podcasts and coding notebooks. c. Inconsistent domain and range specifications between metadata standards and the MoDALIA ontology. For instance, the class supportinghost of the Relator list by the Library of Congress (2024) was not consistent with the domain restriction of the MoDALIA ontology. This necessitated developing standardized selection lists (picklists and controlled vocabularies) with revised formal definitions. Consequently, DIF version 1.4 introduced a table dedicated for the vocabulary. However, this information was compiled in a concise manner and excluded most source attribution details, information on scope boundaries or schema mappings. We further recognized that incorporating additional terms with precise definitions would enhance conceptual clarity. Therefore, this new Glossary for Open Educational Resources (GlossOER) was compiled for the picklist items and controlled vocabularies. This resource contains additional details for each entry: ● Lemma: The term (could be an attribute name, picklist item, or controlled vocabulary term). ● Description: A concise definition of the term and other relevant information. ● Definition Language: The language of the definition (e.g., en for English). ● URI: The unique resource identifier for the term. ● RelationWith: Other terms that this term is related to in SKOS terminology (e.g., broadMatch, narrower, relatedMatch). ● Parent: The immediate broader term (if applicable). ● OWL Type: The OWL construct (e.g., Class, Property). 3 ● Source of Definition: The source from which the definition is taken (if any). ● LinkOfSource/IRI of Definition: A link or IRI to the source of the definition. ● Kind of Source: How the definition was derived (Quotation, Modified quotation, See (for paraphrases), Original by DALIA team). ● Constraints/Vocabulary: The constraints on the range or the vocabulary to which the term belongs. ● Notes: Additional notes such as instructions for the selection, information on the compatibility with other standards and classifications. ● EntryBy: The person(s) who added the entry. A complete list of references and namespaces is provided in a separate table within GlossOER. Containing more entries than the DIF, GlossOER additionally includes both examples of controlled vocabularies (such as licenses) and foundational terms that underpin picklist items or definitions. For instance, the foundational term "teacher", while not part of any picklist itself, serves as the superordinate concept in the class definitions of TeacherSchool and TeacherHigherEducation within the TargetGroup category. This inclusion enhances conceptual clarity. Furthermore, certain terms are essential to the ontology’s structure, though absent from DIF V1.4, such as 'role' and 'contribution', which enable unambiguous assignment of contributor roles to individual learning resources. The GlossOER is published alongside this new version of DIF. Both DIF V1.4 and GlossOER are compatible with the underlying MoDALIA ontology. The glossary entries are structured sequentially as follows: 1. Each DIF attribute in the order of mandatory, recommended, and optional attributes 2. Its picklist items and controlled vocabulary terms 3. Representative examples for controlled vocabularies (provided where helpful for understanding or informational context) 4 The following selection criteria were applied to picklist items and controlled vocabularies: a. License: Distinguishing proprietary licenses was prioritized as the most critical criterion for all target groups, serving as the primary differentiator. We reused the SPDX License List (SPDX 2025) as an established standard for reliable license classification. b. AccessibilityFeature: No definitive controlled vocabulary standard currently exists for this attribute. However, we recommend using the Schema.org accessibility vocabulary (LaPierre et al. 2024) as a widely adopted interim solution. c. Community: Two non-exclusive types were required: supporting and recommending communities. We enumerated representative examples extracted from Wikidata using SPARQL queries. d. Discipline: As controlled vocabulary, we chose the disciplines included in the German University Subject Classification System ("Systematik der Fächergruppen, Studienbereiche und Studienfächer") as defined by Statistisches Bundesamt (2024). Pohl et al. (2024) standardized this system, it is persistently identified at https://w3id.org/kim/hochschulfaechersystematik/scheme. e. File format: As the controlled vocabulary, we selected the file formats documented in the XML Format Description Documents of the Library of Congress (2025), which is overlapping with the MIME file types (extensions) as catalogued at https://mimetype.io/all-types and the fileTypes from McCallum (2024). (https://www.loc.gov/preservation/digital/formats/fddXML/). Selected examples are included in the glossary. f. Keywords: Terms are open, but picklists are recommended, e.g. from https://id.loc.gov/authorities/subjects.html, https://www.wikidata.org/wiki/Wikidata:Main_Page, or https://lobid.org/gnd. g. Language: For annotating OER, we recommend two-letter codes from ISO-639-1 over ISO-639-3 codes. Both standards are included in the Lexvo language vocabulary Lexvo.org (Melo 2013, 2015). h. Learning Resource Type: We incorporated all terms from the Hochschulcampus Ressourcentypen (HCRT) by the Kompetenzzentrum Interoperable Metadaten (KIM) (2024), excluding terms like text and presentation which are Media Type categories. Since HCRT provides multilingual translations but no definitions, we compiled definitions from multiple sources and resolved ambiguities. For instance, by adding scriptum to script which might be a false friend of German Skript, and preferring specific terms like worksheet over the broader learning materials suggested by some translations. For additional types, we integrated text-based categories from The Bibliographic Ontology (BIBO) (D'Arcus, Bruce & Frédérick Giasson 2022), and created new entries (e.g., modalia:Podcast and modalia:CodeNotebook) for emerging resource types. 5 i. Media Type: The general type of a computer file’s data content in terms of its modality (text, audio, picture etc.) is to be used for user learning style(s) preferences, extending Fleming’s (1992) VARK model to digital resources. The picklist includes audio, video, text, presentation, code, image, and multipart for complex OER. Multipart resources are further described by Related Work classes such as isPartOf or isSupplementedby. j. Proficiency Level: We adopted the picklist from Dreyfus's (2004) Five-Stage Model of Adult Skill Acquisition: novice, advanced beginner, competent, proficient, and expert. The terms were coined by Benner (1982). k. Target Group: The target group class encompasses non-exclusive OER user groups, reflecting the growing diversity of the providers. It integrates school and LAM institutions, with additional classes newly defined according to ISCED classification levels by UNESCO Institute for Statistics (2012) standardized by DINI AG KIM (2023). l. Teaches: The values of this attribute may reference the learning objectives matrix (Petersen et al. 2025) but is not limited to them, and is open to any strings. m. Related Work: The picklist integrates terms and definitions from dcterms (DCMI Usage Board 2020), citedcat (Perego et al. 2021), MoDALIA (BMFTR DALIA project 2025), and schema.org (schema.org project 2024). Both citedcat and MoDALIA adopted terms from DataCite (DataCite Metadata Working Group 2024). This picklist is compatible with Zenodo's corresponding classification categories (Zenodo n.d.), which similarly adopted DataCite classes. More term selection details are documented in the notes. GlossOER is provided as a PDF document and in table form (XLSX) to convey the terms for teaching and learning materials and their definitions in an easily understandable form and to facilitate communication. The first table contains cover page information, the second table lists contributors and their abbreviations, the third table holds the glossary entries, and the fourth table includes references and namespaces. Please note that namespace links may be incomplete URI fragments, not standalone URLs. We extend our sincere gratitude to the commentators of the pre-published version. Their valuable feedback and advice were essential for achieving the glossary's present clarity and consistency. 6 This project was funded by the Federal Ministry of Research, Technology, and Space (BMFTR) and the funding measure from the EU's Capacity Building and Resilience Facility with the funding code 16DWWQP07. The authors of the DIF are also looking forward to further feedback for GlossOER. Everyone is invited to contact [email protected] and [email protected]. References Benner, Patricia (1982). From Novice To Expert. AJN The American Journal of Nursing 82 (3). https://journals.lww.com/ajnonline/fulltext/1982/82030/from_novice_to_expert.4.aspx . Bergmann, Katharina, Jonathan D. Geiger, Marina Lemaire, Andrea Polywka & Petra Steiner (2025). OER.NET: A Hub for RDM-OER for the Humanities and Social Sciences – Perspectives on Metadata. NFDITalk on May 19th 2025. Zenodo. DOI: 10.5281/zenodo.15606023. BMFTR DALIA project (2025). MoDALIA Ontology. Release: 04-09-2024. Modified on: 26-11-2025. In collaboration with Abdelmoneim Amer Desouki, Petra C. Steiner, Jonathan Geiger, Charles Tapley Hoyt, Marc Fuhrmans & Frank Lange. https://purl.org/ontology/modalia# . D'Arcus, Bruce & Frédérick Giasson (2022). The Bibliographic Ontology. http://purl.org/ontology/bibo. DataCite Metadata Working Group (2024). DataCite Metadata Schema Documentation for the Publication and Citation of Research Data and Other Research Outputs — DataCite Metadata Schema 4.6 documentation. https://datacite-metadata-schema.readthedocs.io/_/downloads/en/4.6/pdf/, DOI: 10.14454/mzv1-5b55. DCMI Usage Board (2020). DCMI Metadata Terms.https://www.dublincore.org/specifications/dublin-core/dcmi-terms/ . 7 DINI AG KIM (2023). ISCED 2011. https://github.com/dini-ag-kim/vocabs-edu/blob/master/isced-2011.ttl . Dreyfus, Stuart E. (2004). The Five-Stage Model of Adult Skill Acquisition. In: Bulletin of Science, Technology & Society 24 (3), S. 177–181. DOI: 10.1177/0270467604264992. Fleming, Neil D. (1992). Not Another Inventory, Rather a Catalyst for Reflection. To Improve the Academy 11 (20210331). DOI: 10.3998/tia.17063888.0011.014. Geiger, Jonathan, Abdelmoneim Desouki, Frank Lange, Petra Steiner & Henrika Hüppe (2025). Das DALIA Interchange Format – eine Metadaten-Spezifikation für die OER-Plattform DALIA. Nils Reiter, Thomas Haider, Daniel Kababgi & Hendrik Buschmeier, Hg. Book of Abstracts - DHd 2025. DHd 2025 Under Construction, 3. bis 7. März, Bielefeld, Deutschland. Zenodo. 420–422. DOI: 10.5281/zenodo. Geiger, Jonathan D., Petra C. Steiner, Abdelmoneim Amer Desouki, Henrika H. Hüppe & Jan-Michael Haugwitz (2025). Uniting the DIFferences with The DALIA Interchange Format (DIF) – a Minimal Metadata Specification for the DALIA OER Platform. Vincent Heuveline, et al., ed. E-Science-Tage 2025: Research Data Management: Challenges in a Changing World. Heidelberg: heiBOOKS, 460–467. DOI: 10.11588/heibooks.1652.c23945. Geiger, Jonathan, Petra Steiner, Abdelmoneim Amer Desouki & Frank Lange (2024). DALIA Interchange Format (1.3). Zenodo. DOI: 10.5281/zenodo.11521029 . Iglezakis, Dorothea, Giacomo Lanza, Susanne Arndt, Marc Fuhrmans, Džulia Terzijska, Sophia Leimer, Johannes Theissen-Lipp, Stephan Hachinger, Johannes Munke, Benjamin Farnbacher, Vasiliki Sdralia & Alexander Wellmann (2025). Metadata4Ing: An ontology for describing the generation of research data within a scientific activity. Zenodo. DOI: 10.5281/zenodo.14982558. Kompetenzzentrum Interoperable Metadaten (KIM) (2024). Hochschulcampus Ressourcentypen (Werteliste für Typen von Lernressourcen). In collaboration with Adrian Pohl, Torsten Simon, Axel Klinger, Stephan Kulla, Steffen Rörtgen, Mirjan Hoffmann et al. https://w3id.org/kim/hcrt/scheme. 8 LaPierre, Charles; Rothberg, Madeleine; Garrish, Matt (2024). Schema.org Accessibility Properties for Discoverability Vocabulary. Final Community Group Report 09 December 2024. https://www.w3.org/community/reports/a11y-discov-vocab/CG-FINAL-vocabulary-20241209. Library of Congress, The (2024). Relators. https://id.loc.gov/vocabulary/relators.html. Library of Congress, The (2025). XML Format Description Documents. https://www.loc.gov/preservation/digital/formats/fddXML.zip. McCallum, Patrick (2024). mimeData.json. https://github.com/patrickmccallum/mimetype-io/blob/master/src/mimeData.json. Melo, Gerard de (2013). lexvo_2013-02-09.rdf. http://www.lexvo.org/resources/lexvo_2013-02-09.rdf.gz . Melo, Gerard de (2015). Lexvo.org: Language-related information for the Linguistic Linked Data cloud. Semantic Web 6 (4), S. 393–400. DOI: 10.3233/SW-150171. NISO CRediT Working Group (2022). ANSI/NISO Z39.104-2022, CRediT, Contributor Roles Taxonomy. DOI: 10.3789/ansi.niso.z39.104-2022. Petersen, Britta, Franziska Altemeier, Sophie Boße, et al. (2025). Learning Objectives Matrix on the Topic of Research Data Management (RDM). Zenodo. DOI: 10.5281/zenodo.15846806. Perego, Andrea, Timothy Austin, Anders Friis-Christensen, Lorenzino Vaccari & Chrisa Tsinariki (2021). DataCite to DCAT-AP Mapping: Unofficial Draft 31 March 2021. Ed. by Andrea Perego & Timothy Austin. https://ec-jrc.github.io/datacite-to-dcat-ap/. Pohl, Adrian, Steffen Rörtgen, Petra Maier et al. (2024). Hochschulfaechersystematik. https://github.com/dini-ag-kim/hochschulfaechersystematik/blob/master/hochschulfaechersystematik.ttl. schema.org project (2024). schemaorg/data Release 28. https://github.com/schemaorg/schemaorg/blob/main/data/releases/28.0/schemaorg-all-https.rdf . SPDX (2025). SPDX License List. Version: 3.27.0 2025-07-01. https://spdx.org/licenses/. 9 digital object identifier A digital object identifier (DOI) is a persistent identifier or handle used to uniquely identify various objects, standardized by the International Organization for Standardization (ISO). DOIs are an implementation of the Handle System; they also fit within the URI system (Uniform Resource Identifier). They are widely used to identify academic, professional, and government information, such as journal articles, research reports, data sets, and official publications. DOIs have also been used to identify other types of information resources, such as commercial videos. en dbr:Digital _object_id entifier closeMatch wd:Q25670 dbr:Persist ent_identif ier Class dbr https://dbpedia.org/pa ge/Digital_object_identi fier Q PCS Uniform Resource Locator The term "Uniform Resource Locator" (URL) refers to the subset of URIs that, in addition to identifying a resource, provide a means of locating the resource by describing its primary access mechanism (e.g., its network "location"). en schema:U RL closeMatch wd:Q42253 broadMatch wd:Q61694 Class Berners Lee200 5:7 https://www.ietf.org/rfc /rfc3986.txt Q PCS Title The title (and subtitle) of the resource. en dcterms:ti tle Propert y DIF1.3 https://zenodo.org/rec ords/11521029 Q open, subtitle segmented by colon (: ) PCS accessibilityFeat ure Content features of the resource, such as accessible media, alternatives and supported enhancements for accessibility. en schema:ac cessibilityF eature Propert y schema :accessi bilityFe ature https://schema.org/acc essibilityFeature Q Values should be drawn from the approved vocabulary. See schemaacessibility (https://www.w3.org/co mmunity/reports/a11y-di scov-vocab/CG-FINAL-voc abulary-20241209). PCS, HMH, AAD 16 Community The community is the associated organization, institution, project, body, or online group which supports the educational resource, or recommends it, or both. A community gathers users (members) and educational resources/learning paths similar to Zenodo communities. en modalia:C ommunity Class DIF1.3, modalia https://zenodo.org/rec ords/11521029 M Communities which are listed at https://www.wikidata.org /wiki/Q61658497 (NFDI) and/or at https://www.wikidata.org /wiki/Q61658497 and/or at https://www.wikidata.org /wiki/Q111582288 and/or https://www.wikidata.org /wiki/Q61658497 has_subsidiary or is part_of and/or are https://www.wikidata.org /wiki/Q98270496 wd:Q105757481 or have Q61658497 (NFDI) has a parent organization. > ROR name > name (string) PCS, JDG, AAD supporting (community) A community that supports (by allocating facilities, staff, or other resources) a project, program, meeting, event, data objects, material culture objects, or other entities capable of support. In the context of DIF, the supporting community is the organization, institution, project, body, or online group which supports the production, training, curation, dissemination, or administration of the educational resource by allocating facilities, staff, or other resources. en modalia:s upporting Host rdfs:range modalia:Com munity Propert y mrel https://id.loc.gov/vocab ulary/relators/sht.html M PCS, JDG 17 recommending (community) A community which provides the recommendation of the educational resource. In the context of DIF, the recommending community is the organization, institution, project, body, or online group which recommends the educational resource. en modalia:re commend er rdfs:range modalia:Com munity Propert y DIF1.3, rec https://web.archive.org /web/20250116013621 /https://smiy.sourcefor ge.net/rec/rdf/recomm endationontology.owl S PCS, JDG BERD@NFDI NFDI consortium for business, economic and related data (social and behavioural sciences) en wd:Q1085 42181 modalia:Co mmunity Individ ual wd http://www.wikidata.or g/entity/Q108542181 Q PCS Base4NFDI Basic services for NFDI en wd:Q1135 44452 modalia:Co mmunity Individ ual wd http://www.wikidata.or g/entity/Q113544452 Q PCS DAPHNE4NFDI NFDI consortium for data from photon and neutron experiments en wd:Q1085 42327 modalia:Co mmunity Individ ual wd http://www.wikidata.or g/entity/Q108542327 Q PCS DataPLANT NFDI consortium for data in basic plant research en wd:Q9838 0336 modalia:Co mmunity Individ ual wd http://www.wikidata.or g/entity/Q98380336 Q PCS FAIRAgro NFDI consortium for agrosystems en wd:Q1134 86316 modalia:Co mmunity Individ ual wd http://www.wikidata.or g/entity/Q113486316 Q PCS FAIRmat NFDI consortium for condensed-matter physics and the chemical physics of solids (physics) en wd:Q1085 42373 modalia:Co mmunity Individ ual wd http://www.wikidata.or g/entity/Q108542373 Q PCS GHGA NFDI consortium for the German human genome-phenome archive en wd:Q9838 0337 modalia:Co mmunity Individ ual wd http://www.wikidata.or g/entity/Q98380337 Q PCS KonsortSWD NFDI consortium for the social, educational, behavioural and economic sciences en wd:Q9838 0340 modalia:Co mmunity Individ ual wd http://www.wikidata.or g/entity/Q98380340 Q PCS MaRDI NFDI consortium mathematical research data initiative en wd:Q1083 27788 modalia:Co mmunity Individ ual wd http://www.wikidata.or g/entity/Q108327788 Q PCS NFDI-MatWerk NFDI consortium for materials science & engineering (materials science and engineering) en wd:Q1085 42607 modalia:Co mmunity Individ ual wd http://www.wikidata.or g/entity/Q108542607 Q PCS NFDI4BIOIMAG E NFDI consortium for microscopy and bioimage analysis en wd:Q1135 00855 modalia:Co mmunity Individ ual wd http://www.wikidata.or g/entity/Q113500855 Q PCS NFDI4Biodiversi ty NFDI consortium for biodiversity, ecology and environmental data en wd:Q9838 0341 modalia:Co mmunity Individ ual wd http://www.wikidata.or g/entity/Q98380341 Q PCS 18 NFDI4Cat NFDI consortium for sciences related to catalysis en wd:Q9838 0342 modalia:Co mmunity Individ ual wd http://www.wikidata.or g/entity/Q98380342 Q PCS NFDI4Chem NFDI consortium for chemistry en wd:Q9667 8459 modalia:Co mmunity Individ ual wd http://www.wikidata.or g/entity/Q96678459 Q PCS NFDI4Culture NFDI consortium for research data on material and immaterial cultural heritage en wd:Q9827 6929 modalia:Co mmunity Individ ual wd http://www.wikidata.or g/entity/Q98276929 Q PCS NFDI4DataScien ce NFDI consortium for data science and artificial intelligence (computer science, systems and electrical engineering) en wd:Q1085 42422 modalia:Co mmunity Individ ual wd http://www.wikidata.or g/entity/Q108542422 Q PCS NFDI4Earth NFDI consortium for earth system sciences (geosciences) en wd:Q1085 42504 modalia:Co mmunity Individ ual wd http://www.wikidata.or g/entity/Q108542504 Q PCS NFDI4Energy NFDI consortium for interdisciplinary energy system research en wd:Q1134 99626 modalia:Co mmunity Individ ual wd http://www.wikidata.or g/entity/Q113499626 Q PCS NFDI4Health NFDI consortium for personal health data en wd:Q9838 0343 modalia:Co mmunity Individ ual wd http://www.wikidata.or g/entity/Q98380343 Q PCS NFDI4Immuno NFDI consortium for immunology en wd:Q1135 43313 modalia:Co mmunity Individ ual wd http://www.wikidata.or g/entity/Q113543313 Q PCS NFDI4Ing NFDI consortium for engineering sciences en wd:Q9838 0344 modalia:Co mmunity Individ ual wd http://www.wikidata.or g/entity/Q98380344 Q PCS NFDI4Memory NFDI consortium for the historically oriented humanities en wd:Q9823 1721 modalia:Co mmunity Individ ual wd http://www.wikidata.or g/entity/Q98231721 Q PCS NFDI4Microbiot a NFDI consortium for microbiota research data en wd:Q9953 4506 modalia:Co mmunity Individ ual wd http://www.wikidata.or g/entity/Q99534506 Q PCS NFDI4Objects NFDI consortium for the material remains of human history en wd:Q9822 9157 modalia:Co mmunity Individ ual wd http://www.wikidata.or g/entity/Q98229157 Q PCS NFDIxCS NFDI consortium for and with computer science en wd:Q1135 01071 modalia:Co mmunity Individ ual wd http://www.wikidata.or g/entity/Q113501071 Q PCS PUNCH4NFDI NFDI consortium for particles, universe, nuclei and hadrons (physics) en wd:Q1085 42637 modalia:Co mmunity Individ ual wd http://www.wikidata.or g/entity/Q108542637 Q PCS 19 SaxFDM Saxon research data management initiative en wd:Q6789 0505 modalia:Co mmunity Individ ual wd http://www.wikidata.or g/entity/Q67890505 Q PCS Section (Meta)data, Terminologies, Provenance Section of the NFDI association en wd:Q1115 82407 modalia:Co mmunity Individ ual wd http://www.wikidata.or g/entity/Q111582407 Q PCS Section Common Infrastructures Section of the NFDI association en wd:Q1115 82309 modalia:Co mmunity Individ ual wd http://www.wikidata.or g/entity/Q111582309 Q PCS Section Industry Engagement Section of the NFDI association en wd:Q1214 15618 modalia:Co mmunity Individ ual wd http://www.wikidata.or g/entity/Q121415618 Q PCS Section Training & Education Section of the NFDI association en wd:Q1115 82410 modalia:Co mmunity Individ ual wd http://www.wikidata.or g/entity/Q111582410 Q PCS Section ethical, legal and social aspects Section of the NFDI association en wd:Q1115 82403 modalia:Co mmunity Individ ual wd http://www.wikidata.or g/entity/Q111582403 Q PCS Text+ NFDI consortium for textand language-based research data en wd:Q9827 1443 modalia:Co mmunity Individ ual wd http://www.wikidata.or g/entity/Q98271443 Q PCS WG Research Software Engineering (RSE) at section-infra Working group in section-infra of the NFDI association en wd:Q1257 47942 modalia:Co mmunity Individ ual wd http://www.wikidata.or g/entity/Q125747942 Q PCS arthistoricum.n et Digital platform for the arts to support art historical research and to publish research results en wd:Q7080 67 modalia:Co mmunity Individ ual wd http://www.wikidata.or g/entity/Q708067 Q PCS Digital Curation Centre UK organization that addresses challenges of digital preservation and digital curation; part of Jisc en wd:Q5275 828 modalia:Co mmunity Individ ual wd http://www.wikidata.or g/entity/Q5275828 Q PCS Research Data Alliance Research community organization started in 2013 en wd:Q2533 8539 modalia:Co mmunity Individ ual wd http://www.wikidata.or g/entity/Q25338539 Q PCS 20 Swedish National Data Service Infrastructure for research data management and publishing en wd:Q1068 4886 modalia:Co mmunity Individ ual wd http://www.wikidata.or g/entity/Q10684886 Q PCS Come2Data Competence center for interdisciplinary data science en wd:Q1167 70578 modalia:Co mmunity Individ ual wd http://www.wikidata.or g/entity/Q116770578 Q PCS DACE Data competence center for circular economy data en wd:Q1167 70731 modalia:Co mmunity Individ ual wd http://www.wikidata.or g/entity/Q116770731 Q PCS DIM.RUHR Data competence center for interprofessional health data use in the Ruhr Metropolis en wd:Q1167 45844 modalia:Co mmunity Individ ual wd http://www.wikidata.or g/entity/Q116745844 Q PCS DKZ2R Rhine-Ruhr center for scientific data competence en wd:Q1167 48772 modalia:Co mmunity Individ ual wd http://www.wikidata.or g/entity/Q116748772 Q PCS DataNord Interdisciplinary data competence center for the Bremen region en wd:Q1167 48742 modalia:Co mmunity Individ ual wd http://www.wikidata.or g/entity/Q116748742 Q PCS HERMES Data competence center for humanities education in research, data, and methods en wd:Q1167 45924 modalia:Co mmunity Individ ual wd http://www.wikidata.or g/entity/Q116745924 Q PCS KODAQS Competence center data quality in the social sciences en wd:Q1167 48687 modalia:Co mmunity Individ ual wd http://www.wikidata.or g/entity/Q116748687 Q PCS QUADRIGA Berlin-Brandenburg data competence center for digital humanities, computer science, information science and administrative science en wd:Q1167 70512 modalia:Co mmunity Individ ual wd http://www.wikidata.or g/entity/Q116770512 Q PCS SODa Data competence center for collections, objects, data literacy: developing a data competency centre for academic university collections en wd:Q1167 48476 modalia:Co mmunity Individ ual wd http://www.wikidata.or g/entity/Q116748476 Q PCS WiNoDa Knowledge lab for natural science collections and object-centered data en wd:Q1167 70659 modalia:Co mmunity Individ ual wd http://www.wikidata.or g/entity/Q116770659 Q PCS de.KCD German competence center cloud technologies for data management and processing en wd:Q1167 70998 modalia:Co mmunity Individ ual wd http://www.wikidata.or g/entity/Q116770998 Q PCS Description The description of the resource. en dcterms:d escription Propert y dcterms , DIF1.3 https://zenodo.org/rec ords/11521029 O open PCS, AAD 21 Discipline The discipline or university/college subject the learning resource belongs to. en fabio:hasD iscipline Propert y DIF1.3, fabio http://purl.org/spar/fab io/hasDiscipline M DisciplineDestatisList: Controlled vocabulary from German University Subject Classification System ("Systematik der Fächergruppen, Studienbereiche und Studienfächer") as defined by Statistisches Bundesamt Currently destatis2024, as in kim.hochschulfaechersystematik. PCS DisciplineDestat isList The disciplines included in the German University Subject Classification System ("Systematik der Fächergruppen, Studienbereiche und Studienfächer") as defined by Statistisches Bundesamt (https://w3id.org/kim/hochschulfaechersyste matik/scheme). en https://w3 id.org/kim /hochschu lfaechersy stematik/s cheme Class O PCS FileFormat The (technical) file format(s) of the resource. If the resource exists in different formats (e.g. pptx and pdf), all of them should be provided. For non-downloadable resources, e.g. streams, no format can be provided (e.g. YouTube videos). en dcterms:fo rmat Propert y dcterms http://purl.org/dc/term s/format M The controlled vocabulary LoCFileFormatList which is overlapping with the MIME file types (extensions): https://mimetype.io/all-t ypes and the fileTypes from McCallum, Patrick (2024): mimeData.json. Most definitions are from XML Format Description Documents (fdd). The file format helps users to choose tools to work with the resource. PCS, AAD, JDG LoCFileFormatLi st The file formats included in the XML Format Description Documents of the Library of Congress, which is overlapping with the MIME file types (extensions): https://mimetype.io/all-types and the fileTypes from McCallum2024 (https://www.loc.gov/preservation/digital/fo rmats/fddXML/). en https://w ww.loc.go v/preserva tion/digita l/formats/ fddXML/ dcterms:Fil eFormat Class O PCS, AAD, HMH 22 .pdf PDF (Portable Document Format), developed by Adobe Systems Incorporated, is described by Adobe as a general document representation language. PDF represents formatted, page-oriented documents. These documents may be structured or simple. They may contain text, images, graphics, and other multimedia content, such as video and audio. There is support for annotations, metadata, hypertext links, and bookmarks. Later versions provide additional functionalities, for example, to embed geospatial information within documents that represent maps or other geospatial images, such as satellite photographs. en https://w ww.loc.go v/preserva tion/digita l/formats/ fddXML/fd d000030.x ml dcterms:Fil eFormat Individ ual fdd, McCallu m2024 https://www.loc.gov/pr eservation/digital/form ats/fddXML/fdd000030. xml https://github.com/patr ickmccallum/mimetypeio/blob/master/src/mi meData.json Q, S PCS, HMH .html HyperText Markup Language (HTML) is the primary markup language used for creating pages and applications on the World Wide Web. HTML files are textual files, viewable and editable in plain text editors. en https://mi metype.io /text/html dcterms:Fil eFormat Individ ual fdd https://www.loc.gov/pr eservation/digital/form ats/fdd/fdd000475.sht ml https://www.loc.gov/pr eservation/digital/form ats/fddXML/fdd000475. xml Q PCS, HMH, JDG .pptx The Office Open XML-based presentation format using .pptx as a file extension has been the default format produced for new documents by versions of Microsoft PowerPoint since PowerPoint 2007. The conceptual structure of a slide-based presentation includes: presentation, slide, slide layout, note, handout, and comment. en https://w ww.loc.go v/preserva tion/digita l/formats/ fddXML/fd d000399.x ml dcterms:Fil eFormat Individ ual fdd https://www.loc.gov/pr eservation/digital/form ats/fdd/fdd000399.sht ml https://www.loc.gov/pr eservation/digital/form ats/fddXML/fdd000399. xml M PCS, HMH 23 .mp3 The MP3 File Format is the de facto file format for sound that wraps MP3_ENC bitstreams, which may be postor pre-pended by the informally specified ID3 metadata blocks. en https://w ww.loc.go v/preserva tion/digita l/formats/ fddXML/fd d000105.x ml dcterms:Fil eFormat Individ ual fdd https://www.loc.gov/pr eservation/digital/form ats/fdd/fdd000105.sht ml https://www.loc.gov/pr eservation/digital/form ats/fddXML/fdd000105. xml M PCS, HMH .txt The txt File Format is plain text consisting of a sequence of character codes, such as ASCII or Unicode. en dcterms:Fil eFormat Individ ual O PCS, HMH .zip ZIP File Format (PKWARE) is designed for cross-platform data exchange and efficient data storage for a set of related files. ZIP_PK is a de facto industry standard, developed, maintained, and openly documented by PKWARE. The original version of the format was developed by Phil Katz (hence the "PK" in PKWARE). ZIP combines data compression, file management, and data encryption within a portable archive format. A ZIP file is a package containing one or more files, usually compressed and sometimes encrypted. en https://w ww.loc.go v/preserva tion/digita l/formats/ fddXML/fd d000354.x ml dcterms:Fil eFormat Individ ual fdd https://www.loc.gov/pr eservation/digital/form ats/fdd/fdd000354.sht ml https://www.loc.gov/pr eservation/digital/form ats/fddXML/fdd000354. xml Q PCS, HMH .png The PNG or Portable Network Graphics specification describes PNG as an "extensible file format for the lossless, portable, well-compressed storage of static and animated raster images. PNG provides a patent-free replacement for GIF and can also replace many common uses of TIFF. Indexed-color, grayscale, and truecolor images are supported, plus an optional alpha channel. Sample depths range from 1 to 16 bits." The specification is maintained and developed by the W3C Portable Network Graphics (PNG) Working Group. en https://w ww.loc.go v/preserva tion/digita l/formats/ fddXML/fd d000153.x ml dcterms:Fil eFormat Individ ual fdd https://www.loc.gov/pr eservation/digital/form ats/fdd/fdd000153.sht ml https://www.loc.gov/pr eservation/digital/form ats/fddXML/fdd000153. xml Q PCS, HMH 24 .mp4 MP4 can be used for MPEG 4 video files, combined video and audio files, or plain MPEG 4 audio. en https://w ww.loc.go v/preserva tion/digita l/formats/ fddXML/fd d000155.x ml dcterms:Fil eFormat Individ ual fdd https://www.loc.gov/pr eservation/digital/form ats/fdd/fdd000155.sht ml https://www.loc.gov/pr eservation/digital/form ats/fddXML/fdd000155. xml Q PCS, HMH Keywords Essential and characteristic topics or content of the resource. en schema:ke ywords Propert y DIF1.3 https://zenodo.org/rec ords/11521029 Q open, but picklist recommended, e.g. https://id.loc.gov/authori ties/subjects.html, https://www.wikidata.org /wiki/Wikidata:Main_Pag e, https://lobid.org/gnd PCS, AAD, JDG Language The language(s) of the resource. en dcterms:la nguage Propert y DIF1.3 https://zenodo.org/rec ords/11521029 Q The controlled vocabulary LanguageLexvoList. Two character codes are preferred: ISO 639-1 (two characters, e.g. en) > ISO 639-3 (three character codes) see https://id.loc.gov/vocabul ary/iso639-1.html, https://www.loc.gov/stan dards/iso639-2/php/code _list.php , https://en.wikipedia.org/ wiki/List_of_ISO_639_lan guage_codes "Lexvo.org, since 2008, has defined URIs of the form http://www.lexvo.org/id/iso639-3 /eng for all of the 7 000 languages covered by the ISO 639-3 standard. While the Library of Congress has published ISO 639-2 as a controlled vocabulary based on SKOS [23], there is no good Linked Data alternative to Lexvo.org for ISO 639-3. Lexvo.org’s language identifiers are used by the British Library, the Spanish National Library (datos.bne.es), and the French academic catalog Sudoc, among many others." (demelo2015, 394) PCS, AAD, JDG 25 WebPage A web page is an online document available (at least initially) on the world wide web. en bibo:Web page closeMatch hcrt:web_pa ge closeMatch aat:3002645 78 closeMatch fabio:WebPa ge modalia:Le arningReso urceType Class bibo bibo:Webpage Q PCS, AAD, JDG OtherResourceT ype A learning resource type that is not covered by the other listed categories. en hcrt:other modalia:Le arningReso urceType Class O PCS, AAD MediaType The general type of data content encoded in a computer file in terms of its modality (text, audio, picture etc.). The media type is to be used for user preferences for the learning style(s). If the resource consists of more than one item with different DOIs, the MediaType is "multipart" and the relations are provided in the field "RelatedWork". en modalia:h asMediaTy pe Propert y fleming 1992 https://github.com/patr ickmccallum/mimetypeio/blob/master/src/mi meData.json S picklist: audio, video, text, presentation, code, image, multipart PCS, AAD Audio A resource has the media type audio if it mainly consists of aural material. en schema:A udioObjec t broadMatch dctypes:Soun d modalia:M ediaType Class O PCS, AAD Video A resource has the media type video if it mainly consists of moving images. en schema:Vi deoObject broadMatch dctypes:Movi ngImage modalia:M ediaType Class O PCS, AAD Text A resource has the media type text if it mainly consists of written or writing materials. en schema:Te xt broadMatch dctypes:Text modalia:M ediaType Class O PCS, AAD Presentation A resource has the media type presentation if it mainly consists of slides. en schema:Pr esentation DigitalDoc ument modalia:M ediaType Class O PCS, AAD Code A resource has the media type code if it mainly consists of programming code. en modalia:C ode broadMatch dcterms:Soft ware modalia:M ediaType Class O PCS, AAD Image A resource has the media type image if it mainly consists of (a) still image(s). en schema:I mageObje ct closeMatch dctypes:StillI mage modalia:M ediaType Class O PCS, AAD 32 Multipart A resource has the media type multipart if it consists of more than one part, each of a different media type. en modalia:M ultipart closeMatch dcterms:Coll ection modalia:M ediaType Class O PCS, AAD ProficiencyLevel The proposed level of proficiency in research data management and data literacy of the learners in regard to the learning content. en modalia:re quiresProf iciencyLev el closeMatch schema:profi ciencyLevel, closeMatch lrmi:educatio nalLevel Propert y DIF1.3 https://zenodo.org/rec ords/11521029 Q picklist according to Dreyfus (2004) "The Five-Stage Model of Adult Skill Acquisition" : novice, advanced beginner, competent, proficient, and expert. The labels are from Benner (1982). PCS, HMH Novice Novice learners are individuals who are unpracticed and have little to no knowledge in the field of learning. They lack a fundamental understanding of basic concepts and are not yet able to assess situations and tasks effectively. They require introductions, descriptions, and guidelines. en modalia:N ovice broadMatch aat:3003932 05 modalia:Pr oficiency Individ ual Dreyfus 2004: 177, Benner 1982: 403 Dreyfus2004, Benner1982 O, S PCS, AAD, HMH AdvancedBegin ner Advanced beginner learners are individuals who possess some basic knowledge of the field of learning and are able to recognize patterns. They require instructions and need to follow examples. en modalia:B eginner modalia:Pr oficiency Individ ual Dreyfus 2004: 177, Benner 1982: 403f. Dreyfus2004, Benner1982 S PCS, AAD Competent Competent learners have gained moderate experience in the field of learning through consistent application of skills. They possess significant knowledge of the field, are able to evaluate features, and can efficiently and accurately apply various plans and rules according to situations and tasks. At this stage, problem-solving and decision-making are accompanied by emotional involvement. en modalia:C ompetent modalia:Pr oficiency Individ ual Dreyfus 2004: 178f., Benner 1982: 404f. Dreyfus2004, Benner1982 S PCS, AAD 33 Proficient Proficient learners possess a strong foundation of knowledge and skills, enabling them to perform tasks with a high degree of accuracy and efficiency. They are able to recognize patterns in situations and tasks, and can develop complex solutions through conscious deliberation. en modalia:Pr oficient modalia:Pr oficiency Individ ual Dreyfus 2004: 179, Benner 1982: 405f. Dreyfus2004, Benner1982 S PCS, AAD Expert Expert learners are individuals knowledgeable in a specialized field, particularly people with the special skill or knowledge representing mastery of a particular subject. They possess a deep and comprehensive understanding of the subject matter, enabling them to quickly and intuitively analyze new situations and tasks, and develop complex solutions without conscious deliberation. en modalia:E xpert closeMatch aat:3001555 33 modalia:Pr oficiency Individ ual getty, Dreyfus 2004: 179f., Benner 1982:40 6f. http://vocab.getty.edu/ aat/scopeNote/49454 Dreyfus2004, Benner1982 Q, S PCS, AAD PublicationDate The date of first publication or broadcast. en schema:da tePublishe d Propert y schema https://schema.org/dat ePublished Q ISO 8601 format (https://www.iso.org/iso8601-date-and-time-form at.html). If the full date is unknown, month and year (YYYY-MM) or just year (YYYY) may be used. PCS, AAD TargetGroup The target group refers to the learners of the resource: A class of agents for whom the learning resource is intended or useful. en modalia:h asTargetGr oup closeMatch schema:Educ ationalRole closeMatch lrmi:audrole Propert y DIF1.3 https://zenodo.org/rec ords/11521029 M, Q picklist from modalia, OCCO and other sources The group of (optional) teachers is not considered, only the learners. If the learning group includes teachers, then this has to be chosen from the picklist. PCS, AAD StudentSchool A student who is attending a school for achieving levels 1, 2, or 3 of the 2011 version of the International Standard Classification of Education structure. en modalia:St udentScho ol modalia:Ta rgetGroup Class Unesco 2012:32 -42 https://unesdoc.unesco .org/ark:/48223/pf0000 219109 S PCS, AAD StudentOfHighe rEducation Students who are attending a university or college (e.g. in USA, GB) for achieving levels 6, 7 or 8 of the 2011 version of the International Standard Classification of Education structure. en Class dbr https://dbpedia.org/pa ge/Higher_education S PCS, AAD, CTH 34 HigherEducatio n Higher education is education leading to award of an academic degree. Higher education, also called post-secondary education, third-level or tertiary education, is an optional final stage of formal learning that occurs after completion of secondary education. It represents levels 6, 7 and 8 of the 2011 version of the International Standard Classification of Education structure. en dbr:Higher _educatio n narrowMatch isced2011:lev el6 narrowMatch isced2011:lev el7 narrowMatch isced2011:lev el8 Class dbr https://dbpedia.org/pa ge/Higher_education M PCS, AAD BachelorDegree Programmes at ISCED level 6, or Bachelor’s or equivalent level, are often designed to provide participants with intermediate academic and/or professional knowledge, skills and competencies, leading to a first degree or equivalent qualification. Programmes at this level are typically theoretically-based but may include practical components and are informed by state of the art research and/or best professional practice. They are traditionally offered by universities and equivalent tertiary educational institutions. en isced2011: level6 closeMatch: dbr:Bachelor' s_degree dcterms:subj ect dbr:Academi c_degree Class Unesco 2012:51 https://unesdoc.unesco .org/ark:/48223/pf0000 219109 Q more information: BMBFglossar https://www.datenportal.bmbf.de /portal/de/G293.html PCS BachelorStuden t A student of Higher Education who is attending a university or college (e.g. in USA, GB) for achieving level 6 of the 2011 version of the International Standard Classification of Education structure. en modalia:B achelorStu dent modalia:Ta rgetGroup Class O PCS, CTH, AAD 35 MasterDegree Programmes at ISCED level 7, or Master’s or equivalent level, are often designed to provide participants with advanced academic and/or professional knowledge, skills and competencies, leading to a second degree or equivalent qualification. Programmes at this level may have a substantial research component but do not yet lead to the award of a doctoral qualification. Typically, programmes at this level are theoretically-based but may include practical components and are informed by state of the art research and/or best professional practice. They are traditionally offered by universities and other tertiary educational institutions. en isced2011: level7 closeMatch dbr:Master's _degree Class Unesco 2012:55 https://unesdoc.unesco .org/ark:/48223/pf0000 219109 Q more information: BMBFglossar https://www.datenportal.bmbf.de /portal/de/G293.html PCS Master'sStuden t A student of Higher Education who is attending a university or college (e.g. in USA, GB) for achieving level 7 of the 2011 version of the International Standard Classification of Education structure. en modalia:M astersStud ent modalia:Ta rgetGroup Class O PCS, CTH, AAD DoctorOfPhilos ophy Programmes at ISCED level 8, or doctoral or equivalent level, are designed primarily to lead to an advanced research qualification. Programmes at this ISCED level are devoted to advanced study and original research and are typically offered only by research-oriented tertiary educational institutions such as universities. Doctoral programmes exist in both academic and professional fields. en isced2011: level8 closeMatch dbr:Doctor_o f_Philosophy Class Unesco 2012:59 https://unesdoc.unesco .org/ark:/48223/pf0000 219109 Q more information: BMBFglossar https://www.datenportal.bmbf.de /portal/de/G293.html PCS PhDStudent A student of Higher Education who is attending a university or college (e.g. in USA, GB) for achieving level 8 of the 2011 version of the International Standard Classification of Education structure. en modalia:P hDStudent modalia:Ta rgetGroup Class O PCS, CTH 36 DataSteward Data Steward is an umbrella term for numerous support roles that involve the creation, management and usage of research data. These can be very hands-on roles involving daily data analysis or roles that are more policy and advising-focused. A data steward facilitates the quality, integrity and access to (meta)data in a manner that is consistent with the appropriate laws and institutional policies, ensuring professional treatment of data throughout all stages of the research project. Data Stewards are an important part of scientific communities, supporting recommended data management practices and supporting researchers in these efforts. Often their roles overlap with those of data managers and other professionals who curate data. Data Stewards tend to have scientific backgrounds and can have the technical skills needed to analyse and manage both data and software. en obo:T4FS_ 0000178 modalia:Ta rgetGroup Class Turing Way202 5, T4FS https://book.the-turingway.org/pathways/path ways-data-stewards http://purl.obolibrary.o rg/obo/T4FS_0000178 Q, M also at https://github.com/the-turing-wa y/the-turing-way/blob/main/boo k/website/pathways/pathways-da ta-stewards.md see also FDIeng https://forschungsdaten.info/prax is-kompakt/english-pages/glossar y/#c403986 This term primarily refers to scientific communities, with less relevance to industry. Note that the meaning of this term may differ in industrial contexts. For industrial contexts see plotkin2020. PCS, CTH Teacher A person who helps students to acquire knowledge, competence or virtue. Informally the role of teacher may be taken on by anyone (e.g. when showing a colleague how to perform a specific task). In some countries, teaching young people of school age may be carried out in an informal setting, such as within the family (homeschooling), rather than in a formal setting such as a school or college. Some other professions may involve a significant amount of teaching (e.g. youth worker, pastor). In most countries, formal teaching of students is usually carried out by paid professional teachers. en obo:GSSO _007973 Class GSSO http://purl.obolibrary.o rg/obo/GSSO_007973 Q PCS, CTH TeacherSchool A teacher who is working at a school for levels 1, 2, or 3 of the 2011 version of the International Standard Classification of Education structure. en modalia:T eacherSch ool modalia:Ta rgetGroup Class Unesco 2012:32 -42 https://unesdoc.unesco .org/ark:/48223/pf0000 219109 S PCS, AAD 37 TeacherHigherE ducation A teacher who is working at a university or college (e.g. USA, GB) for levels 6, 7, or 8 of the 2011 version of the International Standard Classification of Education structure. en modalia:T eacherHig herEducati on modalia:Ta rgetGroup Class O PCS, AAD, CTH Researcher A person or a group who attempts to answer research questions, establish facts, and reach new conclusions by systematically investigating and studying materials and sources, observing, or conducting experiments in a particular field relevant to the questions. en modalia:R esearcher closeMatch citedcat:Rese archer closeMatch obo:T4FS_00 00220 closeMatch m4i:Research er modalia:Ta rgetGroup Class FrameN et https://framenet.icsi.be rkeley.edu/fnReports/d ata/frame/Research.xml https://framenet.icsi.be rkeley.edu/fnReports/d ata/lu/lu10685.xml?mo de=lexentry M PCS ContentProvide r Person or group who is providing (an) OER. en modalia:C ontentPro vider modalia:Ta rgetGroup Class O PCS, AAD Librarian A person who administers and maintains libraries or collections of information, for public or private access through reference or borrowing. Librarians work in a variety of settings, such as educational institutions, museums, and corporations, and with various types of informational materials, such as books, periodicals, recordings, films, and databases. Tasks may include acquiring, cataloging, and circulating library materials, and user services such as locating and organizing information, providing instruction on how to access information, and setting up and operating a library's media equipment. en obo:OCCO _2540220 0 closeMatch obo:CRO_00 00111 modalia:Ta rgetGroup Class OCCO http://purl.obolibrary.o rg/obo/OCCO_2540220 0 M PCS Archivist A person who appraises, edits, and directs safekeeping of permanent records and historically valuable documents. Participates in research activities based on archival materials. en obo:OCCO _2540110 0 modalia:Ta rgetGroup Class OCCO http://purl.obolibrary.o rg/obo/OCCO_2540110 0 Q PCS MuseumProfess ional A person who works in a museum and has specialized knowledge, training, or expertise related to museums and their functions. en modalia:M useumPro fessional modalia:Ta rgetGroup Class O PCS 38 RelatedWork The relation(s) to other resources. It is required to identify the related resource by means of a URL. en dcterms:re lation Propert y dcterms https://www.dublincore .org/specifications/dubl in-core/dcmi-terms/ele ments11/relation/ M DALIA: picklist based on dcterms, citedcat (adopted from DataCite), modalia (adopted from DataCite), schema. For the LINK: DOI > other URLs. PCS, AAD isPartOf A related resource in which the described resource is physically or logically included. en dcterms:is PartOf dcterms:rel ation Propert y dcterms https://www.dublincore .org/specifications/dubl in-core/dcmi-terms/ter ms/isPartOf/ M PCS, AAD hasPart A related resource that is included either physically or logically in the described resource. en dcterms:h asPart dcterms:rel ation Propert y dcterms https://www.dublincore .org/specifications/dubl in-core/dcmi-terms/ter ms/hasPart/ Q PCS, AAD isContinuedBy A related resource which is the direct continuation of the described resource. This applies to a story, a series of lessons, a serial, a journal, etc. Successors typically form part of a common whole—such as a series of lectures. en citedcat:is Continued By inverseOf citedcat:conti nues, closeMatch edm:isSucces sorOf dcterms:rel ation Propert y edm https://github.com/eur opeana/metis-schema/ blob/master/src/main/r esources/schema_xsds/ EDM-COMMON-MAIN.x sd M Example: "The Two Towers" is a successor of "Fellowship of the Ring". The issue 57 of "Le Temps" is a successor of issue 56 of the Le Temps. The definition is adapted from edm, the IRI taken from citedcat. PCS, AAD continues A related resource which is the direct predecessor of the described resource. This applies to a story, a series of lessons, a serial, a journal, etc. Predecessors typically form part of a common whole—such as a series of lectures. en citedcat:c ontinues inverseOf is citedcat:isCo ntinuedBy dcterms:rel ation Propert y edm, DataCit e https://github.com/eur opeana/metis-schema/ blob/master/src/main/r esources/schema_xsds/ EDM-COMMON-MAIN.x sd https://datacite-metada ta-schema.readthedocs. io/_/downloads/en/4.6 /pdf/ S, M Example: Lecture7 is a predecessor of Lecture8. The definition is adapted from edm (isSuccessorOf, as isPredecessorOf does not exist), the IRI taken from citedcat. PCS, AAD 39 isSupplementTo Resource that is complemented by the described augmenting resource. en citedcat:is Suppleme ntTo inverseOf isSupplement edBy, closeMatch bf:suppleme nt dcterms:rel ation Propert y bf:suppl ement https://id.loc.gov/ontol ogies/bibframe/supple ment.rdf M While the definition is from bibframe, the term isSupplementTo was chosen according to DataCite, which is used more frequently than the equivalent in bibframe. Besides this, the inverse labels of the terms are not as transparent as the ones by DataCite. The range of citedcat is adequate. PCS, AAD isSupplemented By Resource that complements the predominant described resource. en citedcat:is Suppleme ntedBy inverseof isSupplement To dcterms:rel ation Propert y bf:suppl ementT o https://id.loc.gov/ontol ogies/bibframe/supple mentTo.rdf M While the definition is from bibframe, the term isSupplementedBy was chosen according to DataCite, which is used more frequently than the equivalent in bibframe. Besides this, the inverse term labels are not as transparent as the ones by DataCite. The range of citedcat is adequate. PCS, AAD references A related resource that is referenced, cited, or otherwise pointed to by the described resource. en dcterms:re ferences inverseOf dcterms:isRef erencedBy dcterms:rel ation Propert y dcterms https://www.dublincore .org/specifications/dubl in-core/dcmi-terms/ter ms/references/ Q PCS, AAD isReferencedBy A related resource that references, cites, or otherwise points to the described resource. en dcterms:is Reference dBy inverseOf dcterms:refer ences dcterms:rel ation Propert y dcterms https://www.dublincore .org/specifications/dubl in-core/dcmi-terms/ter ms/isReferencedBy/ Q PCS, AAD describes A related resource that is described by the resource. en modalia:d escribes closeMatch sio:SIO_0005 63, closeMatch citedcat:desc ribes dcterms:rel ation Propert y dataCit e, sio https://datacite-metada ta-schema.readthedocs. io/_/downloads/en/4.6 /pdf/ http://semanticscience. org/resource/SIO_0005 63 M As citedcat:describes isInverseOf wdrs:describedBy which is not equal to modalia:isDescribedOf, this cannot be used. PCS, AAD 40 isDescribedBy A related resource that provides a description (detailed account) of the described resource. This can be a manual, instructions, a documentation, a cookbook, a README file, or something similar. en modalia:is Described By closeMatch sio:SIO_0005 5, closeMatch wdrs:describ edby dcterms:rel ation Propert y dataCit e, sio https://datacite-metada ta-schema.readthedocs. io/_/downloads/en/4.6 /pdf/ http://semanticscience. org/resource/SIO_0005 57 S wdrs:describedby is used in citedcat but was not suitable as this is in xml not rdf. The SIO definition has a domain which is too specific, see https://ontobee.org/ontology/SIO ?iri=http://semanticscience.org/r esource/SIO_000015 . PCS, AAD isTranslationOf The related resource that this OER has been translated from. When a resource is shared in one language, then later translated to another language, use “IsTranslationOf” to link the translation to the original. en modalia:is Translatio nOf dcterms:rel ation Propert y DataCit e https://datacite-metada ta-schema.readthedocs. io/_/downloads/en/4.6 /pdf/ M If the direction of the translation is intransparent or the relatedWork was created in parallel to the resource, hasTranslation is suitable. The label is taken from DataCite, also the modified definition. Not available in citedcat. PCS, HMH, AAD hasTranslation A related resource that is a translation of the content of the described resource. When a resource is shared in one language, then later translated to another language, use “hasTranslation” to link the original resource to its translation. When a resource is released at the same time in multiple languages, use “hasTranslation” to connect the works to each other in both directions. en modalia:h asTranslati on dcterms:rel ation Propert y DataCit e https://datacite-metada ta-schema.readthedocs. io/_/downloads/en/4.6 /pdf/ M In contrast to schema: workTranslation, this can be used as symmetric relation. Not available in citedcat. The label is taken from DataCite. PCS, AAD isPreviousVersio nOf The related work is a new version or edition of the described resource, where the new version has been modified or updated. en modalia:is PreviousV ersionOf inverseOf modalia:isNe wVersionOf dcterms:rel ation Propert y DataCit e dcterms https://datacite-metada ta-schema.readthedocs. io/_/downloads/en/4.6 /pdf/ http://purl.org/dc/term s/isVersionOf M The definition is adapted from DataCite (isPreviousVersionOf) and dcterms (isVersionOf). The IRI could not be taken from prov as indicated by citedcat, as the prov definition refers to revisions while the notion "version" is wider. DataCite uses the term "edition" instead of "version" in its definition. PCS, HMH, AAD 41 ProjectLeader Person officially designated as head of project team or sub-project team instrumental in the work necessary to development of the resource. en modalia:Pr ojectLead er closeMatch mrel:rth bf:Role Individ ual DataCit e, m4i http://w3id.org/nfdi4in g/metadata4ing#Projec tLeader https://datacite-metada ta-schema.readthedocs. io/_/downloads/en/4.6 /pdf/ Q Consistent with Zenodo. Adopted by Metadata4Ing from DataCite 4.4. While Citecat also has an ID, it it does not provide the definition, but the comment from DataCite, making it less preferable. scopeNote from the source: "The Project Leader is not 'removed' from the work that resulted in the resource; he or she remains intimately involved"@en PCS ProjectManager Person officially designated as manager of a project. en modalia:Pr ojectMana ger closeMatch citedcat:proj ectManager bf:Role Individ ual DataCit e, m4i http://w3id.org/nfdi4in g/metadata4ing#Projec tManager https://datacite-metada ta-schema.readthedocs. io/_/downloads/en/4.6 /pdf/ Q Consistent with Zenodo. Adopted by Metadata4Ing from DataCite 4.4. Could be used for CRediT Project administration. scopeNote from the source: "The manager of a project normally has more administrative responsibility than actual work involvement."@en PCS ProjectMember Person on the membership list of a designated project/project team. en modalia:Pr ojectMem ber closeMatch citedcat:proj ectMember bf:Role Individ ual http://w3id.org/nfdi4in g/metadata4ing#Projec tMember https://datacite-metada ta-schema.readthedocs. io/_/downloads/en/4.6 /pdf/ Q Consistent with Zenodo. Adopted by Metadata4Ing from DataCite 4.4. scopeNote from the source: "This vocabulary may or may not indicate the quality, quantity, or substance of the person's involvement."@en PCS 48 RegistrationAge ncy Institution/organisation officially appointed by a Registration Authority to handle specific tasks within a defined area of responsibility. en modalia:R egistration Agency bf:Role Individ ual DataCit e, m4i http://w3id.org/nfdi4in g/metadata4ing#Registr ationAgency https://datacite-metada ta-schema.readthedocs. io/_/downloads/en/4.6 /pdf/ Q Consistent with Zenodo. Adopted by Metadata4Ing from DataCite 4.4. While Citecat also has an ID, it it does not provide the definition, but the comment from DataCite, making it less preferable. scopeNote from the source: "DataCite is a Registration Agency for the International DOI Foundation (IDF). One of DataCite's tasks is to assign DOI prefixes to the allocating agents who then assign the full, specific character string to data clients, provide metadata back to the DataCite registry, etc."@en PCS RegistrationAut hority A standards-setting body from which Registration Agencies obtain official recognition and guidance. en modalia:R egistration Authority closeMatch citedcat:regis trationAutho rity bf:Role Individ ual DataCit e, m4i http://w3id.org/nfdi4in g/metadata4ing#Registr ationAuthority https://datacite-metada ta-schema.readthedocs. io/_/downloads/en/4.6 /pdf/ Q Consistent with Zenodo. Adopted by Metadata4Ing from DataCite 4.4. While Citecat also has an ID, it it does not provide the definition, but the comment from DataCite, making it less preferable. scopeNote from the source: "The IDF serves as the Registration Authority for the International Standards Organisation (ISO) in the area/domain of Digital Object Identifiers."@en PCS 49 ResearchGroup A group of individuals with a lab, department, or division that has a specifically defined focus of activity. en modalia:R esearchGr oup closeMatch citedcat:rese archGroup bf:Role Individ ual DataCit e, m4i http://w3id.org/nfdi4in g/metadata4ing#Resear chGroup https://datacite-metada ta-schema.readthedocs. io/_/downloads/en/4.6 /pdf/ Q Consistent with Zenodo. Adopted by Metadata4Ing from DataCite 4.4. scopeNote from the source: "May operate at a narrower level of scope; may or may not hold less administrative responsibility than a project team. Example: Space Research & Planetary Sciences Division of the University of Bern (WP Unibe) Source: https://doi.org/10.26302/SSHADE /EXPERIMENT_OP_20201104_00 1"@en PCS 50 Researcher A person involved in analyzing data or the results of an experiment or formal study. May indicate an intern or assistant to one of the authors who helped with research but who was not so “key” as to be listed as an author. en modalia:R esearcher Role closeMatch mrel:rtm bf:Role Individ ual DataCit e, m4i http://w3id.org/nfdi4in g/metadata4ing#Resear cher https://datacite-metada ta-schema.readthedocs. io/_/downloads/en/4.6 /pdf/ Q Not identical with TargetGroup Researcher (modalia:Researcher). Consistent with Zenodo. Adopted by Metadata4Ing from DataCite 4.4. While Citecat also has an ID, it it does not provide the definition, but the comment from DataCite, making it less preferable. Could be used for CRediT Investigation. scopeNote from the source: "Should be a person, not an institution. Note that a person involved in the gathering of data would fall under the contributorType 'DataCollector.' The researcher may find additional data online and correlate it to the data collected for the experiment or study, for example."@en PCS RightsHolder Person or institution owning or managing property rights, including intellectual property rights over the resource. en modalia:Ri ghtsHolde r closeMatch dcterms:right sHolder bf:Role Individ ual DataCit e, m4i http://w3id.org/nfdi4in g/metadata4ing#Rights Holder https://datacite-metada ta-schema.readthedocs. io/_/downloads/en/4.6 /pdf/ Q Consistent with Zenodo. Adopted by Metadata4Ing from DataCite 4.4. PCS Speaker A performer contributing to a resource by speaking words, such as a lecture, speech, etc. en modalia:S peaker closeMatch mrel:spk bf:Role Individ ual mrel:sp k http://id.loc.gov/vocab ulary/relators/spk Q PCS 51 Sponsor Person or organisation that issued a contract or under the auspices of which a work has been written, printed, published, developed, etc. en modalia:S ponsor closeMatch citedcat:spon sor, closeMatch mrel:spn bf:Role Individ ual DataCit e, m4i http://w3id.org/nfdi4in g/metadata4ing#Spons or https://datacite-metada ta-schema.readthedocs. io/_/downloads/en/4.6 /pdf/ Q Consistent with Zenodo. Adopted by Metadata4Ing from DataCite 4.4. Could be used for CRediT Resources. scopeNote from the source: "Includes organisations that provide in-kind support, through donation, provision of people or a facility or instrumentation necessary for the development of the resource, etc."@en PCS Supervisor Designated administrator over one or more groups/teams working to produce a resource, or over one or more steps of a development process. en modalia:S upervisor closeMatch citedcat:supe rvisor bf:Role Individ ual DataCit e, m4i http://w3id.org/nfdi4in g/metadata4ing#Superv isor https://datacite-metada ta-schema.readthedocs. io/_/downloads/en/4.6 /pdf/ Q Consistent with Zenodo. Adopted by Metadata4Ing from DataCite 4.4. Could be used for CRediT Supervision. PCS Teacher (contributor) A performer contributing to a resource by giving instruction or providing a demonstration. en modalia:T eacherCon tributorRo le closeMatch mrel:tch bf:Role Individ ual mrel https://id.loc.gov/vocab ulary/relators/tch.html Q Not identical with modalia:TeacherRole. PCS Translator A person, organization, or automated system responsible for converting the content of a resource from one language into another, preserving its meaning and intended message. en modalia:Tr anslator bf:Role Individ ual DataCit e https://datacite-metada ta-schema.readthedocs. io/_/downloads/en/4.6 /pdf/ Q PCS 52 WorkPackageLe ader A Work Package is a recognized data product, not all of which is included in publication. The package, instead, may include notes, discarded documents, etc. The Work Package Leader is responsible for ensuring the comprehensive contents, versioning, and availability of the Work Package during the development of the resource. en modalia: WorkPack ageLeader closeMatch citedcat:work PackageLead er bf:Role Individ ual DataCit e, m4i http://w3id.org/nfdi4in g/metadata4ing#WorkP ackageLeader https://datacite-metada ta-schema.readthedocs. io/_/downloads/en/4.6 /pdf/ Q Consistent with Zenodo. Adopted by Metadata4Ing from DataCite 4.4. PCS RelatedPerson A person without a specifically defined role in the development of the resource, but who is someone the author wishes to recognize. en modalia:R elatedPers on bf:Role Class m4i:Rel atedPer son http://w3id.org/nfdi4in g/metadata4ing#Relate dPerson https://datacite-metada ta-schema.readthedocs. io/_/downloads/en/4.6 /pdf/ Q Consistent with Zenodo. Adopted by Metadata4Ing from DataCite 4.4. Could be used for CRediT Conceptualization. scopeNote from the source: "This person could be an author's intellectual mentor, a person providing intellectual leadership in the discipline or subject domain, etc." PCS 53 Other Any person or institution making a significant contribution to the development and/or maintenance of the resource, but whose contribution is not adequately described by any of the other values for the role. en modalia:O therRole bf:Role Class m4i:Oth er http://w3id.org/nfdi4in g/metadata4ing#Other https://datacite-metada ta-schema.readthedocs. io/_/downloads/en/4.6 /pdf/ M Consistent with Zenodo. Adopted by Metadata4Ing from DataCite 4.4. Could be used for CRediT Funding acquisition, Visualization, and Writing - review and editing. scopeNote from the source: "Could be a photographer, artist, or writer whose contribution helped to publicize the resource (as opposed to creating it), a reviewer/proofreader of the resource, someone providing administrative services to the author (such as depositing updates into an online repository, analysing usage, etc.), or one of many other roles." Could be used for CRediT review. PCS teaches The competency, learning outcome, or learning objective the target group is intended to acquire or achieve by the educational resource. en schema:te aches Propert y schema https://schema.org/tea ches S May reference the LZM learning objectives but is not limited to them. (1) Learners are able to name the elements and objectives of research data policies. (2) LZM v3 Lernziel 01_004_0058 PCS TechnicalRequir ement Information concerning the attributes of a resource related to the technical creation, encoding, storage, and use of a resource, such as software, time required, or the platform required for reviewing or running an object, and accessibility information. en narrowMatch obo:T4FS_00 00255 Propert y zengqin 2022:51 2 M PCS, HMH, JDG, AAD hasSourceCode The version of text or software as it was originally written in plain text (i.e., human-readable alphanumeric characters). en modalia:h asSourceC ode inverseOf isSourceCode Of narrowMatch sd:hasSource Code Propert y EMMOCS https://emmo-repo.gith ub.io/emmo.html#EM MO_348d39f7_6a17_4 9d1_9860_9b33b69b51 de M For example: a tex document for a pdf. PCS, JDG, AAD 54 isSourceCodeOf The version of text or software as it was compiled or generated by an application program from the source code in plain text (e.g. a pdf file from latex). en modalia:is SourceCod eOf inverseOf hasSourceCo de Propert y EMMOCS https://emmo-repo.gith ub.io/emmo.html#EM MO_348d39f7_6a17_4 9d1_9860_9b33b69b51 de M For example: the pdf document for a tex document. PCS, AAD isCompiledBy Either a traditional text compilation, or the compiler program used to generate executable software. en citedcat:is Compiled By Propert y DataCit e https://datacite-metada ta-schema.readthedocs. io/_/downloads/en/4.6 /pdf/ M PCS requires A related resource that is required by the described resource to support its function, delivery, or coherence. en dcterms:re quires Propert y dcterms http://purl.org/dc/term s/requires Q For example: a specific version of a platform. PCS timerequired Approximate or typical time it usually takes to work with or through the content of this work for the typical or target audience. en schema:ti meRequir ed Propert y schema https://schema.org/tim eRequired Q ISO 8601, see https://www.iso.org/iso-8 601-date-and-time-forma t.html PCS hasMetadata Additional metadata besides the current metadata. en modalia:h asMetadat a Propert y DataCit e https://datacite-metada ta-schema.readthedocs. io/_/downloads/en/4.6 /pdf/ O, S PCS coreferentWith An (internal) identifier of the metadata that refers to the same learning resource on the same platform. en modalia:is Duplicate Of Propert y O PCS, HMH 55 References of Namespaces, and Sources of Definitions Abbreviation Name Namespace/Link of Reference Reference aat Art & Architecture Thesaurus Online https://www.getty.edu/research/tools/v ocabularies/aat Getty Research Institute (n.d.). Art & Architecture Thesaurus Online. https://www.getty.edu/research/tools/vocabularies/aat/ . Benner1982 From Novice To Expert https://journals.lww.com/ajnonline/fullt ext/1982/82030/from_novice_to_expert .4.aspx Benner, Patricia (1982). From Novice To Expert. In: AJN The American Journal of Nursing 82 (3). https://journals.lww.com/ajnonline/fulltext/1982/82030/from_novice_to_expert.4.aspx . BernersLee2005 Uniform Resource Identifier (URI) https://www.ietf.org/rfc/rfc3986.txt Berners-Lee, T., R. Fielding & L. Masinter (2005). Uniform Resource Identifier (URI): Generic Syntax. https://www.ietf.org/rfc/rfc3986.txt . bf BIBFRAME 2 Ontology https://id.loc.gov/ontologies/bibframe Library of Congress, The (2024). BIBFRAME 2 Ontology. Version 2.4.0. https://id.loc.gov/ontologies/bibframe.html . bibo The Bibliographic Ontology http://purl.org/ontology/bibo/ D'Arcus, Bruce & Frédérick Giasson (2022). The Bibliographic Ontology. http://purl.org/ontology/bibo . BMBFglossar Bundesministerium für Bildung und Forschung, ed. (2024). Glossar. https://www.datenportal.bmbf.de/portal /de/glossary.html Bundesministerium für Bildung und Forschung, ed. (2024). Glossar. https://www.datenportal.bmbf.de/portal/de/glossary.html . citedcat DataCite to DCAT-AP Mapping https://w3id.org/citedcat-ap/ Perego, Andrea, Timothy Austin, Anders Friis-Christensen, Lorenzino Vaccari & Chrisa Tsinariki (2021). DataCite to DCAT-AP Mapping: Unofficial Draft 31 March 2021. Ed. by Andrea Perego & Timothy Austin. https://ec-jrc.github.io/datacite-to-dcat-ap/ . CODATA-RDM CODATA RDM Terminology (2023 version) https://zenodo.org/records/10626170 CODATA RDM Terminology Working Group (2024). CODATA RDM Terminology (2023 version): overview. Ed. by Laura Molloy. DOI: 10.5281/zenodo.10626170. CRediT ANSI/NISO Z39.104-2022, CRediT, Contributor Roles Taxonomy https://groups.niso.org/higherlogic/ws/p ublic/download/26466/ANSI-NISO-Z39.1 04-2022.pdf NISO CRediT Working Group (2022). ANSI/NISO Z39.104-2022, CRediT, Contributor Roles Taxonomy. DOI: 10.3789/ansi.niso.z39.104-2022. CRO Contributor Role Ontology http://purl.obolibrary.org/obo/cro/ Vasilevsky, Nicole, Marijane White, Kristi Holmes, Matthew Brush & Melissa Haendel (2019). data2health/contributor-role-ontology: 2019-12-11 Release. DOI: 10.5281/zenodo.3570089. DataCite DataCite Metadata Schema Documentation for the Publication and Citation of Research Data and Other Research Outputs — DataCite Metadata Schema 4.6 documentation https://datacite-metadata-schema.readt hedocs.io/en/4.6/ DataCite Metadata Working Group (2024). DataCite Metadata Schema Documentation for the Publication and Citation of Research Data and Other Research Outputs — DataCite Metadata Schema 4.6 documentation. https://datacite-metadata-schema.readthedocs.io/_/downloads/en/4.6/pdf/, DOI: 10.14454/mzv1-5b55. dbr http://dbpedia.org/resource/ http://dbpedia.org/resource/ dcterms DCMI Metadata Terms http://purl.org/dc/terms/ DCMI Usage Board (2020). DCMI Metadata Terms. https://www.dublincore.org/specifications/dublin-core/dcmi-terms/ . 56 dctypes DCMI Type Vocabulary https://www.dublincore.org/specificatio ns/dublin-core/dcmi-terms/#section-7 DCMI Usage Board (2020). DCMI Type Vocabulary. In: DCMI Metadata Terms. https://www.dublincore.org/specifications/dublin-core/dcmi-terms/#section-7 . demelo2015 Lexvo.org: Language-related information for the Linguistic Linked Data cloud https://journals.sagepub.com/doi/epub/ 10.3233/SW-150171 Melo, Gerard de (2015). Lexvo.org: Language-related information for the Linguistic Linked Data cloud. In: Semantic Web 6 (4), S. 393–400. DOI: 10.3233/SW-150171. destatis2024 Systematik der Fächergruppen, Studienbereiche und Studienfächer. https://www.destatis.de/DE/Methoden/ Klassifikationen/Bildung/studenten-pruef ungsstatistik.html Statistisches Bundesamt (2024). Systematik der Fächergruppen, Studienbereiche und Studienfächer. https://web.archive.org/web/20250313144835/https://www.destatis.de/DE/Methoden/Klassifikationen/Bildung/studenten-pr uefungsstatistik.pdf?__blob=publicationFile&v=12 . destatis2025 Systematik der Fächergruppen, Studienbereiche und Studienfächer. https://www.destatis.de/DE/Methoden/ Klassifikationen/Bildung/studenten-pruef ungsstatistik.html Statistisches Bundesamt (2025). Systematik der Fächergruppen, Studienbereiche und Studienfächer. https://www.destatis.de/DE/Methoden/Klassifikationen/Bildung/studenten-pruefungsstatistik.html . DIF1.3 DALIA Interchange Format 1.3 https://zenodo.org/records/11521029 Geiger, Jonathan, Petra Steiner, Abdelmoneim Amer Desouki & Frank Lange (2024). DALIA Interchange Format (1.3). DOI: 10.5281/zenodo.11521029. Dreyfus2004 The Five-Stage Model of Adult Skill Acquisition https://journals.sagepub.com/doi/10.11 77/0270467604264992 Dreyfus, Stuart E. (2004). The Five-Stage Model of Adult Skill Acquisition. In: Bulletin of Science, Technology & Society 24 (3), S. 177–181. DOI: 10.1177/0270467604264992. edm EDM-COMMON-MAIN.xsd http://www.europeana.eu/schemas/ed m/ Europeana (2022). EDM-COMMON-MAIN.xsd. https://github.com/europeana/metis-schema/blob/master/src/main/resources/schema_xsds/EDM-COMMON-MAIN.xsd . EMMO-CS Elementary Multiperspective Material Ontology (EMMO): Computer science https://github.com/emmo-repo/EMMO/ blob/master/disciplines/computerscienc e.ttl Ghedini, Emanuele, Gerhard Goldbeck & Jesper Friis (2025). Elementary Multiperspective Material Ontology (EMMO): Computer science. https://github.com/emmo-repo/EMMO/blob/master/disciplines/computerscience.ttl . fabio FaBiO, the FRBR-aligned Bibliographic Ontology. http://purl.org/spar/fabio/ Shotton, David & Silvio Peroni (2019). FaBiO, the FRBR-aligned Bibliographic Ontology. https://sparontologies.github.io/fabio/current/fabio.html . fdd XML Format Description Documents https://www.loc.gov/preservation/digital /formats/fddXML/ Library of Congress, The (2025). XML Format Description Documents. https://www.loc.gov/preservation/digital/formats/fddXML.zip . FDIeng Glossary at forschungsdaten.info https://forschungsdaten.info/praxis-kom pakt/english-pages/glossary/ forschungsdaten.info (2023). Glossary | English Pages | Praxis kompakt | Forschungsdaten und Forschungsdatenmanagement. https://forschungsdaten.info/praxis-kompakt/english-pages/glossary/ . fleming1992 Not Another Inventory, Rather a Catalyst for Reflection https://quod.lib.umich.edu/t/tia/170638 88.0011.014?view=text;rgn=main Fleming, Neil D. (1992). Not Another Inventory, Rather a Catalyst for Reflection. In: To Improve the Academy 11 (20210331). DOI: 10.3998/tia.17063888.0011.014. FrameNet FrameNet Database https://framenet.icsi.berkeley.edu/frame Index FrameNet Project. (2020). FrameNet Database. Version 1.7. https://framenet.icsi.berkeley.edu/frameIndex . GSSO GSSO - the Gender, Sex, and Sexual Orientation ontology http://purl.obolibrary.org/obo/gsso.owl Kronk, Clair A. (2021). GSSO - the Gender, Sex, and Sexual Orientation ontology. https://akswnc7.informatik.uni-leipzig.de/dstreitmatter/archivo/purl.obolibrary.org/obo--gsso--owl/2021.06.05-070032/obo--g sso--owl_type=pyLodeDoc.html . hcrt Hochschulcampus Ressourcentypen (Werteliste für Typen von Lernressourcen). https://w3id.org/kim/hcrt/ Kompetenzzentrum Interoperable Metadaten (KIM) (2024). Hochschulcampus Ressourcentypen (Werteliste für Typen von Lernressourcen). In collaboration with Adrian Pohl, Torsten Simon, Axel Klinger, Stephan Kulla, Steffen Rörtgen, Mirjan Hoffmann et al. https://w3id.org/kim/hcrt/scheme . 57