منابع مشابه
User Context and Personalized Learning: a Federation of Contextualized Attention Metadata
Nowadays, personalized education is a very hot topic in technology enhanced learning (TEL) research. To support students during their learning process, the first step consists in capturing the context in which they evolve. Users typically operate in a heterogeneous environment when learning, including learning tools such as Learning Management Systems and non-learning tools and services such as...
متن کاملAttention Metadata: Collection and Management
This paper discusses how attention metadata enables collection of rich usage data. We use this attention to enhance users' models, predict usage patterns and feed personalization and recommender systems. We argue that attention metadata extends the information on user attention which can be derived from current log services. Furthermore, frameworks and schemas that enable tracking and merging r...
متن کاملAttention Metadata Visualizations: Plotting Attendance and Reuse
Contextualized attention metadata can be used to visualize the attendance in online events and communities, as well as to indicate an online object’s reuse. In this paper, we describe work in progress showing that attention metadata generated by desktop videoconferencing systems, such as FlashMeeting, can be used to plot community activity and to give some insights into a learning object’s impa...
متن کاملTracking Actual Usage: the Attention Metadata Approach
The information overload in learning and teaching scenarios is a main hindering factor for efficient and effective learning. New methods are needed to help teachers and students in dealing with the vast amount of available information and learning material. Our approach aims to utilize contextualized attention metadata to capture behavioural information of users in learning contexts that can be...
متن کاملCoherent Social Systems for Learning – An Approach for Contextualized and Community-Centred Metadata
Scenarios which reflect the concept of receptive learning and the acquisition metaphor of learning (Sfard 1998) are well addressed in the current discussion on educational metadata and standards. A typical scenario looks as follows: Learning material is produced by an author, sampled to courses by a course designer, classified according to skill taxonomies, and finally distributed to a learner....
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ژورنال
عنوان ژورنال: D-Lib Magazine
سال: 2007
ISSN: 1082-9873
DOI: 10.1045/september2007-wolpers