A Survey of Annotation Tools      For Lecture Materials           ‣ Kai Michael Höver           ‣ Guido Rößling           ...
Introduction      Lecture (Recording) Systems        present learning material        annotate learning material   Oct ...
Active annotating & interaction      Studies have shown the importance of active learning rather than      passively rece...
Many systems exist!   Which to choose? What‘s missing?      AWS                      StuPad      AOF                   ...
What‘s coming next?      Short presentation of 14 systems (no claims of being complete,      but interesting :-)      We...
Taxonomy      Scenarios      Annotation Material      Annotation Classes   Oct 22, 2010 | Department of Computer Scienc...
Taxonomy: Scenarios      Educator can annotate during/after a lecture      Student can annotate during/after a lecture  ...
Taxonomy: Annotation Material      Slide (electronic or printed)      Whiteboard or blank sheet      Background (templa...
Taxonomy: Annotation Classes      Text notes (with/without hyperlink support)      Digital ink / ink      Audio      T...
eClass (Classroom 2000) + StuPad    eClass integrates captured audio    and video with slides and    instructor‘s annotat...
Authoring On the Fly (AOF)      lecture recording system      educator can annotate the slides      transmits both slid...
!"##$%&()*+!#(+/3!4(3*!3*+!)+05+06!7/!     (#$/)!$0!*(,,+/!"3$2+3*+0!A+6268!(?!3*+.!#$5+0!3$$!%:#*!$?!3*+!    AOF+AWS+! 30...
Classroom PresenterC. Liao et al.  Classroom/Ubiquitous Presenter                                                         ...
!"#$%&&$$ $$()(*+,-$*./01234516$7$"869$,:;28<;$                                                                           ...
DEBBIE, DyKnow                                                                                                            ...
WriteOn 1.0   Instructor can annotate running   Windows applications   broadcast of defined area &   annotations to stud...
MRAS      Microsoft Research Annotation System        annotating lecture videos        personal notes & discussions    ...
We-LCoME      Wiki e-Learning Compound      Multimedia Environment        combines Wiki-functionality        (DokuWiki) ...
eMargo      digital margin for slides and lecture      notes/text documents      highlighting      discussion support  ...
CoScribe      annotation system of handwritten      notes for both printed and digital      slides      synchronization ...
Taxonomy: Scenarios (revisited)      Educator can annotate during/after a lecture: 6/4, 3 both, 1 not      Student can a...
Taxonomy: Annotation Material   (revisited)      Slide (electronic or printed)        4 no slides, 8 electronic slides, ...
Taxonomy: Annotation Classes   (revisited)      Text notes (with/without hyperlink support)        10 yes (2 supporting ...
Summary      Annotation material        Slides only?        text documents? Web sites?      Annotation classes       ...
Thank you                  for listening!                  Questions?   Oct 22, 2010 | Department of Computer Science | Te...
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A Survey of Annotation Tools for Lecture Materials

  1. 1. A Survey of Annotation Tools For Lecture Materials ‣ Kai Michael Höver ‣ Guido Rößling Department of Computer Science Technische Universität Darmstadt Germany Oct 22, 2010 | Department of Computer Science | Telecooperation | Kai Michael Höver |Freitag, 22. Oktober 2010
  2. 2. Introduction  Lecture (Recording) Systems  present learning material  annotate learning material Oct 22, 2010 | Department of Computer Science | Telecooperation | Kai Michael Höver | Slide 2Freitag, 22. Oktober 2010
  3. 3. Active annotating & interaction  Studies have shown the importance of active learning rather than passively receiving information  Making annotations can support students in structuring information and to enhance them with their own ideas and knowledge  Interaction is also an important element of teaching & learning  Interaction can be achieved by exchanging these annotations  Intentions:  highlighting and directing attention  sharing information  asking questions ...  Stimulus for discussionsHake, R., 1998, Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses, American Journal of Physics, 66(1), pp. 64-74.Koivunen, M. R. & Swick, R. (2001). Metadata based annotation infrastructure offers flexibility and extensibility for collaborative applications and beyond. In Proceedings of the first international conference on knowledge capture (KCAP 2001), victoria, BC, canadaMcConnell, J. J. (1996). Active learning and its use in computer science. In ITiCSE 96: Proceedings of the 1st conference on integrating technology into computer science education. ACM.Prince, M. (2004). Does active learning work? A review of the research. A Review of the Research. Journal of Engineering Education, 93(3), 223-231. Oct 22, 2010 | Department of Computer Science | Telecooperation | Kai Michael Höver | Slide 3Freitag, 22. Oktober 2010
  4. 4. Many systems exist! Which to choose? What‘s missing?  AWS  StuPad  AOF  Ubiquitous  Classroom Presenter Presenter  WeLCoME  CoScribe  WriteOn  DEBBIE  ...  DyKnow  eMargo  Livenotes  MRAS  PaperCP Oct 22, 2010 | Department of Computer Science | Telecooperation | Kai Michael Höver | Slide 4Freitag, 22. Oktober 2010
  5. 5. What‘s coming next?  Short presentation of 14 systems (no claims of being complete, but interesting :-)  We cover  Systems that enable students to annotate learning material  scientific papers available  MS PowerPoint, OpenOffice, Keynote  Annotea Oct 22, 2010 | Department of Computer Science | Telecooperation | Kai Michael Höver | Slide 5Freitag, 22. Oktober 2010
  6. 6. Taxonomy  Scenarios  Annotation Material  Annotation Classes Oct 22, 2010 | Department of Computer Science | Telecooperation | Kai Michael Höver | Slide 6Freitag, 22. Oktober 2010
  7. 7. Taxonomy: Scenarios  Educator can annotate during/after a lecture  Student can annotate during/after a lecture  Student can access educator‘s annotations during/after a lecture  Student can access fellow student‘s annotations during/after lecture  Educator can access student‘s annotations during/after a lecture  Educator can select among student‘s annotations, add comments, and present both to other students  Student presents an application from his/her laptop on a public screen; the educator or students can add annotations Oct 22, 2010 | Department of Computer Science | Telecooperation | Kai Michael Höver | Slide 7Freitag, 22. Oktober 2010
  8. 8. Taxonomy: Annotation Material  Slide (electronic or printed)  Whiteboard or blank sheet  Background (templates like graph paper, sheet of music)  Lecture notes, text document  Video  Software application  Annotation Oct 22, 2010 | Department of Computer Science | Telecooperation | Kai Michael Höver | Slide 8Freitag, 22. Oktober 2010
  9. 9. Taxonomy: Annotation Classes  Text notes (with/without hyperlink support)  Digital ink / ink  Audio  Tags / Bookmarks Oct 22, 2010 | Department of Computer Science | Telecooperation | Kai Michael Höver | Slide 9Freitag, 22. Oktober 2010
  10. 10. eClass (Classroom 2000) + StuPad  eClass integrates captured audio and video with slides and instructor‘s annotations  StuPad‘s motivation: desire of students to add private annotations ➡ blank notebook (not sharable) Abowd, G. D. (1999). Classroom 2000: An experiment with the instrumentation of a living educational environment. IBM Syst. J., 38(4), 508-530. Truong, K. N. & Abowd, G. D. (1999). Stupad: Integrating student notes with class lectures. In CHI 99 extended abstracts on human factors in computing systems. ACM. Oct 22, 2010 | Department of Computer Science | Telecooperation | Kai Michael Höver | Slide 10Freitag, 22. Oktober 2010
  11. 11. Authoring On the Fly (AOF)  lecture recording system  educator can annotate the slides  transmits both slides and educator‘s annotations to students‘ PCs  students can add their own annotations on a different layer ! Müller, R. & Ottmann, T. (2000). The "authoring on the fly" system for automated recording and replay of (tele)presentations. Multimedia Systems, 8(3), 158-176. Oct 22, 2010 | Department of Computer Science | Telecooperation | Kai Michael Höver | Slide 11Freitag, 22. Oktober 2010
  12. 12. !"##$%&()*+!#(+/3!4(3*!3*+!)+05+06!7/! (#$/)!$0!*(,,+/!"3$2+3*+0!A+6268!(?!3*+.!#$5+0!3$$!%:#*!$?!3*+! AOF+AWS+! 30"/)%(33+,! 5("! 3*+!;7<=!/3! 3$! 3*+! <//$3"3($/! @+-! $0(2(/"!,$#:%+/3D6! @(3*! 3*+)+! 34$! 5(+4)8! (3! ()! &$))(-+! 3$! ?$$4! 3*+! +0+! "0+! /+4! "//$3"3($/)! $/! ,()#:))($/! 3*0+",! /$3+! -.! /$3+8! $0! 3$! ?$$4! (3! ?0$%! 3*+!!3$!3*+!#(+/36! &+0)&+#3(5+! $?! 3*+! ,$#:%+/3! "/,! 5(+4! 3*+! /$3+)! "/#*$0+,! "3! +! ).)3+%! #"/! 0+30(+5+! "! )&+#(?(#!0+2($/)!$?!3*+!"03(?"#36!O$3*!5(+4)!"0+!(/3+0(/R+,T!-.!  adding text notes to lecture recordings 5(+48! "! :)+0! #"/! 4(3*! 3*+(0! #:00+/3! +#3:0+! ,$:-+H#(#R(/2! "/! "//$3"3($/! (/! 3*+! 3*0+",!3*+%6! F*+.! #"/! 3*+/! #0+"3+! /"5(2"3+! ,(0+#3.! 3$! 3*+! 0+)&+#3(5+! $#"3($/! $?! 3*+! ,$#:%+/3!  text notes can 4*+0+!3*"3!/$3+!()!"/#*$0+,!"/,8!?$0!+G"%&+8!)3"03!0+&".!?0$%!! 0+&.(/2! 3$! +G()3(/2! /$3+)D! be threaded!3*+(0!#$H+"0/+0)6!! 3*+0+6! ➡ discussions ! !!!!K+#$0,(/2)! !!! @@@! QX! Y$#"! 0+&$)(3$0.! ! ! BEIJKL!S!! <NQM7KLX!XE;QJ;;E7N!7B!<!YLQFJKL!KLQ7KXENI!@EFM!<7BZ;[NQ! Lauer, T., Trahasch, S., & Zupancic, B. (2005). Anchored discussions of multimedia lecture recordings. In Frontiers in education, 2005. FIE 05. Proceedings 35th annual conference. MFF=8!BF= ! Oct 22, 2010 | Department of Computer Science | 3$! 3*+! 34$! 5(+4)8! Michael Höver | Slide 12 34$! </"$2$:)! Telecooperation | Kai 3*+! :)+0! *")! ")$!+0! &$))(-((3(+)! 3$! #0+"3+! /+4! /$3+)6! <! /+4! "//$3"3($/! #"/! -+! ! Freitag, 22. Oktober 2010 #0+"3+,! ,(0+#3.! "3! "/.! &$)(3($/! $/! "! )(,+! "3! "/.! 3(%+! (/! 3*+!
  13. 13. Classroom PresenterC. Liao et al. Classroom/Ubiquitous Presenter PaperCPd Tablet PCs. Instructorthe digital solu-vantages in data and archiving,drawbacks ared with these a degradedand writing ex- due to limited Students ize and screen Fig. 1. (Left) The original Tablet PC interface of a digital Active Public display Learning infrastructure. (Right) The new equivalent interface,n, the cost of the PaperCP, based on Anoto technology, which consists of Blue- Anderson, R. & Linnell, N. (2009). Promoting interaction in distance education. Elearn, 2009(8). andownthe limita- shown here, the instructor presents a slide with anprintouts. Figure 1. Classroom Presenter.The system runs on instructor, student, and public displays, each Wilkerson, M., Griswold, W. G., & Simon, B. (2005). Ubiquitous presenter: Increasing student access and control in a digital lecturing environment. In SIGCSE 05. ACM. with its user interface. In the scenario tooth digital pens and Liao, C. et al. (2007). Papercp: Exploring the integration of physical and digital affordances for active learning. In Human-Computer interaction – INTERACT 2007. activity.The students write solutions to the activity on their Tablet PCs and submit theirposed thethe instructor view) and thenComputerstudent solutions in aon the public | Kai Michael Höver | Slide 13 answers to by battery can preview the instructor.The instructor Oct 22, 2010 | Department of on the right of film strip (shown Science | Telecooperation selectively show student answerseasefor class discussion. display the tension Freitag, 22. Oktober 2010
  14. 14. !"#$%&&$$ $$()(*+,-$*./01234516$7$"869$,:;28<;$ !"#$%&()*+, -"%, ./#0, !%)%, (, )%1()2(&/%, *%3#4%, 5), $"%#), Livenotes $#1%, 67889:;, &<$, !%)%, /#1#$%*, #=, $%)10, 5, >)4%00#=?, ! 4(>(&#/#$@, 67A9, BCD, EFG., .HI:, (=*, <0(&#/#$@, 64)(1>%*, ! 2%@&()*;, /#1#$%*, 04)%%=, 0%=0#$#3#$@, $, >%=, #=><$;, (=*, (, ! >)%00<)%J0%=0#$#3%,04)%%=,$"($,$)%($%*,(44#*%=$(/,"(=*,4=$(4$, !#$",$"%,04)%%=,(0,>%=,#=><$:+,, ! ! !  supports real-time conversation ! within small groups of students ! ! during lectures ! !  shared whiteboard for students ! !  instructor can load PPT file into the ! whiteboard‘s background ! ! ! ! ! , ! !"#$%&()*+&,"-&./0&1$1&%".0&%234&2/%0+&&56&%"7&.0 ! 8&14%"9&8".0+"1636&%:;"0+0+&"76/%0&8934<#%/$.81="8& /44$6>".#0+&0/6=&20?+3.83%&3/20+&;+"0&9/3%8) ! G%4=*;,$"%,#=$%)5(4%,!(0,3%)"(</%*,#=,KLLK,$,#=4)>)($%, ! =%!, ?)<>, (!()%=%00, (=*, $, %=(&/%, /%4$<)%, 0/#*%0, $, &%, ! Kam, M., Wang, J., Iles, A., Tse, E., Chiu, J., Glaser, D., et al. (2005). Livenotes: A system for cooperative and augmented note-taking in lectures. 5, $"%, ./#0, (=*, 1(*%, #$, #1>)$%*+, -"#0, $(M%*, $"%, 4(>(4#$@, In CHI 05: Proceedings of the SIGCHI conference on human factors in computing systems. ACM ! #1>00#&/%, $, #=$)*<4%, N#3%=$%0, #=$, (=, <=*%)?)(*<($%, ! 4/(00,=,(,==J$)#3#(/,04(/%,!#$"<$,*#0)<>$#=+,O%,$"%)%5)%, Oct 22, 2010 | Department of Computer Science | Telecooperation | Kai Michael Höver | Slide 14 ! 1#?)($%*, N#3%=$%0, $, /(>$>0, (=*, 5<=*, $"($, #$, !)2%*, %55%4$#3%/@, !#$", 0#?=#5#4(=$/@, ?)%($%), 41><$#=?, >!%)+, !Freitag, 22. Oktober 2010 -"#)*;, $"%, #=$%)5(4%, !(0, 4"(=?%*, #=, KLLKJKLLP, $, #=4/<*%,
  15. 15. DEBBIE, DyKnow L6:;&)--0A--M*&6%;+-!%,),-D8=)+-H@*67*>7)-6,-B8C,%? 3,-()-%()&-(*,45-6.-()-)*/()&-%&*778-4).6,)4-&))-)&96,%7%:8-+;/(-  DePauw Electronic Black Board for Interactive <=*&),<5-*,4-<+6>76,:5<-()-+;4),+-96:(-/(%%+)-%-?&6)-%&-8=)-()+)-4).6, ()6&-=&6@*)-,%)+-9*&:6,A-!"#$%&(+(%?+-()-B8C,%?-6,)&.*/)A-D()-(6/E-6 Education Note annotation in electronic classrooms 87 7).F(*,4-=*,)-?*+-4&*?,->8-()-)*/()&-*,4-()-(6,,)&-6,E-?*+-*44)4->8-*-+;4 &6:(-=*,)-+(%?+-()-+;4),G+-=&6@*)-,%)-*&)*A-H+-)I=7*6,)4-9%&)-.;778-6,-+)/ *-()-),4-%.-/7*++-+;4),+-/*,-=&6,-%&-+*@)-()6&-,%)>%%E-.%&-7*)&-&)@6)?-*, !!"!#$%&()*+)&,-!%,.)&),/) Figure 8. Screen dump of participant’s version of DEBBIE. L6:;&)--0A--M*&6%;+-!%,),-D8=)+-H@*67*>7)-6,-B8C,%? 6. User experiences, conclusions, and future work 3,-()-%()&-(*,45-6.-()-)*/()&-%&*778-4).6,)4-&))-)&96,%7%:8-+;/(-*+-<&%%5 to the system has been positive, although evidence to date is only Reaction ),<5-*,4-<+6>76,:5<-()-+;4),+-96:(-/(%%+)-%-?&6)-%&-8=)-()+)-4).6,66%,+-6, anecdotal. For example, one of the authors is currently teaching a ‘Theory&-=&6@*)-,%)+-9*&:6,A-!"#$%&(+(%?+-()-B8C,%?-6,)&.*/)A-D()-(6/E-6,E-6,-() of Computation’ class which is being completely delivered using the system. The course has an enrollment of 13 students, and each student has access to(*,4-=*,)-?*+-4&*?,->8-()-)*/()&-*,4-()-(6,,)&-6,E-?*+-*44)4->8-*-+;4),A--D()-=*,)-+(%?+-()-+;4),G+-=&6@*)-,%)-*&)*A-H+-)I=7*6,)4-9%&)-.;778-6,-+)/6%,-0AJ5 tablet to use large lecture classes usingbeen structured so that each ICLS08: Proceedings of the 8th international a video in during class. The course has L6:;&)-NA-B8C,%?-!%77*>%&*6@)-$%)-D*E6,:-O,)&.*/) Johri, A. & Lohani, V. K. (2008). Creating a participatory learning environmentan ‘engagement grade’ which is based on the computing. In pen-based quality of the student receives )-),4-%.-/7*++-+;4),+-/*,-=&6,-%&-+*@)-()6&-,%)>%%E-.%&-7*)&-&)@6)?-*,4-+;48A- Learning Sciences. conference for the learning sciences. International Society of the annotations which are added to the electronic notebooks, and on the quality Berque, D. (2006). An evaluation of a broad deployment of dyknow software to support note taking and interaction distributed through computers. J. Comput. Small Coll., 21(6), 204-216. of the answers given to short in-class quizzes which are using pen-based B8C,%?-)*/()&+-%.),-+(*&)-=&)=*&)4-/%,),-?6(-+;4),+-.%77%?6,:-* Berque, D., Bonebright, T., & Whitesell, M. (2004). Using pen-based computers across approximately every 10 to 15 minutes. SIGCSE Bull., 36(1), 61-65. the electronic notebooks the computer science curriculum. The idea of =&*/6/)5- *,4- 46+/7%+)<- =*)&,- (*- ?)- /*77- =&%:&)++6@)- 46+/7%+;&)A- - D(6+- ) these quizzes is to require the students to be engaged with the material in an ongoing way. When asked to provide anonymous written assessment of the use Oct 22, 2010 | Department of Computer ),/%;&*:)+-+;4),+-%-/%,&6>;)-%-()-+(*&)4-*&6.*/-,%)>%%E5-()&)>8-()7= Science DEBBIE in this class, students generally reacted favourably. One student, of | Telecooperation | Kai Michael Höver | Slide 15 referring to the frequent electronic quizzes, wrote ‘. . .giving us time to work and %-(6,E-*>%;-/%,),-*+-6-6+->)6,:-=&)+),)4A--L%&-)I*9=7)5-*-)*/()&-96:(-=&% think about topics is the only way we are going to understand. . .’ while another wrote ‘. . .it is nice to be able to take notes on top of your notes for the class and Freitag, 22. Oktober 2010 /7*++-?6(-*-B8C,%?-=*:)-(*-=%+)+-*-+(%&-=&%:&*996,:-=&%>7)9A---D()-)*/( I realize that I am getting the main points of the lecture as opposed to picking
  16. 16. WriteOn 1.0  Instructor can annotate running Windows applications  broadcast of defined area & annotations to students‘ PCs  Students can add ink notes  Lecturer can add annotations to the recording ! Chandrasekar, S., Tront, J. G., & Prey, J. C. (2009). Writeon1.0: A tablet pc-based tool for effective classroom instruction. In Iticse 09: Proceedings of the 14th annual ACM SIGCSE conference on innovation and technology in computer science education. ACM. Oct 22, 2010 | Department of Computer Science | Telecooperation | Kai Michael Höver | Slide 16Freitag, 22. Oktober 2010
  17. 17. MRAS  Microsoft Research Annotation System  annotating lecture videos  personal notes & discussions  text or audio  linking of Web resources (URLs) Figure 2: Web-based MRAS interface. Bargeron, D., Grudin, J., Gupta, A., Sanocki, E., Li, F., & Leetiernan, S. (2002). Asynchronous collaboration around and Functions 4.4 Annotation System Features multimedia applied to on-demand education. Journal of Management Information Systems, 18(4), 117-145. The video in the upper left of the browser window in Figure 2 is displayed with a standard media player. The slides on the right are synchronized with the video. In the lower left is an annotation set: comments, questions, and replies made by previous viewers of the video. Each annotation is linked to the specific point in the video at which Oct 22, 2010 | Department of Computer Science | Telecooperation |paused when the video; the reply|below itThealso highlighted. To the annotation thatthe annotation preview the video Kai Michael Höver created. is red arrow points to the lower right is was created closest to the current position of the annotation was Slide 17 window, which automatically shows text associated with the currently highlighted annotation. As the video plays, annotation titles scroll by. A viewer can click on an annotation and read it in the previewFreitag, 22. Oktober 2010 frame, right-click to seek to the point in the video where an annotation was created, or reply to it, forming a threaded
  18. 18. We-LCoME  Wiki e-Learning Compound Multimedia Environment  combines Wiki-functionality (DokuWiki) with enriching Lecture Recording  Users add additional information (e.g. captions) in the Wiki (special syntax)  Additional information are aggregate with the recording to a SMIL video lecture Ferretti, S., Mirri, S., Muratori, L. A., Roccetti, M., & Salomoni, P. (2008). E-Learning 2.0: You are we-lcome!. W4A 08: Proceedings of the 2008 international cross-disciplinary conference on web accessibility (W4A). ACM. Oct 22, 2010 | Department of Computer Science | Telecooperation | Kai Michael Höver | Slide 18Freitag, 22. Oktober 2010
  19. 19. eMargo  digital margin for slides and lecture notes/text documents  highlighting  discussion support  tagging Sesink, W., Göller, S., Rößling, G., & Hofmann, D. (2007). Emargo: Eine digitale randspalte zum selbststudium (nicht nur) der informatik. In Proceedings der pre-conference workshops der 5. E-Learning fachtagung informatik (delfi 2007). Logos Verlag Berlin. Rößling, G., Joy, M., Moreno, A., Radenski, A., Malmi, L., Kerren, A., et al. (2008). Enhancing learning management systems to better support computer science education. SIGCSE Bull., 40(4), 142-166 Oct 22, 2010 | Department of Computer Science | Telecooperation | Kai Michael Höver | Slide 19Freitag, 22. Oktober 2010
  20. 20. CoScribe  annotation system of handwritten notes for both printed and digital slides  synchronization from printed slides to digital slides  annotations can be categorized (e.g. important, question, ...)  annotations can be shared ! Steimle, J., Brdiczka, O., & Mühlhäuser, M. (2009). Coscribe: Integrating paper and digital documents for collaborative knowledge work. IEEE Trans. Learn. Technol., 2(3), 174-188. Oct 22, 2010 | Department of Computer Science | Telecooperation | Kai Michael Höver | Slide 20Freitag, 22. Oktober 2010
  21. 21. Taxonomy: Scenarios (revisited)  Educator can annotate during/after a lecture: 6/4, 3 both, 1 not  Student can annotate during/after a lecture: 8/4, 2 both  Student can access educator‘s annotations during/after a lecture:  4/4 , 5 both, 1 not  Student can access fellow student‘s annotations during/after lecture:  1/4, 2 both, 7 not  Educator can access student‘s annotations during/after a lecture:  3/6, 2 both, 3 not  Educator can select among student‘s annotations, comment, and present them to other students: Yes = 3  Student presents an application from his/her laptop on a public screen; the educator or students can add annotations: Yes = 0 Oct 22, 2010 | Department of Computer Science | Telecooperation | Kai Michael Höver | Slide 21Freitag, 22. Oktober 2010
  22. 22. Taxonomy: Annotation Material (revisited)  Slide (electronic or printed)  4 no slides, 8 electronic slides, 1 printed slides, 1 both  Whiteboard or blank sheet: 7 yes, 7 no  Background (templates like graph paper, sheet of music)  2 yes, 12 no  Lecture notes, text documents: 2 yes, 12 no  Video: 2 yes, 12 no  Application: 2 yes, 12 no  Annotations: 3 yes, 11 no Oct 22, 2010 | Department of Computer Science | Telecooperation | Kai Michael Höver | Slide 22Freitag, 22. Oktober 2010
  23. 23. Taxonomy: Annotation Classes (revisited)  Text notes (with/without hyperlink support)  10 yes (2 supporting hyperlinks)  Digital ink / ink  9 digital ink, 2 pen (Anoto)  Audio: 1  Tag / Bookmark  1 tags, 2 bookmarks Oct 22, 2010 | Department of Computer Science | Telecooperation | Kai Michael Höver | Slide 23Freitag, 22. Oktober 2010
  24. 24. Summary  Annotation material  Slides only?  text documents? Web sites?  Annotation classes  digital ink & text annotations  integration of Web resources? Web 2.0 content?  Focus on one specific period of time  during/after a lecture  sharing of annotations only during a lecture  less support of student interaction Oct 22, 2010 | Department of Computer Science | Telecooperation | Kai Michael Höver | Slide 24Freitag, 22. Oktober 2010
  25. 25. Thank you for listening! Questions? Oct 22, 2010 | Department of Computer Science | Telecooperation | Kai Michael Höver | Slide 25Freitag, 22. Oktober 2010

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