Are tags from
   Mars and
descriptors from
     Venus?

A study on the ecology
of educational resource
       metadata
   ...
Presentation
• Introduction: purpose of metadata,
  context and method

• Results and discussion: How do users
  tag and w...
Introduction: metadata for
       learning resources




To describe resources.
  “Descriptor” used for
  indexing terms.
...
Typical LOR
=Learning Object   LOR with tagging
   Repository
Metadata ecology
• Describes the interrelation of
  conventional metadata (e.g. Learning Object
  Metadata) and social tag...
Learning Resource Exchange for schools
                    Learning Resource Exchange - Riina Vuorikari



http://lreforsc...
Tagging to « keep found things found » and
                   Learning Resource Exchange - Riina Vuorikari



help to shar...
Method
• 234 users, 77 created bookmarks and
  tags.
• Attention metadata captured on the
  portal (user, resource, tags)....
Results:
users and tags
• Users interact
  differently with
  tags
• 33% of users tag,
• but 58% use tags
  for searching
Results: how do users tag?



Average does not tell the whole truth!
• 20% of resources generated more than half of
  all ...
Results: how do users tag?
• Users tag in multiple languages in a
  multilingual context, mostly
  – in their mother tongu...
Results: “Thesaurus tags”




                            12
Results: “Thesaurus tags”
• Characteristics:
  – 11.3% of distinct user-generated tags exist in the
    LRE multilingual T...
Results: what do users click?
• Tagcloud was used in 22% of all search
  actions, users bookmarks 7%
• 11% of distinct tag...
Results: Does the offer of tags
by users match the demand?
• The amount of clickstream (i.e. demand) on a
  tag compared t...
Results: what do expert-indexers
          think of tags?
• Indexers found user-generated tags
  often
   – factual and de...
Results: what do LOR owners
          think of tags?
• 25% of tags in the Repository case
  study were deemed to add value...
Conclusions and future work
• Numerous way of interplay exist
  between conventional metadata and
  social tags

• Tags al...
Interplay between descriptors
           and tags
                           Tag




                       Descriptor
   ...
Emerging possibilities

• Tags create link-structures between users,
  resources, tags and thesaurus descriptors

• These ...
social bookmarks
Metadata LOM tags folksonomy
             ecology
multi-linguality social classification
    thanks! for ...
Are tags from Mars and descriptors from Venus?
Upcoming SlideShare
Loading in...5
×

Are tags from Mars and descriptors from Venus?

2,818
-1

Published on

A presentation about the metadata ecology for multilingual learning resources

Published in: Education, Technology
1 Comment
2 Likes
Statistics
Notes
No Downloads
Views
Total Views
2,818
On Slideshare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
7
Comments
1
Likes
2
Embeds 0
No embeds

No notes for slide
  • Different fields, such as datamining, web metrics, attention metadata,.....
  • sqdsdS
  • sqdsdS
  • Are tags from Mars and descriptors from Venus?

    1. 1. Are tags from Mars and descriptors from Venus? A study on the ecology of educational resource metadata ICWL 2009, Aachen Aug 19 2009 Presenter: Riina Vuorikari
    2. 2. Presentation • Introduction: purpose of metadata, context and method • Results and discussion: How do users tag and what do they click? What do expert indexers and repository managers think of tags? • Conclusions
    3. 3. Introduction: metadata for learning resources To describe resources. “Descriptor” used for indexing terms. Usefulness for searchability
    4. 4. Typical LOR =Learning Object LOR with tagging Repository
    5. 5. Metadata ecology • Describes the interrelation of conventional metadata (e.g. Learning Object Metadata) and social tags, and • their interactions with the environment – repository, – resources, – stakeholders (e.g. managers, metadata indexers and the whole community of users)
    6. 6. Learning Resource Exchange for schools Learning Resource Exchange - Riina Vuorikari http://lreforschools.eun.org Conventional search «From teachers to teachers» Tags in multiple languages Ratings and comments by the European Commission’s eContentplus Programme
    7. 7. Tagging to « keep found things found » and Learning Resource Exchange - Riina Vuorikari help to share with other users Add to Favourites Add a tag
    8. 8. Method • 234 users, 77 created bookmarks and tags. • Attention metadata captured on the portal (user, resource, tags). Details in Vuorikari and Koper, 2009.
    9. 9. Results: users and tags • Users interact differently with tags • 33% of users tag, • but 58% use tags for searching
    10. 10. Results: how do users tag? Average does not tell the whole truth! • 20% of resources generated more than half of all the bookmarks (80% had only one bookmark) • 20% of resources had more than half of tags associated with them them • 20% of tags have been applied 63% of the time
    11. 11. Results: how do users tag? • Users tag in multiple languages in a multilingual context, mostly – in their mother tongue and – in the language of the resource – e.g. about 30 to 50% of tags are in En • A medium correlation (r= 0.57) between the language of the content and the language of the tag
    12. 12. Results: “Thesaurus tags” 12
    13. 13. Results: “Thesaurus tags” • Characteristics: – 11.3% of distinct user-generated tags exist in the LRE multilingual Thesaurus – 30.6% of tag applications • Popular: – On average, these tags were reused 11.8 times (other tags 2.5 times) • Add properties to tags – e.g. relation to a concept in multilingual Thesaurus, – language • Add connections, e.g. all the other resources related to this thesaurus term
    14. 14. Results: what do users click? • Tagcloud was used in 22% of all search actions, users bookmarks 7% • 11% of distinct tags were used for retrieval purposes • 20% of distinct tags generated 80% of clicks
    15. 15. Results: Does the offer of tags by users match the demand? • The amount of clickstream (i.e. demand) on a tag compared to how many times it had been added by teachers (i.e. supply). • number above 1 means that the tag has generated more clickstream than tag applications = “attractive” tag • 21% of tags attractive and 24% equal supply and demand - demonstrates the flexibility of the system to adapt
    16. 16. Results: what do expert-indexers think of tags? • Indexers found user-generated tags often – factual and descriptive, similar to LOM – suitable (i.e. clear and unambiguous) as indexing keywords • Tags a source of non-descriptors to help retrieval, e.g. “efl” linked to Thesaurus terms “English language” + “foreign language”
    17. 17. Results: what do LOR owners think of tags? • 25% of tags in the Repository case study were deemed to add value to existing indexing • 75% somewhat redundant information e.g. – LOM 1.2: Title – LOM 1.3: the language of the resource (English) – LOM 5.2: resource type. Examples: photo, picture; exercises, games; simulations; quiz, web quest – LOM 5.7: the age group or the pupils being addresses (e.g. young learners)
    18. 18. Conclusions and future work • Numerous way of interplay exist between conventional metadata and social tags • Tags allow multiple ways to interact with the multilingual environment – repository (e.g. new emerging ways to navigate)
    19. 19. Interplay between descriptors and tags Tag Descriptor 20
    20. 20. Emerging possibilities • Tags create link-structures between users, resources, tags and thesaurus descriptors • These link-structures cross-references resources across languages, curricula, repositories, etc. • Can offer more flexible ways to access resources in a multilingual and cultural context 21
    21. 21. social bookmarks Metadata LOM tags folksonomy ecology multi-linguality social classification thanks! for your attention learning resources Tags user communities resource discovery questions? teachers social navigation social traces paths, trails http://lreforschools.eun.org
    1. ¿Le ha llamado la atención una diapositiva en particular?

      Recortar diapositivas es una manera útil de recopilar información importante para consultarla más tarde.

    ×