Ounl Celstec Presentation

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  • Ounl Celstec Presentation

    1. 1. Social tagging and learning resources in a multilingual context CELSTEC/NELL colloquium June 4 2009 Riina Vuorikari
    2. 2. Presentation <ul><li>Introduction: who, context of my PhD work </li></ul><ul><li>Ecology </li></ul><ul><ul><li>social search </li></ul></ul><ul><ul><li>metadata ecology </li></ul></ul><ul><li>Crossing contexts </li></ul><ul><ul><li>Cross-repository tagcloud </li></ul></ul>
    3. 3. Intro: who? <ul><li>Riina Vuorikari </li></ul><ul><li>Master’s in Education (Finland) </li></ul><ul><li>DEA in Hypermedia (France) </li></ul><ul><li>now PhD student as &quot;buitenpromovendus” </li></ul><ul><li>Since 2000 worked in European Schoolnet with TEL topics </li></ul>
    4. 4. European Schoolnet (EUN) <ul><li>31 Ministries of Education (MoE) in Europe </li></ul><ul><li>Created in 1997 </li></ul><ul><li>Leads the way in bringing about change in schooling through the use of new technology </li></ul><ul><ul><li>Digital content; school collaboration; policy making </li></ul></ul><ul><li>Stichting Kennisnet Ict op School as Dutch member </li></ul>
    5. 5. <ul><li>Digital Resources and LORs exist on local and national level </li></ul><ul><li>Content in different languages </li></ul><ul><li>Comply to local/national curriculum and educational standards (especially in K-12) </li></ul><ul><li>Variety of pedagogical approaches </li></ul><ul><li>Sharing of resources and/or metadata on the repository level </li></ul><ul><li>(e.g. federation of repositories, harvesting metadata) </li></ul>
    6. 6. Typical “old school” LOR =Learning Object Repository <ul><li>Metadata used for indexing and describing resources </li></ul><ul><li>Library background </li></ul><ul><li>Studying the use and reuse through different metrics (e.g. downloads, views) </li></ul><ul><li>Digital libraries, datamining, web metrics, attention metadata,.. </li></ul>
    7. 7. Typical “old school” LOR <ul><li>Reuse around 20% (Ochoa, 2008) </li></ul><ul><li>Resources seldom have link-structures to cross-reference -> use of PageRank type algorithms impossible! </li></ul><ul><li>Often not found by Google either </li></ul>
    8. 8. New kid on the block: tagging <ul><li>Triple (user, item, tag) </li></ul><ul><li>(item,tag) describing the item that they are related to </li></ul><ul><li>(item, user) as a parameter of the interaction between a user and item </li></ul><ul><li>(user,tag) as part of a user model </li></ul>
    9. 9. <ul><li>Activity Theory as a conceptual framework to investigate the LORs and communities </li></ul><ul><ul><li>LOR as a single system, rather than as a loose set of instruments, subjects, objects and outcomes </li></ul></ul><ul><li>LORs as participatory environments where knowledge is co-constructed rather than exchanged and consumed </li></ul><ul><ul><li>(1) the social origin of learning; (2) the mediation of learning by tools; and (3) the goal- oriented nature of learning activities. </li></ul></ul>
    10. 10. Learning Resource Exchange for schools http://lreforschools.eun.org Learning Resource Exchange - Riina Vuorikari 03/03/2009 Conventional search «From teachers to teachers» Tags in multiple languages Ratings and comments by the European Commission’s eContentplus Programme
    11. 11. Tagging as a conceptual tool for co-construction of knowledge Learning Resource Exchange - Riina Vuorikari Add to Favourites Add a tag
    12. 12. Tagging for co-construction of knowledge Learning Resource Exchange - Riina Vuorikari Digital traces to follow!
    13. 13. by Stiphy “ Social” makes trails visible..
    14. 14. and guides the way
    15. 15. Activity system (Cole and Engeström, 1991)
    16. 16. How can SIR help discovery of resources in a multilingual context? <ul><li>Social Information Retrieval: e.g. social navigation, ranking, recommender systems </li></ul><ul><li>Study the system “ecology”: </li></ul><ul><li>How does tagging in multilingual context affect on the discovery of resources? </li></ul><ul><li>How does tagging interplay with LOM? </li></ul><ul><li>Crossing contexts: </li></ul><ul><li>Tagging to help discovery across contexts </li></ul>
    17. 17. Cross-boundary use of educational resources <ul><li>Existing literature cites many barriers, </li></ul><ul><li>Curious if it does exist and to what extent? </li></ul><ul><li>Notably lower than general reuse </li></ul>Vuorikari, R., Koper, R,. (submitted) Evidence of cross-boundary use and reuse of digital educational resources. http://dspace.ou.nl/handle/1820/1709
    18. 18. Exploratory study into tagging: resources through tags Resources with user tag «interactive» Tag «interactive» Vuorikari, R., & Ochoa, X. (2009). Exploratory Analysis of the Main Characteristics of Tags and Tagging of Educational Resources in a Multi-lingual Context. Journal of Digital Information, 10(2). http://journals.tdl.org/jodi/article/view/447.
    19. 19. Resource provider Tag «optics» Exploratory study into tagging: content from providers connected through tags
    20. 20. Exploratory study into tagging: users from different countries connected through tags Austria Hungary Finland Resource that «Travels well»
    21. 21. Ecology: social search <ul><li>Attention metadata; 82 users; 2,5 months </li></ul><ul><li>Vuorikari, R., & Koper, R. (2009). Ecology of social search for learning resources. Campus-Wide Information Systems, 26(4). http://hdl.handle.net/1820/1799 </li></ul>
    22. 22. Users interact differently with tags (*) - tag but don’t use for search - tag and search - only search - don’t tag nor search
    23. 23. Hypotheses to be tested <ul><li>H1: Can search strategies based on Social Information Retrieval (SIR) make the discovery of learning resources more efficient for users? </li></ul><ul><li>H2: Can Community browsing help users discover more cross-boundary resources? </li></ul>Yes No
    24. 24. Ecology: interplay between tags and metadata? <ul><li>(*) Vuorikari, R., Sillaots, M., Panzavolta, S., & Koper, R. (2009). Are tags from Mars and descriptors from Venus? A study on the ecology of educational resource metadata. In Advances in Web-Based Learning - ICWL 2009, Lecture Notes in Computer Science (Vol. 5686). Springer. hdl.handle.net/1820/1849 </li></ul>
    25. 25. “Thesaurus tags” <ul><li>Characteristics: </li></ul><ul><ul><li>11.3% of distinct user-generated tags exist in the LRE multilingual Thesaurus </li></ul></ul><ul><ul><li>30.6% of tag applications </li></ul></ul><ul><li>Popular: </li></ul><ul><ul><li>On average, these tags were reused 11.8 times (other tags 2.5 times) </li></ul></ul><ul><li>Add properties to tags </li></ul><ul><ul><li>e.g. relation to a concept in multilingual Thesaurus, </li></ul></ul><ul><ul><li>language </li></ul></ul><ul><li>Add connections, e.g. all the other resources related to this thesaurus term </li></ul>
    26. 26. Link-structures that did not exist before: descriptor - LOM
    27. 27. Link-structures that did not exist before: different tagging platforms <ul><li>Comparison of 3 different tagging tools </li></ul><ul><li>Comparison of tags in educational context from 5 different platforms </li></ul><ul><li>Vuorikari, R., Poldoja, H., & Koper, R. (2009). Comparison of educational tagging systems – any chances of interplay? To appear in IJTEL </li></ul>
    28. 28. Tag-item structure interesting for social navigation across platforms <ul><li>Vuorikari, R., Poldoja, H., & Koper, R. (2009). Comparison of educational tagging systems – any chances of interplay? To appear in IJTEL </li></ul>
    29. 29. Cross-repository tagcloud <ul><li>Tags create interplay between repositories </li></ul><ul><li>Builds on social interactions among users in terms of co-construction of tags </li></ul><ul><li>From institutional and private resource collections </li></ul>
    30. 30. Cross-repository tagcloud <ul><li>But also: Tags create number of underlying link-structures between content in heterogeneous content platforms and thus opens novel ways for PageRank-type algorithms for better cross-language discovery </li></ul>
    31. 31. Conclusions
    32. 32. Epistemological level - how tagging can support discovery - creation of new ways to interact with the discovery process, i.e. SIR
    33. 33. Methodological level - new methods for structuring the communication in the context: tags
    34. 34. Social assistance level -new forms of assistance to correspond better to communities needs (e.g. own vocabularies, topical and lingual tag clouds)
    35. 35. 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://elgg.ou.nl/rvu

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