Introducing an Interpretive Layer between Document Collections and Learning Material
Eva Heinrich, Massey University, New Zealand ; Frederic Andres, National Institute of Informatics, Japan
EdMedia + Innovate Learning, in Honolulu, Hawaii, USA ISBN 978-1-880094-48-8 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This paper introduces an approach, called stories, to build a bridge between document collections annotated by meta data and the use of these documents to construct learning material. The main components of a story are its narrative, the links to specific sections within documents and meta data attached to stories that allow customization of stories according to users Eneeds. The story meta data are based on MPEG7 and its Semantic DS with additional attributes on instructional information and semantics of the story narratives. These generic, story meta data are complemented by domain specific meta data based on the domain of the document collection annotated. The paper explains the story concept and sets it in context to research on learning objects, meta data and educational modeling languages. The structure of stories and their meta data are then discussed in more detail and the process of writing and using a story is outlined.
Heinrich, E. & Andres, F. (2003). Introducing an Interpretive Layer between Document Collections and Learning Material. In D. Lassner & C. McNaught (Eds.), Proceedings of ED-MEDIA 2003--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1022-1027). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE).
© 2003 Association for the Advancement of Computing in Education (AACE)
Cited ByView References & Citations Map
Dominique Deuff & Vuthichai Ampornaramveth, National Institute of Informatics, Japan; Eva Heinrich, Institute of Information Sciences and Technology, New Zealand
EdMedia + Innovate Learning 2005 (Jun 27, 2005) pp. 3423–3430
Dominique Deuff & Takeo Yamamoto, National Institute of Informatics, Japan
Society for Information Technology & Teacher Education International Conference 2005 (2005) pp. 3805–3812
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