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Information categories for learning-object metadata, An empirical study on the practical validity of theoretically founded information categories.
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, , , , Swiss Federal Institute of Technology, Switzerland

EdMedia + Innovate Learning, in Lugano, Switzerland ISBN 978-1-880094-53-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

We argue that validated didactical metadata categories are needed in order to utilize Learning Content Management Systems more efficiently, i.e. repositories with digitally prepared learning objects. Also multimedia designers in the didactical domain would profit from validated information categories, as optimal information/media-fit is one factor contributing to good learning. Based on a theoretical review, we deduced a set of three main and nine sub-categories. These categories were validated in an experiment. The results are encouraging, as we found the intelligibility of the main categories (static, dynamic, spatial) highly consist. Also the set of nine sub-categories were consistently comprehended and employed, although with more variation.

Citation

Guttormsen Schär, S., Messerli, S., Schierz, C. & Schluep, S. (2004). Information categories for learning-object metadata, An empirical study on the practical validity of theoretically founded information categories. In L. Cantoni & C. McLoughlin (Eds.), Proceedings of ED-MEDIA 2004--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2221-2226). Lugano, Switzerland: Association for the Advancement of Computing in Education (AACE). Retrieved September 30, 2022 from .

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