10,794 research outputs found
Bridging the Gap: Connecting Authors to Museum and Archival Collections
This project improves the ability of multimedia authors to interact with the digital collections of museums, archives, and libaries, thereby enhancing experimentation in new forms of humanities scholarship. The project envisions development of an open sources bridge between a widely used digital asset management system (CONTENTdm) and applications that support the Open Knowledge Initiative's standard for interoperability, including open source, multimedia authoring tools. In a collaborative scholarly endeavor, we will use this software bridge to develop a multimedia presentation on the Pacific Northwest Artist Carl Hall (1921-1996) that directly incorporates images and audio from museum and archival digital collections
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Co-authorship in the age of cyberculture: Open Educational Resources at the Open University of the United Kingdom
Locating Open Educational Resources (OER) as a phenomenon of cyberculture, this paper presents a reflection on the possibilities of co-authorship that are entailed in OER initiatives of different natures and settings within a large organisation. A selection of OER-related projects and activities carried out at the Open University of United Kingdom (UKOU) are examined from the perspective of a comparative framework proposed by Okada (2010). The framework identifies key features and differences between âClosedâ and âOpenâ Education, that is, respectively, formal education, which takes place within the constraints of institutional Virtual Learning Environments, and informal education, which is gradually taking place more widely in cyberspace. The paper is introduced with a succinct discussion of the connection between cyberculture and the emergence of OER, followed by a presentation of the comparative framework adopted. The UKOUÂŽs structure and methods are then presented, and various projects are discussed. The article concludes by proposing a brief commentary on the creative potential that is being unleashed at the very boundaries between formal and informal educational spaces that cyberculture is challenging
Development of multiple media documents
Development of documents in multiple media involves activities in three different
fields, the technical, the discoursive and the procedural. The major development problems of
artifact complexity, cognitive processes, design basis and working context are located where these
fields overlap. Pending the emergence of a unified approach to design, any method must allow for
development at the three levels of discourse structure, media disposition and composition, and
presentation. Related work concerned with generalised discourse structures, structured
documents, production methods for existing multiple media artifacts, and hypertext design offer
some partial forms of assistance at different levels. Desirable characteristics of a multimedia
design method will include three phases of production, a variety of possible actions with media
elements, an underlying discoursive structure, and explicit comparates for review
Peripatetic electronic teachers in higher education
This paper explores the idea of information and communications technology providing a medium enabling higher education teachers to act as freelance agents. The notion of a âPeripatetic Electronic Teacherâ (PET) is introduced to encapsulate this idea. PETs would exist as multiple telepresences (pedagogical, professional, managerial and commercial) in PETâworlds; global networked environments which support advanced multimedia features. The central defining rationale of a pedagogical presence is described in detail and some implications for the adoption of the PETâworld paradigm are discussed. The ideas described in this paper were developed by the author during a recently completed ShortâTerm British Telecom Research Fellowship, based at the BT Adastral Park
A story environment for learning object annotation and collection : a thesis presented in partial fulfilment of the requirements for the degree of Master of Science in Computer Science at Massey University, Palmerston North, New Zealand
With the increase in computer power, network bandwidth and availability, e-learning is used more and more widely. In practice e-learning can be applied in a variety of ways, such as providing electronic resources to support teaching and learning, developing computer based tutoring programs or building computer supported collaborative learning environments. Nowadays e-learning becomes significantly important because it can improve the quality of learning through using interactive computers, online communications and information systems in ways that other teaching methods cannot achieve. The important advantage of e-learning is that it offers learners a large amount of sharable and reusable learning resources. The current approaches such as Internet search and learning object repository does not effectively help users to search for appropriate learning objects. The original story concept introduces a new semantic layer between collections of learning objects and learning material. The basic idea of the story concept is to add an interpretative, semantically rich layer, informally called 'Story' between learning objects and learning material that links learning objects according to specific themes and subjects (Heinrich & Andres, 2003a). One motivation behind this approach is to put a more focused, semantic layer on top of untargeted metadata that are commonly used to describe a single learning object. Speaking from an e-learning context the stories build on learning objects and become information resources for learning material. The overall aim of this project was to design and build a story environment to realize the above story concept. The development of the story environment includes story metadata, story environment components, the story browsing and authoring processes, and tools involved in story browsing and authoring. The story concept suggests different types of metadata should be used in a story. This project developed those different metadata specifications to support story environment. Two prototypes of tools have been designed and implemented in this project to allow users to evaluate the story concept and story environment. The story browser helps story readers to read the story narrative and look at a story from different perspectives. The story authoring tool is used by the story authors to author a story. The future work of this project has been identified in the area of adding features of current tools, user testing and further implementation of the story environment
Multimedia and e-Learning integration for supporting training programs in agriculture by MOODLE
The NODES project aims at facilitating, for adult training / lifelong
training, the use of multimedia knowledge to improve competitiveness
employability and mobility of handicapped adults (physical and sensorial) and
of adults victims of the digital divide or of some of its components such as
distance, initial level of knowledge, language, use of complex technologies.
The NODES project is focused, on the wide sense, on the production and
diffusion of knowledge created within public and private organizations
dedicated to adult training or by individuals, through Europe. Within the
project the MOODLE e-Learning system was selected and more multimedia
content will be integrated into the knowledge base. The EU-Index
metadatabase collects content sources for the project partners. Another target is
to integrate video files into the systems. This parts are integrated by the logical
and physical architectures of the NODES
Collaborative Authoring of Adaptive Educational Hypermedia by Enriching a Semantic Wikiâs Output
This research is concerned with harnessing collaborative approaches for the authoring of Adaptive Educational Hypermedia (AEH) systems. It involves the enhancement of Semantic Wikis with pedagogy aware features to this end. There are many challenges in understanding how communities of interest can efficiently collaborate for learning content authoring, in introducing pedagogy to the developed knowledge models and in specifying user models for efficient delivery of AEH systems. The contribution of this work will be the development of a model of collaborative authoring which includes domain specification, content elicitation, and definition of pedagogic approach. The proposed model will be implemented in a prototype AEH authoring system that will be tested and evaluated in a formal education context
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