Ensuring the discoverability of digital images for social work education : an online tagging survey to test controlled vocabularies

The digital age has transformed access to all kinds of educational content not only in text-based format but also digital images and other media. As learning technologists and librarians begin to organise these new media into digital collections for educational purposes, older problems associated with cataloguing and classifying non-text media have re-emerged. At the heart of this issue is the problem of describing complex and highly subjective images in a reliable and consistent manner. This paper reports on the findings of research designed to test the suitability of two controlled vocabularies to index and thereby improve the discoverability of images stored in the Learning Exchange, a repository for social work education and research. An online survey asked respondents to "tag", a series of images and responses were mapped against the two controlled vocabularies. Findings showed that a large proportion of user generated tags could be mapped to the controlled vocabulary terms (or their equivalents). The implications of these findings for indexing and discovering content are discussed in the context of a wider review of the literature on "folksonomies" (or user tagging) versus taxonomies and controlled vocabularies

Fünf evidenzbasierte Heuristiken für den Einsatz von Video in der universitären Lehrerausbildung

This article provides a research synthesis on the use of video in pre-service teacher education. Common ideas and evidences concerning the use of video in pre-service teacher education are reviewed. Based on the state-of-the-art in using video, five research-based heuristics are derived. Research findings of a number of studies are further used to illustrate the specification of heuristics. Specifically, a set of rules of thumb about when, how, and why to use video is presented to clarify the strengths and limitations of video as a medium to support pre-service teacher learning. (DIPF/Orig.)Der Beitrag liefert eine Forschungssynthese zur Nutzung von Video in der universitären Lehrerausbildung. Die Forschung wird dahingehend zusammengefasst, welche Ideen derzeit verfolgt werden und welche Evidenzen zur Nutzung von Video vorliegen. Basierend auf dem Forschungsstand leiten die Autoren fünf forschungsbasierte Heuristiken zum Einsatz von Video ab. Die Forschungsergebnisse einer Reihe ausgewählter Studien werden genutzt, um die Heuristiken weiter zu spezifizieren. Es werden Erfahrungsregeln vorgestellt, wann, wie und warum Video in der universitären Lehrerbildung eingesetzt werden kann. Die Erfahrungsregeln sollen helfen, Stärken und Schwächen von Video als ein Medium zur Unterstützung des Lernens von Lehramtsstudierenden zu klären. (DIPF/Orig.