Collaborative Authoring of Adaptive Educational Hypermedia by Enriching a Semantic Wiki’s 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

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 ‘Closed’ and ‘Open’ 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 UKOU´s 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

Continuous use of authoring for adaptive educational hypermedia : a long-term case study

Adaptive educational hypermedia allows lessons to be personalized according to the needs of the learner. However, to achieve this, content must be split into stand-alone fragments that can be processed by a course personalization engine. Authoring content for this process is still a difficult activity, and it is essential for the popularization of adaptive educational hypermedia that authoring is simplified, so that the various stakeholders in the educational process, students, teachers, administrators, etc. can easily work with such systems. Thus, real-world testing with these stakeholders is essential. In this paper we describe recent extensions and improvements we have implemented in the My Online Teacher MOT3.0 adaptation authoring tool set, based on an initial set of short-term evaluations, and then focus on describing a long-term usage and assessment of the system

Drag it together with Groupie: making RDF data authoring easy and fun for anyone

One of the foremost challenges towards realizing a “Read-write Web of Data” [3] is making it possible for everyday computer users to easily find, manipulate, create, and publish data back to the Web so that it can be made available for others to use. However, many aspects of Linked Data make authoring and manipulation difficult for “normal” (ie non-coder) end-users. First, data can be high-dimensional, having arbitrary many properties per “instance”, and interlinked to arbitrary many other instances in a many different ways. Second, collections of Linked Data tend to be vastly more heterogeneous than in typical structured databases, where instances are kept in uniform collections (e.g., database tables). Third, while highly flexible, the problem of having all structures reduced as a graph is verbosity: even simple structures can appear complex. Finally, many of the concepts involved in linked data authoring - for example, terms used to define ontologies are highly abstract and foreign to regular citizen-users.To counter this complexity we have devised a drag-and-drop direct manipulation interface that makes authoring Linked Data easy, fun, and accessible to a wide audience. Groupie allows users to author data simply by dragging blobs representing entities into other entities to compose relationships, establishing one relational link at a time. Since the underlying representation is RDF, Groupie facilitates the inclusion of references to entities and properties defined elsewhere on the Web through integration with popular Linked Data indexing services. Finally, to make it easy for new users to build upon others’ work, Groupie provides a communal space where all data sets created by users can be shared, cloned and modified, allowing individual users to help each other model complex domains thereby leveraging collective intelligence

Education vs. Entertainment: A Cultural History of Children's Software

Part of the Volume on the Ecology of Games: Connecting Youth, Games, and Learning This chapter draws on ethnographic material to consider the cultural politics and recent history of children's software and reflects on how this past can inform our current efforts to mobilize games for learning. The analysis uses a concept of genre as a way of making linkages across the distributed but interconnected circuit of everyday play, software content, and industry context. Organized through three genres in children's software -- academic, entertainment, and construction -- the body of the chapter describes how these genres play out within a production and advertising context, in the design of particular software titles, and at sites of play in after-school computer centers where the fieldwork was conducted

The OER FLOW and social media

This presentation introduces some strategies for producing, sharing and reusing OER through the OER Flow and social media. The aim of this investigation is to identify how colearners can apply the OER Flow and social media to make the production and adaptation processes of OER more explicit for anyone in the community to contribute. This work analyses, therefore, the interactions of “COLEARN” – an open community of research in collaborative learning technologies – who created and remixed diverse open media components for producing an open book about OER using the OER flow and Social Media. The outcomes show that educators and colearners can move from a passive position to a more active and informed network role when they are able to co-authoring OER

On the evolution of hyperlinking

Across time, the hyperlink object has supported different applications and studies. This is one perspective on the evolution of the hyperlinking concept, its context and related behaviors. Through a spectrum of hyperlinking applications and practices, the article contrasts the status quo with its related, broader, conceptual roots; it also bridges to some theorized and prototyped hyperlink variations, namely "stigmergic hyperlinks", to make the case that the ubiquitousness of some objects and certain usage patterns can obfuscate opportunities to (re)think them. In trying to contribute an answer to "what has the common hyperlink (such an apparently simple object) done to society, and what has society done to it?", the article identifies situations that have become so embedded in the daily routine, that it is now hard to think of hyperlinking alternatives.info:eu-repo/semantics/publishedVersio

LBWiki: A Location-Based Wiki

Wiki systems provide a simple interface paradigm that allow non-technical users to author collaborative on-line hypertexts. In this paper we propose to use the same simple paradigm to allow users to create content for ubiquitous information systems, and present LBWiki, a prototype location-based Wiki that allows users with a mobile device to create Wiki pages based on GPS co-ordinates. We describe the hierarchical location scheme used within LBWiki and the results of a small evaluation, in which users reacted positively to the concept, but asked for greater control over geographical regions, and highlighted the importance of accurate location technology

The evolving landscape of learning technology

This paper provides an overview of the current and emerging issues in learning technology research, concentrating on structural issues such as infrastructure, policy and organizational context. It updates the vision of technology outlined by Squires’ (1999) concept of peripatetic electronic teachers (PETs) where Information and Communication Technologies (ICT) provide an enabling medium to allow teachers to act as freelance agents in a virtual world and reflects to what extent this vision has been realized The paper begins with a survey of some of the key areas of ICT development and provides a contextualizing framework for the area in terms of external agendas and policy drivers. It then focuses upon learning technology developments which have occurred in the last five years in the UK and offers a number of alternative taxonomies to describe this. The paper concludes with a discussion of the issues which arise from this work