1,017 research outputs found
Collaboration in the Semantic Grid: a Basis for e-Learning
The CoAKTinG project aims to advance the state of the art in collaborative mediated spaces for the Semantic Grid. This paper presents an overview of the hypertext and knowledge based tools which have been deployed to augment existing collaborative environments, and the ontology which is used to exchange structure, promote enhanced process tracking, and aid navigation of resources before, after, and while a collaboration occurs. While the primary focus of the project has been supporting e-Science, this paper also explores the similarities and application of CoAKTinG technologies as part of a human-centred design approach to e-Learning
Learning Activities with Semantic. Hypermedia in Higher Education
The increasing use of information and communication technologies (ICT) in diverse
professional and personal contexts calls for new knowledge, and a set of abilities,
competences and attitudes, for an active and participative citizenship. In this context it is
acknowledged that universities have an important role innovating in the educational use of
digital media to promote an inclusive digital literacy. The educational potential of digital
technologies and resources has been recognized by both researchers and practitioners.
Multiple pedagogical models and research approaches have already contributed to put in
evidence the importance of adapting instructional and learning practices and processes to
concrete contexts and educational goals. Still, academic and scientific communities believe
further investments in ICT research is needed in higher education.
This study focuses on educational models that may contribute to support digital
technology uses, where these can have cognitive and educational relevance when compared
to analogical technologies. A teaching and learning model, centered in the active role of the
students in the exploration, production, presentation and discussion of interactive
multimedia materials, was developed and applied using the internet and exploring emergent
semantic hypermedia formats.
The research approach focused on the definition of design principles for developing
class activities that were applied in three different iterations in undergraduate courses from
two institutions, namely the University of Texas at Austin, USA and the University of
Lisbon, Portugal. The analysis of this study made possible to evaluate the potential and
efficacy of the model proposed and the authoring tool chosen in the support of
metacognitive skills and attitudes related to information structuring and management,
storytelling and communication, using computers and the internet
Web-based collaborative writing in L2 contexts: Methodological insights from text mining
The increasingly widespread use of social software (e.g., Wikis, Google Docs) in second language (L2) settings has brought a renewed attention to collaborative writing. Although the current methodological approaches to examining collaborative writing are valuable to understand L2 students’ interactional patterns or perceived experiences, they can be insufficient to capture the quantity and quality of writing in networked online environments. Recently, the evolution of techniques for analyzing big data has transformed many areas of life, from information search to marketing. However, the use of data and text mining for understanding writing processes in language learning contexts is largely underexplored. In this article, we synthesize the current methodological approaches to researching collaborative writing and discuss how new text mining tools can enhance research capacity. These advanced methods can help researchers to elucidate collaboration processes by analyzing user behaviors (e.g., amount of editing, participation equality) and their link to writing outcomes across large numbers of exemplars. We introduce key research examples to illustrate this potential and discuss the implications of integrating the tools for L2 collaborative writing research and pedagogy
- …