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AutorenZander, Stefan; Swertz, Christian; Verdú, Elena; Verdú Pérez, María Jesús; Henning, Peter A.
TitelA semantic MediaWiki-based approach for the collaborative development of pedagogically meaningful learning content annotations.
QuelleAus: Molli, Pacal (Hrsg.); Breslin, John G. (Hrsg.); Vidal, Maria-Esther (Hrsg.): Semantic web collaborative spaces. Second international workshop, SWCS 2013, Montpellier, France, May 27, 2013, third international workshop, SWCS 2014, Trentino, Italy, October 19, 2014. Revised selected and invited papers. Cham: Springer (2016) 39 S.
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ReiheLecture Notes in computer science. 9507
Spracheenglisch
Dokumenttyponline; Sammelwerksbeitrag
ISBN978-3-319-32666-5; 978-3-319-32667-2
URNurn:nbn:de:0111-pedocs-156420
SchlagwörterMedieneinsatz; Mediendidaktik; Medienpädagogik; E-Learning; Digitale Medien
AbstractIn this work, the authors present an approach that allows educational resources to be collaboratively authored and annotated with well-defined pedagogical semantics using Semantic MediaWiki as collaborative knowledge engineering tool. The approach allows for the exposition of pedagogically annotated learning content as Linked Open Data to enable its reuse across e-learning platforms and its adaptability in different educational contexts. The authors employ Web Didactics as knowledge organization concept and detail its manifestation in a Semantic MediaWiki system using import and mapping declarations. They also show how the inherent pedagogical semantics of Web Didactics can be retained when learning material is exported as RDF data. The advantage of the presented approach lies in addressing the constructivist view on educational models: The different roles involved in the content development process are not forced to adapt to new vocabularies but can continue using the terms and classification systems they are familiar with. Results of the usability test with computer scientists and education researchers are positive with significantly more positive results for computer scientists. (DIPF/Orig.)
Erfasst vonDIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation
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