A semantic MediaWiki-based approach for the collaborative development of pedagogically meaningful learning content annotations.

Autor/inn/en	Zander, Stefan; Swertz, Christian; Verdú, Elena; Jesús Verdú Pérez, María; Henning, Peter
Titel	A semantic MediaWiki-based approach for the collaborative development of pedagogically meaningful learning content annotations.
Quelle	Aus: Molli, Pascal (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. Zürich: Springer International Publishing (2016) S. 73-114 PDF als Volltext kostenfreie Datei (1); PDF als Volltext (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Reihe	Lecture notes in computer science. 9507
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
ISBN	978-3-319-32666-5; 978-3-319-32667-2
DOI	10.1007/978-3-319-32667-2
URN	urn:nbn:de:0111-pedocs-156420 urn:nbn:de:0111-pedocs-159706
Schlagwörter	Medien; Mediendidaktik; Lernen; Lernprozess; Lerninhalt; Computer; Lernsystem; Technologieunterstütztes Lernen; Semantik; Semantisierung; Tutorensystem; E-Learning; Web Based Training
Abstract	In 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. We employ Web Didactics as knowledge organization concept and detail its manifestation in a Semantic MediaWiki system using import and mapping declarations. We 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 von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2019/2