A Folksonomy-Based Guidance Mechanism for Context-Aware Ubiquitous Learning: A Case Study of Chinese Scenic Poetry Appreciation Activities

Autor/inn/en	Shih, Wen-Chung; Tseng, Shian-Shyong; Yang, Che-Ching; Lin, Chih-Yu; Liang, Tyne
Titel	A Folksonomy-Based Guidance Mechanism for Context-Aware Ubiquitous Learning: A Case Study of Chinese Scenic Poetry Appreciation Activities
Quelle	In: Educational Technology & Society, 15 (2012) 1, S.90-101 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Taxonomy; Educational Technology; Electronic Learning; Poetry; Literature Appreciation; Asian Culture; Outdoor Education; Elementary School Students; Grade 5; Student Attitudes; Elementary School Teachers; Teacher Attitudes; Case Studies; Foreign Countries; Taiwan + Suchen Sie Ihr Suchwort? Taxonomie; Unterrichtsmedien; Lyrik; Poesie; Literarische Wertung; Freiluftunterricht; School year 05; 5. Schuljahr; Schuljahr 05; Schülerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Case study; Fallstudie; Case Study; Ausland
Abstract	In this work ubiquitous learning technologies are applied to Chinese scenic poetry appreciation. A folksonomy-based approach is proposed to accumulate knowledge about poems and their corresponding scenic spots. A user can use a "Tagging" operation by a smart phone to associate a concept (a word, a phrase or a sentence) with a scenic spot. These associations will be recorded in a folksonomy, which is then transformed into a Learning Guidance Tree to support personalized guidance in u-learning environments. The purpose of this work is to propose a folksonomy-based guidance mechanism. Also, we attempt to find students' and teachers' attitudes towards the innovative application through a case study. To show the effectiveness of the innovative approach, a ubiquitous learning system was developed to conduct Chinese scenic poetry appreciation activities for a fifth-grade Chinese course in Taiwan, in which forty-eight students participated. The survey results show that the system had a positive impact on students' learning, especially on the affective domain including participation, motivation and interaction. (Contains 5 tables and 5 figures.) (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10