research-article

Enhancing access to open corpus educational content: learning in the wild

Authors:

Séamus Lawless,

Vincent WadeAuthors Info & Claims

HT '08: Proceedings of the nineteenth ACM conference on Hypertext and hypermedia

Pages 167 - 174

https://doi.org/10.1145/1379092.1379125

Published: 19 June 2008 Publication History

Abstract

The World Wide Web (WWW) provides access to a vast array of interconnected educational content on almost every subject imaginable. A great deal of this content is ideal for incorporation into personalised eLearning experiences. However the discovery, harvesting and incorporation of appropriate educational material have proven to be complex and arduous tasks.

Traditional educational hypertext systems are based upon the generation of links and anchors between content objects [1]. However the dynamic incorporation of open corpus educational content in eLearning requires the generation of a relationship between educational concepts and the hypertext documents. One approach to create this overlay between concept and content is to use a Mindmap interface to allow learners to explore and associate hypertext content with knowledge maps of their own creation.

This paper presents the Open Corpus Content Service (OCCS), a framework that uses the hypertext structure of the WWW to provide methods of educational content discovery and harvesting. The OCCS semantically examines linked content on both the WWW and in digital content repositories, and creates concept specific caches of content. The paper also introduces U-CREATe, a novel user-driven Mindmap interface for supporting the exploration and assembly of content cached by the OCCS, in a pedagogically meaningful manner. The combination of these systems benefits both the educator and learner, empowering the learner through ownership of the educational experience and allowing the educator to focus on the pedagogical design of educational offerings rather than content authoring.

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Cited By

Fung D(2023)The synergy of peer collaboration and mind mapping in cultivating primary students’ science understanding: an integrative pedagogy to enhance science concept acquisitionInternational Journal of Science Education10.1080/09500693.2023.222254946:2(131-154)Online publication date: 6-Jul-2023
https://doi.org/10.1080/09500693.2023.2222549
Labutov IHuang YBrusilovsky PHe DMatwin SYu SFarooq F(2017)Semi-Supervised Techniques for Mining Learning Outcomes and PrerequisitesProceedings of the 23rd ACM SIGKDD International Conference on Knowledge Discovery and Data Mining10.1145/3097983.3098187(907-915)Online publication date: 13-Aug-2017
https://dl.acm.org/doi/10.1145/3097983.3098187
Sosnovsky SBrusilovsky P(2015)Evaluation of topic-based adaptation and student modeling in QuizGuideUser Modeling and User-Adapted Interaction10.1007/s11257-015-9164-425:4(371-424)Online publication date: 1-Oct-2015
https://dl.acm.org/doi/10.1007/s11257-015-9164-4
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Enhancing access to open corpus educational content: learning in the wild

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cover image ACM Conferences

HT '08: Proceedings of the nineteenth ACM conference on Hypertext and hypermedia

June 2008

268 pages

ISBN:9781595939852

DOI:10.1145/1379092

General Chair:
Peter Brusilovsky
University of Pittsburgh, USA
,
Program Chair:
Hugh Davis
University of Southampton, UK

Copyright © 2008 ACM.

Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

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Published: 19 June 2008

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HT08: 19th ACM Conference on Hypertext and Hypermedia

June 19 - 21, 2008

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HT '08 Paper Acceptance Rate 23 of 69 submissions, 33%;

Overall Acceptance Rate 378 of 1,158 submissions, 33%

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Cited By

Fung D(2023)The synergy of peer collaboration and mind mapping in cultivating primary students’ science understanding: an integrative pedagogy to enhance science concept acquisitionInternational Journal of Science Education10.1080/09500693.2023.222254946:2(131-154)Online publication date: 6-Jul-2023
https://doi.org/10.1080/09500693.2023.2222549
Labutov IHuang YBrusilovsky PHe DMatwin SYu SFarooq F(2017)Semi-Supervised Techniques for Mining Learning Outcomes and PrerequisitesProceedings of the 23rd ACM SIGKDD International Conference on Knowledge Discovery and Data Mining10.1145/3097983.3098187(907-915)Online publication date: 13-Aug-2017
https://dl.acm.org/doi/10.1145/3097983.3098187
Sosnovsky SBrusilovsky P(2015)Evaluation of topic-based adaptation and student modeling in QuizGuideUser Modeling and User-Adapted Interaction10.1007/s11257-015-9164-425:4(371-424)Online publication date: 1-Oct-2015
https://dl.acm.org/doi/10.1007/s11257-015-9164-4
Yessad AFaron-Zucker CDieng-Kuntz RLaskri M(2011)Ontology-based semantic relatedness for detecting the relevance of learning resourcesInteractive Learning Environments10.1080/10494820.2011.52888819:1(63-80)Online publication date: Jan-2011
https://doi.org/10.1080/10494820.2011.528888

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