

Titel | Open educational resources and social bookmarking: Connecting Users and Editors |
Publication Type | Conference Proceedings |
Year of Publication | 2014 |
Authors | Heinen, R, Blees, I, Kerres, M, Rittberger, M |
Conference Name | International EIF / LINQ Conference 2014 |
Series Title | Changing the Trajectory - Quality for Opening up Education |
Pagination | 33-40 |
Publisher | Logos Verlag |
Location | Berlin |
ISBN Number | 978-3-8325-3686-2 |
Keywords | Social Bookmarking |
Abstract | Referatories or reference platform can be filled in three ways: By editorial staff, by automatic aggregation or with user generated content. The article presents two cases of reference plattforms (Elixier and Edutags) using different ways to aggregate the contents. A comparison of the inventories of both systems makes visible that each system can benefit from the other’s metadata. For the example of OER (open educational ressources) it can be shown how automatic aggretation can support manual tagging. As a conclusion a joint system is suggested that combines different aspects of both platforms. |
URL | http://www.learning-innovations.eu/sites/learning-innovations.eu/files/2014/LINQ_2014_Proceedings_final.pdf#page=33 |
Short Title | Proceedings of the International EIF / LINQ Conference 2014 |
Recent Publications
- Kompetenzen des pädagogischen Personals in der digitalen Welt. Eine vergleichende Übersicht zum Forschungsstand in verschiedenen Bildungsbereichen
- Bildung in der digitalen Welt: (Wie) Kann digitale Kompetenz vermittelt werden?
- Suizidprävention bei Suchterkrankungen – Entwicklung, Implementierung und Evaluation von Fortbildungsund Vernetzungsmaßnahmen
- ‘Give and Take’ – higher education teachers using open educational resources
- Learning about Anne Frank in Virtual Reality: Investigating the Role of Cognitive Load
- Learning about Victims of Holocaust in Virtual Reality: The Main, Mediating and Moderating Effects of Technology, Instructional Method, Flow, Presence, and Prior Knowledge
- Editorial: Immersives Lehren und Lernen mit Augmented und Virtual Reality – Teil 2 Empirische Untersuchungen