Search (10 results, page 1 of 1)

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Abstract

We present a general framework for cross-media annotation that can be used to support the many different forms and uses of annotation. Specifically, we discuss the need for digital annotation of printed materials and describe how various technologies for digitally augmented paper can be used in support of work practices. The state of the art in terms of both commercial and research solutions is described in some detail, with an analysis of the extent to which they can support both the writing and reading activities associated with annotation. Our framework is based on an extension of the information server that was developed within the Paper++ project to support enhanced reading. It is capable of handling both formal and informal annotation across printed and digital media, exploiting a range of technologies for information capture and display. A prototype demonstrator application for mammography is presented to illustrate both the functionality of the framework and the status of existing technologies.

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Abstract

Most existing hypermedia authoring systems are intended for use on desktop computers. These systems are typically designed for the creation of 2D documents and therefore employ 2D authoring mechanisms. In contrast, authoring systems for nontraditional multimedia/hypermedia experiences for 3D virtual or augmented worlds focus mainly on creating separate media objects and embedding them within the user's surroundings. As a result, linking these media objects to create 3D hypermedia is a tedious manual task. To address this issue, we present an authoring tool for creating and editing linked 3D hypermedia narratives that are interwoven with a wearable computer user's surrounding environment. Our system is designed for use by authors who are not programmers, and allows them to preview their results on a desktop workstation, as well as with an augmented or virtual reality system.

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Issue

Beyond book indexing: how to get started in Web indexing, embedded indexing and other computer-based media. Ed. by D. Brenner u. M. Rowland.

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Abstract

There has been an increased growth in the use of hypermedia to deliver learning and teaching material. However, much remains to be learned about how different learners perceive such systems. Therefore, it is essential to build robust learning models to illustrate how hypermedia features are experienced by different learners. Research into individual differences suggests cognitive styles have a significant effect on student learning in hypermedia systems. In particular, Witkin's Field Dependence has been extensively examined in previous studies. This article reviews the published findings from empirical studies of hypermedia learning. Specifically, the review classifies the research into five themes: nonlinear learning, learner control, navigation in hyperspace, matching and mismatching, and learning effectiveness. A learning model, developed from an analysis of findings of the previous studies, is presented. Finally, implications for the design of hypermedia learning systems are discussed

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Date

22. 3.2009 12:51:47

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Abstract

The design and development of web-based educational systems for people with special abilities have recently attracted the attention of the research community. However, although a number of systems that claim to meet accessibility needs and preferences are proposed, most of them are typically supported by hypermedia and multimedia educational content that is specially designed for the user targeted group. Such approaches prevent their user groups (both learners and their tutors) from accessing other available resources. Therefore, it is important to be able to built generic e-learning systems that would allow the reuse of existing learning resources in different accessibility demanding applications. To this end, in this article we propose a methodology for defining an accessibility application profile that captures the accessibility properties of learning objects in a standard form and we examine its application to the IEEE Learning Object Metadata (LOM) standard.

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Abstract

Weblogs are gaining momentum as one of most versatile tools for online scholarly communication. Since academic weblogs tend to be used by scholars to position themselves in a disciplinary blogging community, links are essential to their construction. The aim of this article is to analyze the reasons for linking in academic weblogs and to determine how links are used for distribution of information, collaborative construction of knowledge, and construction of the blog's and the blogger's identity. For this purpose I analyzed types of links in 15 academic blogs, considering both sidebar links and in-post links. The results show that links are strategically used by academic bloggers for several purposes, among others to seek their place in a disciplinary community, to engage in hypertext conversations for collaborative construction of knowledge, to organize information in the blog, to publicize their research, to enhance the blog's visibility, and to optimize blog entries and the blog itself.

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Abstract

The effects of link annotations on user search performance in hypertext environments having deep (layered) and shallow link structures were investigated in this study. Four environments were tested-layered-annotated, layered-unannotated, shallow-annotated, and shallow-unannotated. A single document was divided into 48 sections, and layered and unlayered versions were created. Additional versions were created by adding annotations to the links in the layered and unlayered versions. Subjects were given three queries of varying difficulty and then asked to find the answers to the queries that were contained within the hypertext environment to which they were randomly assigned. Correspondence between the wording links and queries was used to define difficulty level. The results of the study confirmed previous research that shallow link structures are better than deep (layered) link structures. Annotations had virtually no effect on the search performance of the subjects. The subjects performed similarly in the annotated and unannotated environments, regardless of whether the link structures were shallow or deep. An analysis of question difficulty suggests that the wording in links has primacy over the wording in annotations in influencing user search behavior.

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Content

This article reports an applied research on the construction and implementation of a semantically structured conceptual prototype to help in the organization and representation of human knowledge in hypertextual systems, based on four references: the Facet Analysis Theory (FAT), the Conceptual Map Theory, semantic structure of hypertext links and the technical guidelines of the Associacao Brasileira de Normas Técnicas (ABNT). This prototype, called Modelo Hipertextual para Organizacao de Documentos (MHTX) - Model For Hypertext Organization of Documents HTXM - is formed by a semantic structure called Conceptual Map (CM) and Expanded Summary (ES), the latter based on the summary of a selected doctoral thesis to which access points were designed. In the future, this prototype maybe used to implement a digital libraty called BTDECI - UFMG (Biblioteca de Teses e Dissertacöes do Programa de Pós-Graduacao da Escola de Ciência da Informacao da UFMG - Library of Theses and Dissertations of the Graduate Program of School of Information Science of Universidade Federal de Minas Gerais).