Indexing Learning Objects: Vocabularies and Empirical Investigation of Consistency
Suzanne Kabel, Robert de Hoog, Bob Wielinga, Anjo Anjewierden, University of Amsterdam
Journal of Educational Multimedia and Hypermedia Volume 13, Number 4, ISSN 1055-8896 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
In addition to the LOM standard and instructional design specifi cations, as well as domain specifi c indexing vocabularies, a structured indexing vocabulary for the more elementary learning objects is advisable in order to support retrieval tasks of developers. Furthermore, because semantic indexing is seen as a diffi cult task, three issues concerning consistency in indexing learning objects were empirically investigated: 1) the extent to which different indexers annotate in the same way; 2) the extent to which structure in value lists supports consistent indexing; and 3) different degrees of consistency in annotating various media types and attributes. The results show that a standardized value list does not necessarily lead to a consistent application to learning objects. Differences occur, especially for more abstract attributes and media types. Ontologies can contribute to a higher consistency in indexing and could improve retrieval by making concepts that are more abstract available.
Kabel, S., de Hoog, R., Wielinga, B. & Anjewierden, A. (2004). Indexing Learning Objects: Vocabularies and Empirical Investigation of Consistency. Journal of Educational Multimedia and Hypermedia, 13(4), 405-425. Norfolk, VA: Association for the Advancement of Computing in Education (AACE).
© 2004 Association for the Advancement of Computing in Education (AACE)
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