Learning about evaluation and assessment: teacher's use of folksonomies and ontologies in an online narrative environment.
Building ontology in the domain of human sciences can be a difficult process because of the different meanings given to the same key concepts in these disciplines: in fact, shared meaning is an important element in knowledge construction between members of a community. In this paper, we propose a pa...
| Publicado en: | Journal of Computer Assisted Learning Vol. 27; no. 5; pp. 399 - 411 |
|---|---|
| Autor principal: | |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Oct2011
|
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104685156&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104685156 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Oct2011 vid: 27 iid: 5 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 104685156 65381985 10.1111/j.1365-2729.2011.00408.x 104685156 ppf: 399 ppct: 12 formats: tig: atl: Learning about evaluation and assessment: teacher's use of folksonomies and ontologies in an online narrative environment. aug: au: Petrucco, C. affil: Department of Education, University of Padua, via Beato Pellegrino, Padova, Italy sug: subj: Teaching Methods Educational Technology Semantics Narratives Utilization Learning Environment Human Italy Education Research Vocabulary, Controlled Concept Mapping Collaboration Models, Educational Faculty Attitudes Questionnaires Male Female Young Adult Adult Middle Age Adult: 19-44 years Middle Aged: 45-64 years Male Female ab: Building ontology in the domain of human sciences can be a difficult process because of the different meanings given to the same key concepts in these disciplines: in fact, shared meaning is an important element in knowledge construction between members of a community. In this paper, we propose a participatory social environment called 'EduOntoWiki' where academic experts in the field of educational sciences develop lightweight ontologies that members of multiple communities of practice (teachers, trainers, etc.) can modify and integrate using a folksonomic and storytelling approach. In this way, real-life narrative contexts become precious 'tagged' alternative representations that can contribute to the ontology construction process. Experience of the environment gave possible indications regarding its use in teachers' training courses and as a useful tool to discuss evaluation and assessment issues in teachers' professional practice. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|