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ERIC Number: EJ814054
Record Type: Journal
Publication Date: 2007
Pages: 16
Abstractor: As Provided
Reference Count: 38
ISSN: ISSN-1436-4522
Tracking Actual Usage: The Attention Metadata Approach
Wolpers, Martin; Najjar, Jehad; Verbert, Katrien; Duval, Erik
Educational Technology & Society, v10 n3 p106-121 2007
The information overload in learning and teaching scenarios is a main hindering factor for efficient and effective learning. New methods are needed to help teachers and students in dealing with the vast amount of available information and learning material. Our approach aims to utilize contextualized attention metadata to capture behavioural information of users in learning contexts that can be used to deal with the information overload in user centric ways. We introduce a schema and framework for capturing and managing such contextualized attention metadata in this paper. Schema and framework are designed to enable collecting and merging observations about the attention users give to content and their contexts. The contextualized attention metadata schema enables the correlation of the observations, thus reflects the relationships that exists between the user, her context and the content she works with. We illustrate with a simple demo application how contextualized attention metadata can be collected from several tools, the merging of the data streams into a repository and finally the correlation of the data. (Contains 6 figures.)
International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A