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ERIC Number: EJ912276
Record Type: Journal
Publication Date: 2011-Jan
Pages: 20
Abstractor: As Provided
Reference Count: 55
ISBN: N/A
ISSN: ISSN-1049-4820
Semantic Annotation of Video Fragments as Learning Objects: A Case Study with "YouTube" Videos and the Gene Ontology
Garcia-Barriocanal, Elena; Sicilia, Miguel-Angel; Sanchez-Alonso, Salvador; Lytras, Miltiadis
Interactive Learning Environments, v19 n1 p25-44 Jan 2011
Web 2.0 technologies can be considered a loosely defined set of Web application styles that foster a kind of media consumer more engaged, and usually active in creating and maintaining Internet contents. Thus, Web 2.0 applications have resulted in increased user participation and massive user-generated (or user-published) open multimedia content, some of which is potentially useful for education. In this context, the problem from the educator's perspective is selecting and annotating existing content so that software applications can filter fragments that were previously marked as useful for particular learning needs. This article discusses a solution for this problem that is non-intrusive to existing applications. This solution fits in the philosophy of multiple metadata profiles, allows for expressing fine-grained learning needs, and leverages the growing mass of contents by reusing well-established domain ontologies. A description of the technical aspects required for the infrastructure supporting such solution is first provided. Then, the solution is contextualized with a case study using a knowledge model of gene-related elements--the Gene Ontology--to semantically annotate videos in "YouTube" that could be used in teaching biology and bioinformatics. (Contains 12 notes and 2 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A