CrowdLearn: Crowd-sourcing the Creation of Highly-structured E-Learning Content

Tarasowa, Darya; Khalili, Ali; Auer, Soeren

doi:10.3991/ijep.v5i4.4951

Cited by 16 publications

(13 citation statements)

References 8 publications

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“…It showed an enhancement in user participation, and good quality of learning contents. Tarasowa et al [42] presented Crowd-Learn which was the use of learning objects for structured eLS to support the system and to manage the learning objects (files, presentations). The model used the wiki style collaborative authoring, and crowdsourcing for the creation of learning contents of eLS.…”

Section: The Use Of Crowdsourcing In Elsmentioning

confidence: 99%

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CREeLS: Crowdsourcing based Requirements Elicitation for eLearning Systems

Rizk¹,

Mervat²,

Ahmed³

et al. 2019

IJACSA

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Crowdsourcing is the process of having a task performed by the crowd. Because of the Web evolution, recently crowdsourcing is being used in the field of Requirements Engineering to help in simplifying its activities. Among the information systems that were highly affected by the Web evolution are the eLearning Systems (eLS). eLS has special characteristics, such as the large number and diversity of users who could be geographically dispersed. To the best of our knowledge, there is little evidence that a crowdsourcing based requirements elicitation approach especially tailored for eLS that addresses their special characteristics exists. In this paper we attempt to fill in this gap. We present Crowdsourcing based Requirements Elicitation for eLS (CREeLS), which is made up of a framework of the necessary elements of crowdsourcing suggesting specific tools for each element, and a phased approach to implement the framework. We evaluated our approach through analyzing real-life users' reviews and extracted keywords that represent users' requirements by using topic modeling techniques. The reached results were then evaluated by manual text reviewing and the extracted features were found to be coherent. CREeLS has 0.66 precision and 0.79 recall. Hence we contend that CREeLS can help requirements engineers of eLS to analyze users' opinions and identify the most common users' requirements for better software evolution.

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Section: The Use Of Crowdsourcing In Elsmentioning

confidence: 99%

“…Social interactions involve more collaborative activities. Crowdsourcing in eLS not only increases the amount of educational content but also improves its quality [42].…”

Section: ) Interactivitymentioning

confidence: 99%

CREeLS: Crowdsourcing based Requirements Elicitation for eLearning Systems

Rizk¹,

Mervat²,

Ahmed³

et al. 2019

IJACSA

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“…Crowdsourcing has also proven effective in soliciting and compiling content from teaching staff in the fields of information literacy (White-Farnham & Caffrey Gardner, 2014), the humanities (Dunn & Hedges, 2013), and in science, technology, education, and maths (Porcello & Hsi, 2013). It has also been used for the collaborative creation of rich e-learning content (Tarasowa, Khalili, & Auer, 2015) and in the compilation of open textbooks (Jhangiani, Green, & Belshaw, 2016).…”

Section: Crowdsourcing and Educationmentioning

confidence: 99%

Collaboration, collation, and competition: Crowdsourcing a directory of educational technology tools for teaching and learning

Donlon

Costello

Brown

2020

AJET

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This paper reports on a distinctive one-year online open crowdsourcing initiative which originated in the Republic of Ireland with a view to compiling an A–Z directory of educational technology tools for teaching and learning. Through analysis of multiple sources of data, the paper presents an intrinsic case study which outlines the design and implementation of the initiative and offers critical insights into engagement and participation in the project. The study found that participants from across the spectrum of educational sectors contributed to this project from a range of geographical locations, with significantly greater numbers engaging with the directory of educational technology tools that resulted from the crowdsourcing activity. It concludes that the creative project design, combined with a novel crowdsourcing methodology encompassing elements of collaboration, competition, and gamification, were strong motivational factors for participation. The case study provides a valuable context for considering the wider potential of this particular crowdsourcing format (and crowdsourcing applications in general) for teaching and learning purposes.

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“…The TEL community widely applied social technologies to crowd-source the creation of learning resources for communities of teachers (e.g., [6]). However, the creation and annotation of learning resources is a costly and time-consuming task that, on many occasions, teachers cannot afford.…”

Section: Current State Of the Artmentioning

confidence: 99%

The Potential of Open Data to Automatically Create Learning Resources for Smart Learning Environments

Ruiz‐Calleja

Bote‐Lorenzo

Vega-Gorgojo

et al. 2019

13th International Conference on Ubiquitous Computing and Ambient ‪Intelligence UCAmI 2019‬

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Smart Education requires bridging formal and informal learning experience. However, how to create contextualized learning resources that support this bridging remains a problem. In this paper, we propose to exploit the open data available in the Web to automatically create contextualized learning resources. Our preliminary results are promising, as our system creates thousands of learning resources related to formal education concepts and physical locations in the student's local municipality. As part of our future work, we will explore how to integrate these resources into a Smart Learning Environment.

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CrowdLearn: Crowd-sourcing the Creation of Highly-structured E-Learning Content

Cited by 16 publications

References 8 publications

CREeLS: Crowdsourcing based Requirements Elicitation for eLearning Systems

CREeLS: Crowdsourcing based Requirements Elicitation for eLearning Systems

Collaboration, collation, and competition: Crowdsourcing a directory of educational technology tools for teaching and learning

The Potential of Open Data to Automatically Create Learning Resources for Smart Learning Environments

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