Social selected learning content out of web lectures

Ketterl, Markus; Emden, Johannes; Brunstein, Jörg

doi:10.1145/1379092.1379140

Cited by 4 publications

(2 citation statements)

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“…Currently, we use these interface features in combination with social navigation in selected user experiments. More information about social footprints in web lectures can be found in (Ketterl et al , 2008; Mertens et al , 2006).…”

Section: Web 20 Features In Virtpresentermentioning

confidence: 99%

“…These blogs are used by students as well as lecturers to discuss seminars or simply augment ongoing lectures. Most of the provided content in these blogs is naturally static and text‐based because web lectures could not be integrated in a proper fashion (Ketterl et al , 2008). In a text‐based blog, users can cite text‐based material on a word by word basis or via hyperlink.…”

Section: Introductionmentioning

confidence: 99%

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Bringing Web 2.0 to web lectures

Ketterl

Mertens

Vornberger

2009

Interactive Technology and Smart Education

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PurposeAt many universities, web lectures have become an integral part of the e‐learning portfolio over the last few years. While many aspects of the technology involved, like automatic recording techniques or innovative interfaces for replay, have evolved at a rapid pace, web lecturing has remained independent of other important developments such as Web 2.0. The aim of this paper is to exemplify and discuss the benefits web lecturing can gain from a Web 2.0 perspective.Design/methodology/approachThe paper describes an implementation of three Web 2.0 features for the virtPresenter web lecture interface. These are time‐based social footprints, a mechanism for linking to user created bookmarks in a web lecture from external Web 2.0 applications and a special web lecture player that enables users to embed their own web lecture bookmarks in wikis or blogs.FindingsThe paper shows how conceptual and technical obstacles in bringing Web 2.0 features like social footprints to web lectures can be overcome. It also makes evident that linking web lectures in Web 2.0 systems require special adaptations due to the time‐based nature of web lectures. The technical discussion shows that many Web 2.0 features require feedback channels in order to communicate information back to servers (e.g. to understand how the content is used) and that most contemporary media players have to be modified in order to support feedback channels.Practical implicationsThe paper shows that web lectures can benefit from Web 2.0 ideas and presents examples how Web 2.0 and web lectures can be brought together.Originality/valueWeb 2.0 is a popular trend that transforms the way in which the internet is used. This paper shows how web lectures can be enriched with Web 2.0 features and how they can be integrated with Web 2.0 systems by discussing three implementation examples.

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Section: Web 20 Features In Virtpresentermentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Bringing Web 2.0 to web lectures

Ketterl

Mertens

Vornberger

2009

Interactive Technology and Smart Education

Self Cite

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Web Lectures and Web 2.0

Ketterl

Mertens²,

Vornberger

2008

2008 Tenth IEEE International Symposium on Multimedia

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At many universities, web lectures have become an integral part of the e-learning portfolio over the last few years. While many aspects of the technology involved, like automatic recording techniques or innovative interfaces for replay, have evolved at a rapid pace, web lecturing has been independent of other important developments such as Web 2.0. Web 2.0 is an emerging trend that among other things aims at integrating user generated data from diffrent systems in order to enhance the user experience. This paper discusses the benefits web lecturing could gain from a Web 2.0 perspective. It also introduces a prototypical interface for the virtFresenter lecture viewer that enriches web lectures by Web 2.0 features, such as a specialized player that can be integrated in blog or wiki sites and multimedial links that can be used to reference arbitraiy passages of a web lecture from an external blog, wild or forum

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