Context-based free-form annotation in XML documents

Sohn, Won-Sung; Kim, Jae‐Kyung; Ko, Seung-Kyu; Lim, Soon-Bum; Choy, Yoon-Chul

doi:10.1016/s1071-5819(03)00013-2

Cited by 2 publications

(5 citation statements)

References 30 publications

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“…Annotation systems should enable students to annotate important points and key sentences of learning materials by drawing geometric figures (ie, circle, square, etc). Context-based Free-form Annotation Markup Language (CAML) (Sohn, Kim, Ko, Lim & Choy, 2003) defines a mark-up language and support making annotations with geometric figures.…”

Section: Making Mark Annotations With Geometric Figuresmentioning

confidence: 99%

“…As multimedia objects, especially images, are presented in many web‐based learning materials, annotation systems should provide support for annotating various types of multimedia objects. CAML (Sohn et al ., 2003) and Amaya (Vatton et al ., 2008) are the systems that support learners to annotate such multimedia objects as pictures and graphs.…”

Section: Related Workmentioning

confidence: 99%

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Effects of reviewing annotations and homework solutions on math learning achievement

Hwang

Chen

Shadiev

et al. 2010

British Journal of Educational Technology

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Previous studies have demonstrated that making annotations can be a meaningful and useful learning method that promote metacognition and enhance learning achievement. A web-based annotation system, Virtual Pen (VPEN), which provides for the creation and review of annotations and homework solutions, has been developed to foster learning process among students. In order to explore the effects of reviewing annotations and homework solutions on learning achievement, a quasi-experiment was conducted with VPEN in a math class over a period of 4 months. It was found that reviewing own text annotations has a significant influence on learning achievement; while on the contrary, reviewing peers' text annotations has no significant influence on learning achievement. Our results show that students gain more from reviewing their own annotations than from reviewing the annotations made by peers, a contrast which reveals that annotations hold additional meaning for their creators. Further investigation revealed that only the quantity of text annotations among all other variables can significantly predict students' learning achievement. This finding may suggest that text annotations play more important roles to learning achievement than other variables, like homework. The reason is because text annotations are created by learners actively on voluntary base whereas homework is usually assigned by the teachers. Based on our findings, we suggest that teachers may consider incorporating learning activities that can foster metacognitive development into the learning process, like making annotations, solving homework and reviewing them, whereas peer learning should be encouraged only for reviewing the homework solutions of their peers with good learning achievement.

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Section: Making Mark Annotations With Geometric Figuresmentioning

confidence: 99%

Section: Related Workmentioning

confidence: 99%

Effects of reviewing annotations and homework solutions on math learning achievement

Hwang

Chen

Shadiev

et al. 2010

British Journal of Educational Technology

View full text Add to dashboard Cite

show abstract

“…This approach allows users to more easily control the avatar behaviors, compare to previous efforts [2], [3], [8]. Creating scenarios using digital inking in the HTML/XML document requires that graphic information of the markings and context information of the original document be presented in the form of external links [9]. Through external linking, markings are saved independently from the original document and can be shared by multiple users.…”

Section: Avatar Annotation Markup Languagementioning

confidence: 99%

“…We used a context-based annotation engine [9] which include reorganization and integration modules for the HTML/XML document. Figure 6 (A) shows our annotation interface; students have added line, circle, and note annotations.…”

Section: Annotation Interfacementioning

confidence: 99%

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Avatar Augmented Annotation Interface for e-Learning

Sohn

Kim

Lee

2007

Computational Science – ICCS 2007

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Abstract.Creating avatar-augmented presentations that extend gesture and annotation to distance education is laborious and time-consuming. We present Avatar Augmented Annotation (AAA), a project to design and share web based e-Learning materials using an animated avatar and digital inking. Using AAA, the instructor can create a presentation, using freehand annotations that include high-level teaching behavior without doing any programming. The AAA then generates a script expressed in XML and augments the presentation with an animated avatar following each annotation. We found that AAA provides positive educational effectiveness and usability compared to previous online courseware.

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Context-based free-form annotation in XML documents

Cited by 2 publications

References 30 publications

Effects of reviewing annotations and homework solutions on math learning achievement

Effects of reviewing annotations and homework solutions on math learning achievement

Avatar Augmented Annotation Interface for e-Learning

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