Open annotations on multimedia Web resources

Haslhofer, Bernhard; Sanderson, Robert; Simon, Rainer; Sompel, Herbert De

doi:10.1007/s11042-012-1098-9

Cited by 16 publications

(14 citation statements)

References 26 publications

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“…The goal of this model was to connect the original resource to the archived version of that resource to cater for the fact that a resource could change over time [53,93].…”

Section: Mementomentioning

confidence: 99%

Enhancing Digital Heritage Archives Using Gamified Annotations

Maina

Suleman

2015

Digital Libraries: Providing Quality Information

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“…The goal of this model was to connect the original resource to the archived version of that resource to cater for the fact that a resource could change over time [53,93].…”

Section: Mementomentioning

confidence: 99%

Enhancing Digital Heritage Archives Using Gamified Annotations

Maina

Suleman

2015

Digital Libraries: Providing Quality Information

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“…The result indicated that 35-90% of publicly accessible URIs have at least one archived copy, although they did not consider annotations in their work, the result might estimate the number of orphaned annotations by factors like how frequently web pages are archived and the archiving process coverage. In other work [17,11] researchers built annotation systems that can deliver a better user experience for specialized users and scholars. The interfaces allow users to annotate multimedia web resources as well as medieval manuscripts in a collaborative way.…”

Section: Related Workmentioning

confidence: 99%

Quantifying Orphaned Annotations in Hypothes.is

Aturban

Nelson

Weigle

2015

Research and Advanced Technology for Digital Libraries

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Web annotation has been receiving increased attention recently with the organization of the Open Annotation Collaboration and new tools for open annotation, such as Hypothes.is. We investigate the prevalence of orphaned annotations, where neither the live Web page nor an archived copy of the Web page contains the text that had previously been annotated in the Hypothes.is annotation system (containing 20,953 highlighted text annotations). We found that about 22% of highlighted text annotations can no longer be attached to their live Web pages. Unfortunately, only about 12% of these annotations can be reattached using the holdings of current public web archives, leaving the remaining 88% of these annotations orphaned. For those annotations that are still attached, 53% are in danger of becoming orphans if the live Web page changes. This points to the need for archiving the target of an annotation at the time the annotation is created. This arXiv paper is an extended version of our TPDL 2015 paper [3]. 1

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“…Learner Group 1 is asked to annotate the BPM life cycle that can be found in "Modeling foundations" with examples according to their own experiences and background (cf. [47]). These annotations together with the other resources are passed on to Learner Group 2 to accomplish a practical BPM modeling task, namely Process Analysis for a service industry.…”

Section: Stakeholder-centered Ontologies For Educational Designsmentioning

confidence: 99%

Stakeholder-Centered Ontologies for Educational Designs

Ch.¹,

Neubauer²,

St.³

et al. 2015

Ontology of designing

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E-Learning and Knowledge Management environments are increasingly becoming highly interactive and content-rich. They encapsulate social, cognitive, and technological aspects. Concept maps are effective means to generate and organize multiple grounded knowledge for sharing content and trigger behavior along learning and development processes. Since the basic concept map structure and procedure can easily be explained, the various stakeholders engaged in learning processes and knowledge management activities can benefit from these capabilities. Concept maps allow encoding not only relevant information but also elaborating different perspectives on information elements. In this way, meaningful content and features for interaction can effectively be conveyed. We demonstrate the non-intrusive and non-disruptive use of concept maps for user-and usage-centered design of learning environments. The approach spans from articulating educational designs and tagging didactic content to purposeful navigation and traceable design spaces. We use metadata to encode educational intention for learning support. They also allow using content elements in different educational contexts. Their handling can be aligned with existing features of learning support systems including social media. By understanding such application development as a learning process itself, concept mapping enforces systemic understanding and thus, accelerates further developments in context-sensitive design, as our findings from the field reveal.

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Open annotations on multimedia Web resources

Cited by 16 publications

References 26 publications

Enhancing Digital Heritage Archives Using Gamified Annotations

Enhancing Digital Heritage Archives Using Gamified Annotations

Quantifying Orphaned Annotations in Hypothes.is

Stakeholder-Centered Ontologies for Educational Designs

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