Using tags to encourage reflection and annotation on data during nomadic inquiry

How students find, evaluate and utilize peer-collected annotated multimedia data in science inquiry with zydeco

“…[6,13,14]. Zydeco consists of three components: (1) a website where students set up and access their investigation questions, hypotheses, and data, (2) a data collection/annotation component implemented as an iPhone/iPod app, and (3) an explanation construction component implemented as an iPad app where students view and use the data they and their peers have collected to construct a scientific explanation addressing the questions they are exploring.…”

“…They found this student generated data was very engaging back in the classroom and provoked a lot of discussion. Fraser's SENSE project, which had students (ages [10][11][12][13][14] collect environmental data from the field and share this information back in the classroom with other students, found the process of viewing another classes' data helped students reflect and understand new perspectives on the data [9].…”

An Implicit-Semantic Tag Recommendation Mechanism for Socio-Semantic Learning Systems

“…It is based on empirical research on ST, built upon the memory theory MINERVA2 and treats users' TAS as verbalized semantic traces. The outcome of the isTRM is a gist-trace representing a tag combination that is assumed to resonate with the user's implicit semantic memory and thus, to give an appropriate categorical schema during the tagging activity, as suggested by [5]. By incorporating collaborative filtering, the isTRM appears to be a psychologically valid service to mediate social sensemaking within social learning environments.…”

“…[1,6,6]), briefly described in the next sub-section, show that these approaches would benefit from mechanisms applying formal theories of human semantic memory. Such an extension would help to realize the suggestion of [5] to provide a categorical schema for the tagging activity during educational tasks.…”

“…[5]) give evidence that ST supports an important aspect of science education in schools and university courses, namely reflecting on the utility of data and annotating this reflection for later recall. A design recommendation of [5] is that teachers or lectors deploying ST for social learning processes should provide a schema for the tagging activity and should categorize tags in a relevant way.…”