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Collaborative Content Annotation
                                    in
http://lre.eun.org




                           Multilingual Europe

                        Riina Vuorikari, Frans Van Assche
                               European Schoolnet




                           1st VARIAZIONI Workshop
                             Barcelona Nov 29 2007
Collaborative Content Annotation
                                     in
http://lre.eun.org




                            Multilingual Europe
                                 * motivation and context
                                 * federated architecture
                                 * co-existence of LOM and
                                   unstructured metadata
                                 * envisaged enrichment services
Collaborative Content Annotation
                                     in
http://lre.eun.org




                            Multilingual Europe

                                  * what does multi-linguality
                                    mean for tags and how do
                                    users deal with it?
Motivation of this work
http://lre.eun.org




                            European education,
                     especially that of K-12 education,
                                 is inherently
                      multi-lingual and multi-cultural.
http://lre.eun.org
http://lre.eun.org




                          European Schoolnet

                   Established a network among
                 European Educational Authorities
                              in 1996

                     Currently 27 members from
                           more than EU
...times are changing
http://lre.eun.org
Proliferation of web-based services
                           for sharing digital items
http://lre.eun.org
Proliferation of web-based services
                           for sharing digital items
http://lre.eun.org
New challenges for repositories
                      European teachers have access to multiple
                       repositories of digital learning resources by
http://lre.eun.org



                       – Educational Authorities,
                       – publishers,
                       – other teachers,.

                      Users become more demanding and expect
                       services that are seen elsewhere (rss,
                       personalised feed-selections, bookmarks,
                       community rankings ..)
http://lre.eun.org
Since 1999 EUN's goal:
http://lre.eun.org




                        to facilitate the access to
                               multi-lingual
                     learning resources repositories
EUN + Federation of LORs
http://lre.eun.org




                                 =
                     Learning Resources Exchange
                                (LRE)
Semantic interoperability for K-12
                      Long process in semantic interoperability
                       since 1999
http://lre.eun.org




                       – First DC based Application Profile in 2001
Semantic interoperability for K-12
                      LOM based Application Profile v 3.0
                       http://insight.eun.org/intern/shared/data/insight/lre/AppProfilev3p0.pdf
http://lre.eun.org
Semantic interoperability for K-12
                      Multi-lingual thesaurus in more than 15
                       languages
http://lre.eun.org
http://lre.eun.org
Challenge for users
                      End-users (e.g. teachers) have difficulties to
                       discover and find resources from educational
                       repositories
http://lre.eun.org




                        – Metadata does not always match search terms


                      Locating content across linguistic and
                       national borders within Europe has proven
                       hard
                        – Despite the use of a multilingual Thesaurus and
                          controlled vocabularies
New Mission Critical
                      Metadata
                      Egology for
http://lre.eun.org




                      Learning
                      Technologies

                     => co-existence of structured and
                        unstructured metadata

                     => by expert indexers and
                        end-users
http://lre.eun.org
                     LRE Architecture
http://lre.eun.org
                     Architecture
Enrichment: by experts
                     By expert indexers:
http://lre.eun.org



                         Original
                         Metadata

                                                           Edited by expert
                                             Merged
                                                                indexer
                                             Metadata
                           Samgi
                     generated Metadata
                          instance



                        “toolbox will be extended with tools for the
                        development of taxonomies, and with tools for
                        automatic translation and vocabulary
                        management, as well as for collecting
                        attention metadata to track what users
                        actually do with the MELT infrastructure”
Multi-lingual enrichment
http://lre.eun.org
Collaborative content enrichment
                            in multilingual Europe
                      Addition to the traditional LOM
http://lre.eun.org




                      By users interacting with the portal, resources
                       and other users

                      Four main tools:
                        – social bookmarking and tags in multiple
                          languages
                        – rating of usefulness
                        – pedagogical annotations (used in learning events)
                        – levels of user engagement when interacting with
                          the system (what is viewed, how many times,..)
http://lre.eun.org
Social bookmarking
                      To store, organise, share and search
                       bookmarks of web pages. Keep found things
http://lre.eun.org




                       found!

                      Bookmarks are usually public and shared

                      Users organise bookmarks with informal tags
                       (instead of the traditional folders)

                      Find like-minded users with similar interest.
What is a tag?
                      Metadata externally applied to an item
http://lre.eun.org




                      Can be used for sorting or managing

                      A hook for aggregating

                      Provides identifier and/or description

                      Personal marker
                                                     by Thomas Vander Wal
http://lre.eun.org
Bookmark is
                     a triple (user, resource, {tags})
http://lre.eun.org
A great navigational aid to
                         discover resources!
http://lre.eun.org
http://lre.eun.org




                     Follow those digital
                     traces!
More ways for social navigation
http://lre.eun.org




                                      Discover resources
                                      through tags in
                                      multiple languages
“Social”
                         makes
http://lre.eun.org




                         trails
                         visible..




                     by Stiphy
http://lre.eun.org




                     and
                     shows
                     where
                     to flock
http://lre.eun.org




                     Can tags and bookmarks be used to
                      connect users cross national and
                             language borders?
Social bookmarking in multi-lingual
                                environment
http://lre.eun.org
.. allows new ways to discover both
                             resources and people!
http://lre.eun.org
How do users bookmark?
                      January 1 to October 31 2007
http://lre.eun.org




                         A post : a triple of (user, item, {tag})
                     
                         1022 posts to favourites
                     
                         142 users
                     
                         682 different learning resources (items)
                     
                         1029 multilingual tags recorded to the system,
                     
                         some of which were reused by users
How do users bookmark?

                                     Distribution of posts and inverse Power Law
http://lre.eun.org



                 130
                120
                110
                 100
 Number of Bookmarks




                       90
                       80
                                                                                                                 Column J
                       70
                                                                                                                 Column K
                       60
                       50
                       40
                       30
                       20
                       10
                        0
                            0   10   20   30   40   50   60   70   80   90   100   110   120   130   140   150
How do users tag?
                      Most posts consisted   Percent of tags/posting
                       of only one tag        Onetag                    79%
                                              2 tags                    15%
http://lre.eun.org



                                              3 tags                     4%
                                              4 tags                     1%
                                              5 tags                  0.39%
                      More than half of      6 tags                  0.23%
                       tags were used just    7 tags                  0.08%
                       once (54%)

                      Only about 10% of
                       tags were reused
                       more than twise

                      No guided tagging
                       in this pilot! This
                       may change.
Are tags found useful?

                           LO      Type                Lang Keyword                      % of votes
http://lre.eun.org



                                1 Tag                  En       healthy meal                    100%
                                1 Thesaurus            En       health education                 77%
                                2 Tag                  En       EU                               77%
                                2 Tag                  Pl       E uropa                          62%
                                3 Thesaurus            En       physics                          85 %
                                3 Thesaurus            En       mathematics                      92 %
                                4 Thesaurus            En       mathematics                      92 %
                                4 Tag                  En       G eoG ebra-program               62%
                                5 Thesaurus            En       G eography                       92 %
                                5 Thesaurus            En       Island                           6 9%
                     Vuorikari, R., Ochoa, X., Duval, E. Analysis of User Behavior on MultilingualTagging of
                     Learning Resources. In Workshop proceedings of the EC-TEL conference:
                     SIRTEL07 (EC-TEL ’07) (Crete, Greece, September 17-20, 2007)
Are tags found useful?

                           LO      Type                Lang Keyword                      % of votes
http://lre.eun.org



                                1 Tag                  En       healthy meal                    100%
                                1 Thesaurus            En       health education                 77%
                      Tags, producedE Uwith no outlay,
                                2 Tag
                                  En                     77%
                                2 Tag
                                  Pl  E uropa
                         show an E n physics
                                  encouraging and
                                                         62%
                                3 Thesaurus              85 %
                          potentialn gain in overall92 %
                                3 Thesaurus
                                  E   mathematics
                                4 Thesaurus
                                  En  mathematics
                                usefulness!
                                                         92 %
                                4 Tag
                                  En  G eoG ebra-program 62%
                                5 Thesaurus            En       G eography                       92 %
                                5 Thesaurus            En       Island                           6 9%
                     Vuorikari, R., Ochoa, X., Duval, E. Analysis of User Behavior on MultilingualTagging of
                     Learning Resources. In Workshop proceedings of the EC-TEL conference:
                     SIRTEL07 (EC-TEL ’07) (Crete, Greece, September 17-20, 2007)
Does the language matter?
http://lre.eun.org




                      Need for better ways to identify the language
                       – Give rules (if the user first preferred languages is..,
                          then..)
                        – Automate the recognition of languages
                        – Out-source it to users
“Travel well” tags


                      About 15% of tags contain a general term, a
http://lre.eun.org




                       name, place, etc. that is easily understood
                       without translation

                      e.g. AIDS, software, EU, Euroopa, Europa,
                       europe, Evropa, geograafia, Pythagoras, etc.
What's the point of travel well tags?


                      If those tags need no translation or language
http://lre.eun.org




                       filtering to be understood, and

                      ..if they can be identified:

                      We can be sure to show at least some tags to
                       users
                        – whose language preferences we don't know, and
                        – in whose language there are no tags or keywords
                          available.
User engaging with resources

                     Steps taken:
                     - views page
http://lre.eun.org




                     - views metadata
                     - bookmarks and
                        tags
                     - rates

                     - what about the
                       actual use?
Semantic analysis of tags
                      Factual tags 63%
                       (Golder: item topics, kinds of
                       item, category refinements)
http://lre.eun.org




                      Subjective tags 29%
                       ( Golder: item qualities)

                      Personal tags 3%
                       (Golder: item ownership,
                       self-reference, tasks
                       organisation)

                      5% other

                      Sen et al. (2006).
Why tag categories?
                      In Sen et al. (2006) it
                       was found that tags
                       of different categories
                       can be useful for
http://lre.eun.org




                       different tasks

                      In our case it is too
                       early to say anything,
                       but ...we'll have an
                       eye on it!
Metadata LOM tags
                          social bookmarks
                              folksonomy social tagging
                          multi-linguality social classification
http://lre.eun.org




                              thanks! for your attention
                         learning resources user communities
                           discover resources and items
                                    questions?
                              teachers social navigation
                                             social traces
                                             paths, trails
                     http://www.cs.kuleuven.ac.be/~hmdb/infovis/calibrate/calibrate.html
                                                   flock

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Melt Barcelona Variazioni Vuorikari Final

  • 1. Collaborative Content Annotation in http://lre.eun.org Multilingual Europe Riina Vuorikari, Frans Van Assche European Schoolnet 1st VARIAZIONI Workshop Barcelona Nov 29 2007
  • 2. Collaborative Content Annotation in http://lre.eun.org Multilingual Europe * motivation and context * federated architecture * co-existence of LOM and unstructured metadata * envisaged enrichment services
  • 3. Collaborative Content Annotation in http://lre.eun.org Multilingual Europe * what does multi-linguality mean for tags and how do users deal with it?
  • 4. Motivation of this work http://lre.eun.org European education, especially that of K-12 education, is inherently multi-lingual and multi-cultural.
  • 6. http://lre.eun.org European Schoolnet Established a network among European Educational Authorities in 1996 Currently 27 members from more than EU
  • 8. Proliferation of web-based services for sharing digital items http://lre.eun.org
  • 9. Proliferation of web-based services for sharing digital items http://lre.eun.org
  • 10. New challenges for repositories  European teachers have access to multiple repositories of digital learning resources by http://lre.eun.org – Educational Authorities, – publishers, – other teachers,.  Users become more demanding and expect services that are seen elsewhere (rss, personalised feed-selections, bookmarks, community rankings ..)
  • 12. Since 1999 EUN's goal: http://lre.eun.org to facilitate the access to multi-lingual learning resources repositories
  • 13. EUN + Federation of LORs http://lre.eun.org = Learning Resources Exchange (LRE)
  • 14. Semantic interoperability for K-12  Long process in semantic interoperability since 1999 http://lre.eun.org – First DC based Application Profile in 2001
  • 15. Semantic interoperability for K-12  LOM based Application Profile v 3.0 http://insight.eun.org/intern/shared/data/insight/lre/AppProfilev3p0.pdf http://lre.eun.org
  • 16. Semantic interoperability for K-12  Multi-lingual thesaurus in more than 15 languages http://lre.eun.org
  • 18. Challenge for users  End-users (e.g. teachers) have difficulties to discover and find resources from educational repositories http://lre.eun.org – Metadata does not always match search terms  Locating content across linguistic and national borders within Europe has proven hard – Despite the use of a multilingual Thesaurus and controlled vocabularies
  • 19. New Mission Critical Metadata Egology for http://lre.eun.org Learning Technologies => co-existence of structured and unstructured metadata => by expert indexers and end-users
  • 20. http://lre.eun.org LRE Architecture
  • 21. http://lre.eun.org Architecture
  • 22. Enrichment: by experts By expert indexers: http://lre.eun.org Original Metadata Edited by expert Merged indexer Metadata Samgi generated Metadata instance “toolbox will be extended with tools for the development of taxonomies, and with tools for automatic translation and vocabulary management, as well as for collecting attention metadata to track what users actually do with the MELT infrastructure”
  • 24. Collaborative content enrichment in multilingual Europe  Addition to the traditional LOM http://lre.eun.org  By users interacting with the portal, resources and other users  Four main tools: – social bookmarking and tags in multiple languages – rating of usefulness – pedagogical annotations (used in learning events) – levels of user engagement when interacting with the system (what is viewed, how many times,..)
  • 26. Social bookmarking  To store, organise, share and search bookmarks of web pages. Keep found things http://lre.eun.org found!  Bookmarks are usually public and shared  Users organise bookmarks with informal tags (instead of the traditional folders)  Find like-minded users with similar interest.
  • 27. What is a tag?  Metadata externally applied to an item http://lre.eun.org  Can be used for sorting or managing  A hook for aggregating  Provides identifier and/or description  Personal marker by Thomas Vander Wal
  • 29. Bookmark is a triple (user, resource, {tags}) http://lre.eun.org
  • 30. A great navigational aid to discover resources! http://lre.eun.org
  • 31. http://lre.eun.org Follow those digital traces!
  • 32. More ways for social navigation http://lre.eun.org Discover resources through tags in multiple languages
  • 33. “Social” makes http://lre.eun.org trails visible.. by Stiphy
  • 34. http://lre.eun.org and shows where to flock
  • 35. http://lre.eun.org Can tags and bookmarks be used to connect users cross national and language borders?
  • 36. Social bookmarking in multi-lingual environment http://lre.eun.org
  • 37. .. allows new ways to discover both resources and people! http://lre.eun.org
  • 38. How do users bookmark?  January 1 to October 31 2007 http://lre.eun.org A post : a triple of (user, item, {tag})  1022 posts to favourites  142 users  682 different learning resources (items)  1029 multilingual tags recorded to the system,  some of which were reused by users
  • 39. How do users bookmark? Distribution of posts and inverse Power Law http://lre.eun.org 130 120 110 100 Number of Bookmarks 90 80 Column J 70 Column K 60 50 40 30 20 10 0 0 10 20 30 40 50 60 70 80 90 100 110 120 130 140 150
  • 40. How do users tag?  Most posts consisted Percent of tags/posting of only one tag Onetag 79% 2 tags 15% http://lre.eun.org 3 tags 4% 4 tags 1% 5 tags 0.39%  More than half of 6 tags 0.23% tags were used just 7 tags 0.08% once (54%)  Only about 10% of tags were reused more than twise  No guided tagging in this pilot! This may change.
  • 41. Are tags found useful? LO Type Lang Keyword % of votes http://lre.eun.org 1 Tag En healthy meal 100% 1 Thesaurus En health education 77% 2 Tag En EU 77% 2 Tag Pl E uropa 62% 3 Thesaurus En physics 85 % 3 Thesaurus En mathematics 92 % 4 Thesaurus En mathematics 92 % 4 Tag En G eoG ebra-program 62% 5 Thesaurus En G eography 92 % 5 Thesaurus En Island 6 9% Vuorikari, R., Ochoa, X., Duval, E. Analysis of User Behavior on MultilingualTagging of Learning Resources. In Workshop proceedings of the EC-TEL conference: SIRTEL07 (EC-TEL ’07) (Crete, Greece, September 17-20, 2007)
  • 42. Are tags found useful? LO Type Lang Keyword % of votes http://lre.eun.org 1 Tag En healthy meal 100% 1 Thesaurus En health education 77% Tags, producedE Uwith no outlay, 2 Tag En 77% 2 Tag Pl E uropa show an E n physics encouraging and 62% 3 Thesaurus 85 % potentialn gain in overall92 % 3 Thesaurus E mathematics 4 Thesaurus En mathematics usefulness! 92 % 4 Tag En G eoG ebra-program 62% 5 Thesaurus En G eography 92 % 5 Thesaurus En Island 6 9% Vuorikari, R., Ochoa, X., Duval, E. Analysis of User Behavior on MultilingualTagging of Learning Resources. In Workshop proceedings of the EC-TEL conference: SIRTEL07 (EC-TEL ’07) (Crete, Greece, September 17-20, 2007)
  • 43. Does the language matter? http://lre.eun.org  Need for better ways to identify the language – Give rules (if the user first preferred languages is.., then..) – Automate the recognition of languages – Out-source it to users
  • 44. “Travel well” tags  About 15% of tags contain a general term, a http://lre.eun.org name, place, etc. that is easily understood without translation  e.g. AIDS, software, EU, Euroopa, Europa, europe, Evropa, geograafia, Pythagoras, etc.
  • 45. What's the point of travel well tags?  If those tags need no translation or language http://lre.eun.org filtering to be understood, and  ..if they can be identified:  We can be sure to show at least some tags to users – whose language preferences we don't know, and – in whose language there are no tags or keywords available.
  • 46. User engaging with resources Steps taken: - views page http://lre.eun.org - views metadata - bookmarks and tags - rates - what about the actual use?
  • 47. Semantic analysis of tags  Factual tags 63% (Golder: item topics, kinds of item, category refinements) http://lre.eun.org  Subjective tags 29% ( Golder: item qualities)  Personal tags 3% (Golder: item ownership, self-reference, tasks organisation)  5% other  Sen et al. (2006).
  • 48. Why tag categories?  In Sen et al. (2006) it was found that tags of different categories can be useful for http://lre.eun.org different tasks  In our case it is too early to say anything, but ...we'll have an eye on it!
  • 49. Metadata LOM tags social bookmarks folksonomy social tagging multi-linguality social classification http://lre.eun.org thanks! for your attention learning resources user communities discover resources and items questions? teachers social navigation social traces paths, trails http://www.cs.kuleuven.ac.be/~hmdb/infovis/calibrate/calibrate.html flock