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Are tags from
   Mars and
descriptors from
     Venus?

A study on the ecology
of educational resource
       metadata
     ICWL 2009, Aachen
        Aug 19 2009
   Presenter: Riina Vuorikari
Presentation
• Introduction: purpose of metadata,
  context and method

• Results and discussion: How do users
  tag and what do they click? What do
  expert indexers and repository
  managers think of tags?

• Conclusions
Introduction: metadata for
       learning resources




To describe resources.
  “Descriptor” used for
  indexing terms.
                          Usefulness for searchability
Typical LOR
=Learning Object   LOR with tagging
   Repository
Metadata ecology
• Describes the interrelation of
  conventional metadata (e.g. Learning Object
  Metadata) and social tags, and
• their interactions with the environment
  – repository,
  – resources,
  – stakeholders (e.g. managers, metadata
    indexers and the whole community of
    users)
Learning Resource Exchange for schools
                    Learning Resource Exchange - Riina Vuorikari



http://lreforschools.eun.org
  Conventional
    search


     «From
  teachers to
   teachers»


     Tags in
     multiple
   languages


  Ratings and
  comments

  by the European
   Commission’s
   eContentplus
    Programme
Tagging to « keep found things found » and
                   Learning Resource Exchange - Riina Vuorikari



help to share with other users
    Add to
   Favourites



   Add a tag
Method
• 234 users, 77 created bookmarks and
  tags.
• Attention metadata captured on the
  portal (user, resource, tags). Details in
  Vuorikari and Koper, 2009.
Results:
users and tags
• Users interact
  differently with
  tags
• 33% of users tag,
• but 58% use tags
  for searching
Results: how do users tag?



Average does not tell the whole truth!
• 20% of resources generated more than half of
  all the bookmarks (80% had only one bookmark)
• 20% of resources had more than half of tags
  associated with them them
• 20% of tags have been applied 63% of the
  time
Results: how do users tag?
• Users tag in multiple languages in a
  multilingual context, mostly
  – in their mother tongue and
  – in the language of the resource
  – e.g. about 30 to 50% of tags are in En
• A medium correlation (r= 0.57) between
  the language of the content and the
  language of the tag
Results: “Thesaurus tags”




                            12
Results: “Thesaurus tags”
• Characteristics:
  – 11.3% of distinct user-generated tags exist in the
    LRE multilingual Thesaurus
  – 30.6% of tag applications
• Popular:
  – On average, these tags were reused 11.8 times
    (other tags 2.5 times)
• Add properties to tags
  – e.g. relation to a concept in multilingual
    Thesaurus,
  – language
• Add connections, e.g. all the other resources
  related to this thesaurus term
Results: what do users click?
• Tagcloud was used in 22% of all search
  actions, users bookmarks 7%
• 11% of distinct tags were used for
  retrieval purposes
• 20% of distinct tags generated 80% of
  clicks
Results: Does the offer of tags
by users match the demand?
• The amount of clickstream (i.e. demand) on a
  tag compared to how many times it had been
  added by teachers (i.e. supply).
• number above 1 means that the tag has
  generated more clickstream than tag
  applications = “attractive” tag
• 21% of tags attractive and 24% equal supply
  and demand - demonstrates the flexibility of
  the system to adapt
Results: what do expert-indexers
          think of tags?
• Indexers found user-generated tags
  often
   – factual and descriptive, similar to LOM
   – suitable (i.e. clear and unambiguous) as
     indexing keywords

• Tags a source of non-descriptors to help
  retrieval, e.g. “efl” linked to Thesaurus terms
  “English language” + “foreign language”
Results: what do LOR owners
          think of tags?
• 25% of tags in the Repository case
  study were deemed to add value to
  existing indexing

• 75% somewhat redundant information
  e.g.
  – LOM 1.2: Title
  – LOM 1.3: the language of the resource (English)
  – LOM 5.2: resource type. Examples: photo, picture; exercises,
    games; simulations; quiz, web quest
  – LOM 5.7: the age group or the pupils being addresses (e.g. young
    learners)
Conclusions and future work
• Numerous way of interplay exist
  between conventional metadata and
  social tags

• Tags allow multiple ways to interact with
  the multilingual environment
   – repository (e.g. new emerging ways
     to navigate)
Interplay between descriptors
           and tags
                           Tag




                       Descriptor
                                    20
Emerging possibilities

• Tags create link-structures between users,
  resources, tags and thesaurus descriptors

• These link-structures cross-references
  resources across languages, curricula,
  repositories, etc.

• Can offer more flexible ways to access
  resources in a multilingual and cultural
  context
                                               21
social bookmarks
Metadata LOM tags folksonomy
             ecology
multi-linguality social classification
    thanks! for your attention
    learning resources Tags
          user communities
      resource discovery
          questions?
  teachers social navigation
            social traces
            paths, trails
    http://lreforschools.eun.org

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Are tags from Mars and descriptors from Venus?

  • 1. Are tags from Mars and descriptors from Venus? A study on the ecology of educational resource metadata ICWL 2009, Aachen Aug 19 2009 Presenter: Riina Vuorikari
  • 2. Presentation • Introduction: purpose of metadata, context and method • Results and discussion: How do users tag and what do they click? What do expert indexers and repository managers think of tags? • Conclusions
  • 3. Introduction: metadata for learning resources To describe resources. “Descriptor” used for indexing terms. Usefulness for searchability
  • 4. Typical LOR =Learning Object LOR with tagging Repository
  • 5. Metadata ecology • Describes the interrelation of conventional metadata (e.g. Learning Object Metadata) and social tags, and • their interactions with the environment – repository, – resources, – stakeholders (e.g. managers, metadata indexers and the whole community of users)
  • 6. Learning Resource Exchange for schools Learning Resource Exchange - Riina Vuorikari http://lreforschools.eun.org Conventional search «From teachers to teachers» Tags in multiple languages Ratings and comments by the European Commission’s eContentplus Programme
  • 7. Tagging to « keep found things found » and Learning Resource Exchange - Riina Vuorikari help to share with other users Add to Favourites Add a tag
  • 8. Method • 234 users, 77 created bookmarks and tags. • Attention metadata captured on the portal (user, resource, tags). Details in Vuorikari and Koper, 2009.
  • 9. Results: users and tags • Users interact differently with tags • 33% of users tag, • but 58% use tags for searching
  • 10. Results: how do users tag? Average does not tell the whole truth! • 20% of resources generated more than half of all the bookmarks (80% had only one bookmark) • 20% of resources had more than half of tags associated with them them • 20% of tags have been applied 63% of the time
  • 11. Results: how do users tag? • Users tag in multiple languages in a multilingual context, mostly – in their mother tongue and – in the language of the resource – e.g. about 30 to 50% of tags are in En • A medium correlation (r= 0.57) between the language of the content and the language of the tag
  • 13. Results: “Thesaurus tags” • Characteristics: – 11.3% of distinct user-generated tags exist in the LRE multilingual Thesaurus – 30.6% of tag applications • Popular: – On average, these tags were reused 11.8 times (other tags 2.5 times) • Add properties to tags – e.g. relation to a concept in multilingual Thesaurus, – language • Add connections, e.g. all the other resources related to this thesaurus term
  • 14. Results: what do users click? • Tagcloud was used in 22% of all search actions, users bookmarks 7% • 11% of distinct tags were used for retrieval purposes • 20% of distinct tags generated 80% of clicks
  • 15. Results: Does the offer of tags by users match the demand? • The amount of clickstream (i.e. demand) on a tag compared to how many times it had been added by teachers (i.e. supply). • number above 1 means that the tag has generated more clickstream than tag applications = “attractive” tag • 21% of tags attractive and 24% equal supply and demand - demonstrates the flexibility of the system to adapt
  • 16. Results: what do expert-indexers think of tags? • Indexers found user-generated tags often – factual and descriptive, similar to LOM – suitable (i.e. clear and unambiguous) as indexing keywords • Tags a source of non-descriptors to help retrieval, e.g. “efl” linked to Thesaurus terms “English language” + “foreign language”
  • 17. Results: what do LOR owners think of tags? • 25% of tags in the Repository case study were deemed to add value to existing indexing • 75% somewhat redundant information e.g. – LOM 1.2: Title – LOM 1.3: the language of the resource (English) – LOM 5.2: resource type. Examples: photo, picture; exercises, games; simulations; quiz, web quest – LOM 5.7: the age group or the pupils being addresses (e.g. young learners)
  • 18. Conclusions and future work • Numerous way of interplay exist between conventional metadata and social tags • Tags allow multiple ways to interact with the multilingual environment – repository (e.g. new emerging ways to navigate)
  • 19.
  • 20. Interplay between descriptors and tags Tag Descriptor 20
  • 21. Emerging possibilities • Tags create link-structures between users, resources, tags and thesaurus descriptors • These link-structures cross-references resources across languages, curricula, repositories, etc. • Can offer more flexible ways to access resources in a multilingual and cultural context 21
  • 22. social bookmarks Metadata LOM tags folksonomy ecology multi-linguality social classification thanks! for your attention learning resources Tags user communities resource discovery questions? teachers social navigation social traces paths, trails http://lreforschools.eun.org

Notas del editor

  1. Different fields, such as datamining, web metrics, attention metadata,.....
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