The huge number of images shared on the Web makes effective cataloguing methods for efficient storage and retrieval procedures specifically tailored on the end-user needs a very demanding and crucial issue. In this paper, we investigate the applicability of Automatic Image Annotation (AIA) for image tagging with a focus on the needs of database expansion for a news broadcasting company. First, we determine the feasibility of using AIA in such a context with the aim of minimizing an extensive retraining whenever a new tag needs to be incorporated in the tag set population. Then, an image annotation tool integrating a Convolutional Neural Network model (AlexNet) for feature extraction and a K-Nearest-Neighbours classifier for tag assignment to images is introduced and tested. The obtained performances are very promising addressing the proposed approach as valuable to tackle the problem of image tagging in the framework of a broadcasting company, whilst not yet optimal for integration in the business process.
DOCUMENT
In this paper we analyse the way students tag recorded lectures. We compare their tagging strategy and the tags that they create with tagging done by an expert. We look at the quality of the tags students add, and we introduce a method of measuring how similar the tags are, using vector space modelling and cosine similarity. We show that the quality of tagging by students is high enough to be useful. We also show that there is no generic vocabulary gap between the expert and the students. Our study shows no statistically significant correlation between the tag similarity and the indicated interest in the course, the perceived importance of the course, the number of lectures attended, the indicated difficulty of the course, the number of recorded lectures viewed, the indicated ease of finding the needed parts of a recorded lecture, or the number of tags used by the student.
LINK
The web is widely used by museums as a low-barrier platform to inform people on activities in the museum and publish their collections online. It is not uncommon that this publishing consists of an simple web interface connected to a database that holds records with limited information about the artifacts; information that is more relevant for managing the collection than for informing a wider public. It is not uncommon for a description to have no reference at all to that what is visible in the picture. Moreover this situation is hardly a worst-case scenario. In the Netherlands over 20 million artifacts in museums await a description, artifacts that do have a (scanty) description only half of them is available digitally. Four museums in the Netherlands (Naturalis, Museon, University Museum Utrecht, Dutch Institute of Image & Sound) together with three research and knowledge institutes (University of Applied Science Utrecht, Novay, BMC Group) decided in 2008 to explore the potential of user groups tagging collections and the effects of this on the involvement of these people towards the museum. For this purpose a dedicated social tagging tool was developed and implemented: www.ikweetwatditis.nl
DOCUMENT
In dit onderzoeksrapport wordt verslag gedaan van het onderzoek dat door het Crossmedialab is uitgevoerd in het project Publieksannotatie van Cultureel Erfgoed (PACE). Dit proejct is uitgevoerd met subsidie van de regeling 'Digitaliseren met Beleid’ van het ministerie van Onderwijs Cultuur en Wetenschappen in de periode 1 januari 2008 tot en met 31 december 2009. Deelnemers in dit onderzoek waren: Universiteitsmuseum Utrecht, Naturalis, Museon, Novay, de Hogeschool Utrecht en het advies- en managementbureau BMC. Dit brede consortium maakte het mogelijk het project te baseren op zowel kennis en ervaring vanuit de praktijk en de wetenschap. Doel van het project PACE was om te onderzoeken hoe social tagging als instrument ingezet kon worden in het verrijken en toegankelijk maken van de collecties en hoe de betrokkenheid van bezoekersgroepen kon worden vergroot. De sturende vraag van de musa hierachter was: Wanneer is het zinvol social tagging als instrument in te zetten voor musea en welk effect mag je hiervan verwachten?
DOCUMENT
Students more and more have access to online recordings of the lectures they attend at universities. The volume and length of these recorded lectures however make them difficult to navigate. Research shows that students primarily watch the recorded lectures while preparing for their exams. They do watch the full recorded lectures, but review only the parts that are relevant to them. While doing so, they often lack the required mechanisms to locate efficiently those parts of the recorded lecture that they want to view. In this paper, we describe an experiment where expert tagging is used as a means to facilitate the students' search. In the experiment, 255 students had the option to use tags to navigate 18 recorded lectures. We used the data tracked by the lecture capture system to analyze the use of the tags by the students. We compared these data to studentswho did not use the tagging interface (TI). Results showthat the use of the TI increases in time. Students use the TI more actively over timewhile reducing the amount of video that they view. The experiment also shows that students who use the TI score higher grades when compared with students who use the regular interface.
LINK
The Internet’s dominant role in recent years has caused a change in the relationship between media producers, suppliers and consumers in the traditional media landscape. The cultural sector must therefore decide what to do with today’s digital media in response to the general public’s changing role, and for the purpose of improving accessibility. The use of multiple media resources and particularly resources like the Internet and mobile telephony seems to be inevitable. The only question that remains is: how? This paper addresses this question by focussing on social tagging and storytelling, and reports the results of an empirical study on tagging behaviour using the social tagging platform (see also Van Vliet et al., 2010).
DOCUMENT
This publication gives an account of the Public Annotation of Cultural Heritage research project (PACE) conducted at the Crossmedialab. The project was carried out between 1 January 2008 and 31 December 2009, and was funded by the Ministry of Education, Culture, and Science. Three members of the Dutch Association of Science Centres (Vereniging Science Centra) actively participated in the execution of the project: the Utrecht University Museum, the National Museum of Natural History (Naturalis), and Museon. In addition, two more knowledge institutes participated: Novay and the Utrecht University of Applied Sciences. BMC Consultancy and Manage¬ment also took part in the project. This broad consortium has enabled us to base the project on both knowledge and experience from a practical and scientific perspective. The purpose of the PACE project was to examine the ways in which social tagging could be deployed as a tool to enrich collections, improve their acces¬sibility and to increase visitor group involvement. The museums’ guiding question for the project was: ‘When is it useful to deploy social tagging as a tool for the benefit of museums and what kind of effect can be expected from such deployment?’ For the Crossmedialab the PACE project presented a unique opportunity to conduct concrete research into the highly interesting phenomenon of social tagging with parties and experts in the field.
DOCUMENT
Full text via link. This paper focuses on the use of online social tagging and storytelling to enrich digital collections of cultural heritage. Together with several Dutch museums, we examined the question of whether and how social tagging could benefit these museums in disclosing specific digital collections. This led to the development of a social tagging tool (www.ikweetwatditis.nl) as a means of researching behaviour when tagging cultural objects. The results show that tagging and storytelling can help museums enrich their collections and involve their audiences.
LINK
Situated learning plays a key role in internships and other practice-based learning settings in teacher education. The dominant assumption for a long time has been that the development of teaching competency is advanced most through practical teaching experience and post-lesson conferences between mentor and student teachers. It is through the reflection of teaching and classroom processes that student teachers are believed to develop their professional knowledge. The assistance of such reflection draws on mentor teachers’ teaching expertise. Mentor teachers, however, rarely explicate practical and theory-based knowledge underlying their practice and student teachers are not inclined to search for their mentor teacher’s underlying knowledge. As a consequence, the knowledge underlying effective teaching often remains implicit. The symposium brings together three novel approaches to assist teacher learning, which aim to make knowledge of teaching explicit. To bridge the gap between mentor and student teachers’ instructional concepts, the method of videobased tagging as a pre-requisite to initiate and structure professional dialogue is suggested and researched by van den Bogert, Crasborn, Bruggen and Eindhoven in The Netherlands. The second study by Staub, Waldis, Schatzmann and Futter investigates effects of an intervention with mentor teachers in Switzerland, suggesting the enactment of pre-lesson conferences and/or the use of a core concepts for lesson planning and reflection. A third study involving Germany and Switzerland by Kreis, Schnebel, Wyss, Wagner and Deiringer researches student teachers’ knowledge, beliefs and experiences related to collaborative lesson planning with peers. The shared assumption is that all three approaches enhance explicit communication on teaching and encourage professional dialogues that contribute to teacher learning in significant ways. Eliciting mentor and pre-service teachers’ practical knowledge using teacher-tagged classroom situations Bogert van den, Crasborn, Bruggen van & Jochems) Objectives The present study has a twofold objective. First, elicitation of mentor and pre-service teachers’ conceptualizations of videotaped classroom situations to clarify similarities and differences between practical knowledge of experienced and novice teachers. Second, exploration of ‘collaborative tagging’ as a new method to access mentors and pre-service teachers’ practical knowledge. Theoretical framework Teachers’ practical knowledge underlies overt teaching behavior, and is personal, unique, often tacit, and intertwined with teaching actions (Meijer, Verloop, & Beijaard, 2002). The ability to notice and interpret what is happening in a classroom is a basic aspect of teachers’ practical knowledge (Goodwin, 1994). Experienced teachers are more proficient in this essential perceptional process than novice teachers (Berliner, 2001; Sabers, Cushing, & Berliner, 1991). Consequently, proficient teachers may facilitate the professional development of novices. However, mentor teachers rarely explicate practical knowledge underlying their teaching practice (Edwards & Protheroe, 2004), and most pre-service teachers are not inclined to search for their mentor teacher’s practical knowledge (Penny, Harley, & Jessop, 1996). Hence, in this study we explored ‘collaborative tagging’ (Mika, 2005): a method where many people independently attach keywords called tags to e.g. videos, for categorization and fast future retrieval. Collaborative tagging has gained popularity since 2004 (Hammond, Hannay, Lund, & Scott, 2005), indicating the willingness and ease with which this activity is undertaken. In other studies (Cattuto, Benz, Hotho, & Stumme, 2008; Mika, 2005) network analysis of the co-occurrence of tags revealed the semantic relationships between the tags; a bottom-up taxonomy, or a so called folksonomy (Vander Wal, 2004). In this study, collaborative tagging was applied to explore the structure of teachers’ knowledge and compare conscious aspects of mentor and pre-service teachers’ practical knowledge. The main research questions were: • Which concepts do mentor- and pre-service teachers use to tag videotaped classroom situations? • To what extent do the generated tags and the relations between them differ between mentor- and pre-service teachers? • To what extent is collaborative tagging is helpful in gaining access to conscious aspects of mentors and pre-service teachers’ practical knowledge? Method Participants were 100 mentor-teachers and 100 pre-service teachers. The participants each ‘tagged” five video-fragments of different classroom situations. Data were analyzed with UCINET software as proposed by Mika (2005). Co-occurrences of tags were computed. Familiar measures of social network analysis (e.g. clustering coefficients, and (local) betweenness centrality) were used to describe each folksonomy, and to compare pre-service and mentor teachers’ networks of tags. Results and significance The study established that tagging is a promising new method to elicit teachers’ practical knowledge. The resulting folksonomies clarified similarities and differences between mentors’ and pre-service teachers’ practical knowledge. Results indicate that experienced teachers use more detailed and specific tags than pre-service teachers. This method makes a significant contribution to the methodology of the study of teachers’ practical knowledge. Folksonomies not only elicit individual teachers’ practical knowledge but enable researchers to discern common element’s in teachers’ practical knowledge. Moreover, in teacher education, folksonomies are helpful to initiate and structure professional dialogue between pre-service and mentor teachers.
DOCUMENT
In this AERA Division K symposium, 18 researchers from 7 different countries (China, New Zealand, France, Australia, Netherlands, Spain, and Canada) are brought together. The symposium provides the opportunity to engage and interact with international research efforts focussing on 'practicum pedagogies,' and in particular, mentoring in practicum settings. You will learn about the similarities and differences that motivate and challenge teacher educators from across the world for whom the principal concern is the quality of the field experience for both the student teachers and their practicum mentors. As one of the contributions, the tagging study has a twofold objective. First, elicitation of mentor and pre-service teachers' conceptualizations of videotaped classroom situations to clarify similarities and differences between practical knowledge of experienced and novice teachers. Second, exploration of 'collaborative tagging' as a new method to access mentors and pre-service teachers' practical knowledge.
DOCUMENT
