Auf der Microlearning 2005 Konferenz in Innsbruck habe ich einen Votrag über Selbstgesteuertes Lernen mit Personal Publishing und Microcontent gehalten.
Self directed learning with personal publishing and microcontent - constructivist approach and insights for institutional implementations (PDF).
Abstract:
Microcontent has been increasingly gaining importance with the rise of personal publishing on the web. Nowadays, virtually anybody can upload / generate and share content through the use of web services and personal publishing systems. Many new, sophisticated web services have arisen, helping us also to assign metadata to objects, or to construct social networks and webs of trust through the use of personal publishing or social networking platforms.
Through the collaborative (shared cognition) assignment of metadata (RSS, RDF, tagging, categories, ...), web-based collaboration can form a deeper understanding / interpretation of microcontent objects. If multiple users assign metadata based on their individual constructions of reality and understanding of a microcontent object, a socially founded shared view will evolve. An example for this might be the possibility of adding tags to a microcontent object, for example through the use of a social bookmark system.
So, it is not only microcontent itself, but also its contextualization and metadata which contribute to an understanding of microlearning and provide insights for implementing personal publishing systems in (educational) institutions.
(Siehe auch die Beschreibung im Weblog für kulturwissenschaftliche Technikforschung)
Self directed learning with personal publishing and microcontent - constructivist approach and insights for institutional implementations (PDF).
Abstract:
Microcontent has been increasingly gaining importance with the rise of personal publishing on the web. Nowadays, virtually anybody can upload / generate and share content through the use of web services and personal publishing systems. Many new, sophisticated web services have arisen, helping us also to assign metadata to objects, or to construct social networks and webs of trust through the use of personal publishing or social networking platforms.
Through the collaborative (shared cognition) assignment of metadata (RSS, RDF, tagging, categories, ...), web-based collaboration can form a deeper understanding / interpretation of microcontent objects. If multiple users assign metadata based on their individual constructions of reality and understanding of a microcontent object, a socially founded shared view will evolve. An example for this might be the possibility of adding tags to a microcontent object, for example through the use of a social bookmark system.
So, it is not only microcontent itself, but also its contextualization and metadata which contribute to an understanding of microlearning and provide insights for implementing personal publishing systems in (educational) institutions.
(Siehe auch die Beschreibung im Weblog für kulturwissenschaftliche Technikforschung)
Stephan Mosel am 28. Juni 2005, 11:33 - Rubrik: Selbstgesteuertes Lernen
