July 2007 Volume 10 Number 3 - Educational Technology & Society

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In the next section, we illustrate how attention metadata is collected in four applications using the CAMs schema. 4. Case Study In this section, our case study explains how attention metadata is collected from four tools and then managed in an attention repository. The respective tools providing CAM data are Microsoft PowerPoint, Mozilla Firefox browser, WINAMP music tool and MSN Messenger. As explained in section 2, these four tools cover four categories of applications (Office Suite, Web Browsers, Multimedia Players and Computer-Mediated Communication respectively) that are used on a daily basis by users. Therefore, collecting and merging user attention from the tools enable building a rich source of information about the user attention, expressed as observations about her behaviour and interest. Figure 3 illustrates the technical framework of this case study. For Microsoft PowerPoint, we generate attention streams directly in CAMs XML format using the ALOCOM framework (Verbert, et.al., 2005). In the other three tools, right side of figure 3, (Mozilla Firefox, WINAMP and MSN Messenger) attention streams are first stored in the local XML formats of each application and then transformed into CAMs XML instances. Microsoft PowerPoint -………. -……… -……… -………. -……… -……… CAMs.XML XML DB -………. -……… -……… -………. -………. -……… -……… -……… -……… Collect Streams Collect Streams CAMs.XML -………. -……… -……… CAMs.XML -………. -……… -……… CAMs.XML -………. -……… -……… Transform FirefoxToCAM.XSLT Transform WIINAMPtoCAM.XSLT Transform MSNtoCAM.XSLT Mozilla Firefox -………. -……… -……… Slogger.XML WINAMP -………. -……… -……… WINAMP.XML MSN Messenger -………. -……… -……… MSN.XML Figure 3: The framework used to collect, transform and manage attention streams In Firefox, attention metadata is collected in the Slogger XML format, using the open source Slogger extension (Slogger, 2003). In the MSN Messenger, there is no need to install an extension to record user activities. MSN Messenger provides the tracking functionality build in: a user can simply enable or disable the logging of her messages. All user activities are logged in an MSN XML format. For WINAMP, a plug-in that was developed by (HMDB, 2006) to track user activities in WINAMP is used to collect usage information about user music activities. This data is also stored in a local XML format before transformed to CAMs. In order to manage the attention streams in one place, we developed a component that uploads all CAMs valid streams (stored in folders on the user hard disk) into an XML database that is also installed at the client side. In the next sub-subsections, the recording of attention metadata in each of the tools shown in figure 3 is described. 113
4.1 Generation of Attention Metadata in MS PowerPoint The ALOCOM plug-in for MS PowerPoint supports capturing attention metadata from the users and the slides with which they work. The Microsoft PowerPoint .Net API (Khor, 2005) is used to extract properties from slide presentations such as the title, the author, the total editing time and the last save time, and to capture different events (open, save, print…). Other properties such as the user name and IP address are retrieved using the System.Environment and System.Net class libraries. 1 2 3 4 J_Najjar: contextualized attention metadata streams PowerPoint………… Java http://ariadne…../ALOCOM/getLO.jsp?=alocom5…….. search querytext 8 java overering text fragment 6 2006-12-22T09:54:34 -1745540467 5 134.58….. <strong>10</strong> Najjar insert text identifier alocomjava1_v_3.1_nr_1645 7 9 …………….. …………………..……………. Firefox….. Causing Trouble with Buttons......... HUMAN-COMPUTER INTERACTION.... …… WINAMP…. The Bad Touch (Eiffel 65 Remix)......... ……… MSN……. chat Tornado with Moon.. ..................... ......... Figure 4: Part of one user CAMs instance Furthermore, ALOCOM supports searching-for and repurposing existing documents (slides, images, text fragments, etc.). A user can specify the type of document component she is interested in (e.g. slide, diagram, table, image, text fragment), as well as keywords that best describe the component. All components that satisfy the specified search criteria are shown and the author can easily incorporate them into the presentation she is working on. Attention metadata relevant to those actions is captured directly into CAMs instances. As shown in figure 4, all user attention information in PowerPoint is grouped in one feed instance (see 1 in figure 4). Data about every document (accessed slide presentation) is grouped in one item instance (see 5 in figure 4). For every accessed document, the following CAMs elements are captured among others: group.feed.title: the title of the presentation. The Microsoft PowerPoint API (Microsoft.Office.Interop.Powerpoint assembly) is used to retrieve this property. group.feed.item.guid: an identifier that is generated by the ALOCOM framework. 114
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July 2007 Volume 10 Number 3
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Advertisements Educational Technolo
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Distinguishing between games and si
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“sometimes” is less demanding t
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Figure 2. From generic skill to lea
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The large window on the left presen
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define competencies of individual a
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competency is composed of a single
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Generic Skills Classes 1 2 3 Receiv
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Figure 6. Extension of the competen
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Competency scale By combining the g
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activities, and resources present i
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Conclusion The importance given to
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Ainsworth, S. (2007). Using a Singl
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different instruction. For example,
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Author-focused studies Studies 1 an
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egression showed that students were
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REDEEM is now a senior citizen in t
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Chieu, V. M. (2007). An Operational
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When students discuss with peers, t
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COFALE as a learning environment an
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COFALE supports a set of predefined
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Tom is asked to prepare a list of g
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45-minute-long lecture and 2-hour-l
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as an easy-to-use technological mea
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Spiro, R. J., & Jehng, J. C. (1990)
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learning settings. However, such a
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introduced in the LOCO-Cite ontolog
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‘virtual subsection’) of the LO
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Accordingly, TANGRAM provides stude
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learning environment is to define t
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Acknowledgment This work is support
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Dron, J. (2007). Designing the Unde
Page 67 and 68: wikis and blogs (or at least, colle
Page 69 and 70: The darker side of social software
Page 71 and 72: for the beetles, whose guts act as
Page 73 and 74: The principle of sociability The pr
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Page 77 and 78: Klamma, R., Chatti, M. A., Duval, E
Page 79 and 80: We perceive adaptivity and personal
Page 81 and 82: Mixed-method evaluation approach tr
Page 83 and 84: Garden of Knowledge - with a commun
Page 85 and 86: equirements for collaborative adapt
Page 87 and 88: Law, E. L.-C., & Hvannberg, E. T. (
Page 89 and 90: Wang, T. I., Tsai, K. H., Lee, M. C
Page 91 and 92: 2.3 Recommendation Model Survey In
Page 93 and 94: Figure 1. The portion of the concep
Page 95 and 96: STEP4: Associated with concepts in
Page 97 and 98: A modified TF-IDF approach is used
Page 99 and 100: P(CK j x LOM ) = k NW max ∀ T∈
Page 101 and 102: 4.2.2 Correlation-based algorithm I
Page 103 and 104: content feedback, it can be intuiti
Page 105 and 106: 66% improvement in average, and, wh
Page 107 and 108: (a) (b) (c) Figure 10. Comparisons
Page 109 and 110: index.aspx. ADL-2 (2001). Advanced
Page 111 and 112: Wolpers, M., Najjar, J., Verbert, K
Page 113 and 114: activity is taking place. For examp
Page 115 and 116: Figure 2: The CAM schema elements (
Page 117: • Context: the context element ca
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Page 123 and 124: Action related data, data about sea
Page 125 and 126: Braun, S., & Schmidt, A. (2006). Do
Page 127 and 128: El-Bishouty, M. M., Ogata, H., & Ya
Page 129 and 130: collaboration (Ogata, et al., 1999)
Page 131 and 132: In case of LOI value is equal or cl
Page 133 and 134: Also, the learner can click on an e
Page 135 and 136: System Evaluation An experiment was
Page 137 and 138: In the fifth phase, 89% of the stud
Page 139 and 140: Fischer, G., & Konomi, S. (2005). I
Page 141 and 142: application for specific needs, whi
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Page 145 and 146: Program Company Price OS 6 eZediaMX
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Page 165 and 166: Educational overview Having taken m
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Developing the Interactivity Survey
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technique. be treated as a desired
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55. A lecture in which student lear
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specific conclusions that researche
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Discussion and conclusion Although
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Juwah, C. (2003). Using peer assess
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Publish results Set a few goals for
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familiarity with computer terms, ex
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provide a framework for the integra
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tool themselves, and then gauge its
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associated with the effective use o
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portrayed as even more time-consumi
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Clarke, B. (2001). Corporate curric
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Neal, E. (1998). Using technology i
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Yearwood, J., & Stranieri, A. (2007
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entertaining (Neuhauser 1993). The
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in being addressed with the sequent
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The GAAM represents reasoning to a
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Other situations have more serious
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Figure 6. NARRATE phase screen afte
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The narration at Step 10 informs th
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very large degree of free-will has
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Rumelhart, D. E. (1975). Notes on a
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The School of Business at Universit
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Authentic assessment and OBOW exams
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iii. The assessment asks the studen
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world problems in relation to the s
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Herrington, J., & Herrington, A. (1
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services required by most clients i
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Wisdom. J. P., White, N., Goldsmith
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Work outside the U.S. has also prom
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of the Telecommunication Act, and t
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Parent-advocate respondents also re
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school administrators may be persua
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of legal requirements for accessibl
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Thus, while we have reason to belie
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underlying structure of the two pri
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still not familiar with its use; in
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Table 3: An Analysis of Different V
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of males. Secondly, as far as age w
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Conclusion This study examined the
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Sandholtz, J. H., Ringstaff, C., &
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The design and validation of a text
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Predetermined goal of a game The pr
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A true, precise and valid model “
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Bain, C., & Newton, C. (2003). Art
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Prensky, M. (2005). Adopt and Adapt
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opportunities based on studying dif
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The game -called Chase the Cheese-
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another token. Other tokens further
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The system is organized in differen
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“to produce a single product or p
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(e.g., cheese) or loses the game (a
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collaboration is not an easy task.
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Collazos, C., Ortega, M., Bravo, C.
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Soller, A., & Lesgold, A. (2000). K
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Is the usual hierarchical organizat
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The final step 7 in the procedure i
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This methodology is summarised in F
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‘IsBasisOf’, ‘HasConstraint
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The presented results are a reflect
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‘HasExample’, and ‘HasFurther
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DCMI (2003). DCMI Metadata Terms, R
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Literature review Astronomy educati
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Systems of type I provide different
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night. To prevent students from get
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Figures 2-5 display screenshots of
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Results of the study reveal the imp
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vertical axis leads to the disappea
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Dede, C., Salzman, M., Loftin, R. B
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Trumper, R. (2000). University stud
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ased on pre-defined adaptation rule
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Therefore, the higher-level items o
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common prefix with the existing pa
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later should be omitted (presented
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5.1 The Average Length of each Sequ
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Recall 6. Discussion 0.8 0.7 0.6 0.
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easily take lessons in a good learn
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Laborda, J. G., & Royo, T. M. (2007
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Chapter 8, Online reference tools,
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Kenyon, D. M., & Malabonga, V. (200
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and concise manner (e.g. Weeding =
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stream are chapters 7 and 8 which f
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