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ISEP – GILT – Livro, parte de livro, ou capítulo de livro

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http://hdl.handle.net/10400.22/327

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Percorrer ISEP – GILT – Livro, parte de livro, ou capítulo de livro por autor "Carrapatoso, Eurico"

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  • A semantic approach for learning objects repositories with knowledge reuse
    Publication . Azevedo, Isabel; Seiça, Rui; Ortiz, Adela; Carrapatoso, Eurico; Carvalho, Carlos Vaz de
    In this paper we discuss how the inclusion of semantic functionalities in a Learning Objects Repository allows a better characterization of the learning materials enclosed and improves their retrieval through the adoption of some query expansion strategies. Thus, we started to regard the use of ontologies to automatically suggest additional concepts when users are filling some metadata fields and add new terms to the ones initially provided when users specify the keywords with interest in a query. Dealing with different domain areas and having considered impractical the development of many different ontologies, we adopted some strategies for reusing ontologies in order to have the knowledge necessary in our institutional repository. In this paper we make a review of the area of knowledge reuse and discuss our approach.
    2010Capítulo de livro Acesso aberto Ver mais
  • Supporting learning through tagging systems
    Publication . Azevedo, Isabel; Carrapatoso, Eurico; Carvalho, Carlos Vaz de
    With the advent of Web 2.0, new kinds of tools became available, which are not seen as novel anymore but are widely used. For instance, according to Eurostat data, in 2010 32% of individuals aged 16 to 74 used the Internet to post messages to social media sites or instant messaging tools, ranging from 17% in Romania to 46% in Sweden (Eurostat, 2012). Web 2.0 applications have been used in technology-enhanced learning environments. Learning 2.0 is a concept that has been used to describe the use of social media for learning. Many Learning 2.0 initiatives have been launched by educational and training institutions in Europe. Web 2.0 applications have also been used for informal learning. Web 2.0 tools can be used in classrooms, virtual or not, not only to engage students but also to support collaborative activities. Many of these tools allow users to use tags to organize resources and facilitate their retrieval at a later date or time. The aim of this chapter is to describe how tagging has been used in systems that support formal or informal learning and to summarize the functionalities that are common to these systems. In addition, common and unusual tagging applications that have been used in some Learning Objects Repositories are analysed.
    2013Capítulo de livro Acesso aberto Ver mais