Social and Collaborative Interactions for Educational Content Enrichment in ULEs.

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Bibliographic Details
Title:	Social and Collaborative Interactions for Educational Content Enrichment in ULEs.
Authors:	Araújo, Rafael D.¹ rafael.araujo@ufu.br, Brant-Ribeiro, Taffarel^1,2 brant.ribeiro@ifsuldeminas.edu.br, Mendonça, Igor E. S.¹ igoremendonca@gmail.com, Mendes, Miller M.¹ m3iller@gmail.com, Dorça, Fabiano A.¹ fabianodor@ufu.br, Cattelan, Renan G.¹ renan@ufu.br
Source:	Educational Technology & Society. Jul2017, Vol. 20 Issue 3, p133-144. 12p.
Subject Terms:	Classroom environment, Multimedia systems in education, Collaborative learning, Performance, *Semester system in education
Abstract:	This article presents a social and collaborative model for content enrichment in Ubiquitous Learning Environments. Designed as a loosely coupled software architecture, the proposed model was implemented and integrated into the Classroom eXperience, a multimedia capture platform for educational environments. After automatically recording a lecture in instrumented classrooms, students and instructors can enrich its content with comments and rating features. The platform usage was monitored for three school semesters to analyze the receptivity and the impact of the proposed features over 121 undergraduate students. As a result, we observed that both system's access rate and students' performance increased, suggesting that interactive features leverage collaborative learning interactions and promote the teaching/learning process. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This article presents a social and collaborative model for content enrichment in Ubiquitous Learning Environments. Designed as a loosely coupled software architecture, the proposed model was implemented and integrated into the Classroom eXperience, a multimedia capture platform for educational environments. After automatically recording a lecture in instrumented classrooms, students and instructors can enrich its content with comments and rating features. The platform usage was monitored for three school semesters to analyze the receptivity and the impact of the proposed features over 121 undergraduate students. As a result, we observed that both system's access rate and students' performance increased, suggesting that interactive features leverage collaborative learning interactions and promote the teaching/learning process. [ABSTRACT FROM AUTHOR]
ISSN:	11763647