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Learning about evaluation and assessment: teacher's use of folksonomies and ontologies in an online narrative environment
Author(s) -
Petrucco C.
Publication year - 2011
Publication title -
journal of computer assisted learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.583
H-Index - 93
eISSN - 1365-2729
pISSN - 0266-4909
DOI - 10.1111/j.1365-2729.2011.00408.x
Subject(s) - ontology , narrative , computer science , storytelling , process (computing) , citizen journalism , meaning (existential) , narrative inquiry , knowledge management , domain (mathematical analysis) , field (mathematics) , world wide web , psychology , epistemology , mathematical analysis , philosophy , linguistics , mathematics , pure mathematics , psychotherapist , operating system
Building ontology in the domain of human sciences can be a difficult process because of the different meanings given to the same key concepts in these disciplines: in fact, shared meaning is an important element in knowledge construction between members of a community. In this paper, we propose a participatory social environment called ‘EduOntoWiki’ where academic experts in the field of educational sciences develop lightweight ontologies that members of multiple communities of practice (teachers, trainers, etc.) can modify and integrate using a folksonomic and storytelling approach. In this way, real‐life narrative contexts become precious ‘tagged’ alternative representations that can contribute to the ontology construction process. Experience of the environment gave possible indications regarding its use in teachers' training courses and as a useful tool to discuss evaluation and assessment issues in teachers' professional practice.