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Educational Multimedia Databases Educational Multimedia Databases G.W. Hiddink 2001 Ph.D. thesis University of Twente Twente University Press Also available in print: http://www.tup.utwente.nl/uk/catalogue/educational/multimedia-databases/ Educational Multimedia Databases Promotiecommissie: Voorzitter: Prof.dr. J.M. Pieters, Universiteit Twente Promotoren: Prof.dr.ir. P.M.G. Apers, Universiteit Twente Prof.dr. J.C.M.M. Moonen, Universiteit Twente Leden: Prof.dr.ir. E. Duval, Katholieke Universiteit Leuven Prof.dr. C. Hoede, Universiteit Twente Dr. G.C. van der Veer, Vrije Universiteit Amsterdam Prof.dr.ir. P.W. Verhagen, Universiteit Twente Dr. H.M. Blanken, Universiteit Twente Dissertation CTIT 01-39 Publisher: Twente University Press, P.O. Box 217, 7500 AE Enschede, the Netherlands, www.tup.utwente.nl Print: Grafisch Centrum Twente, Enschede © G.W. Hiddink, Enschede, 2001 No part of this work may be reproduced by print, photocopy or any other means without the permission in writing from the publisher. ISBN 9036516773 EDUCATIONAL MULTIMEDIA DATABASES PROEFSCHRIFT ter verkrijging van de graad van doctor aan de Universiteit Twente, op gezag van de rector magnificus, prof.dr. F.A. van Vught, volgens besluit van het College voor Promoties in het openbaar te verdedigen op vrijdag 2 november 2001 te 13.15 uur door Gerrit Willem Hiddink geboren op 19 augustus 1969 te Zelhem Dit proefschrift is goedgekeurd door de promotoren prof.dr.ir. P.M.G. Apers prof.dr. J.C.M.M. Moonen Preface Five years ago, I embarked on a journey towards a new country. I did not know much about that country; where or how to find it? I only knew that this country would be able to provide a fertile soil for my academic ambitions. The end of the journey is now in sight. Research questions have been posed, answers have been sought, and research results have been documented and reported upon. Doing these activities kept the train in motion. Without realising it, the destination of the journey came closer with each step. Now it is time to disembark and to explore the country. I would like to thank my fellow Idylle researchers for joining me on (parts of) the journey. Some of you have chosen a different destination or direction to travel to, but nevertheless your company made the journey more pleasant. I would also like to thank my supervisors Henk Blanken and Pløn Verhagen for helping me to find ways to reach the destination; roadmaps of this kind of journey are difficult or impossible to obtain, so their help was much appreciated. Also, many thanks to my promotors Peter Apers and Jef Moonen for providing a critical look, and for checking if the train was indeed going towards the chosen destination in a certain and efficient way. And last but not least, my gratitude to Joyce. Our roads crossed and then merged. Thanks for sharing this and many other destinations with me. Enschede, October 2001 i ii Contents Preface i List of tables ix List of figures xi 1 Introduction 1 1.1 Computers in education . .................... 1 1.2 Multimedia databases in education . ......... 3 1.2.1 Multimedia ......................... 3 1.2.2 Educational Multimedia . 4 1.2.3 Databases in education . 5 1.2.4 Searching Multimedia Documents and Metadata . 6 1.3 How to store multimedia learning material ............. 8 1.3.1 Metadata . ......................... 8 1.3.2 Architecture . 9 1.4 Research Questions ......................... 10 1.4.1 Evolution of the problem statement . 10 1.5 About this thesis . ........................ 11 2 Multimedia Databases in Education 13 2.1 Introduction ............................. 13 2.2 The technology of databases . 15 2.2.1 Features of Database Management Systems . 15 2.2.2 Inside the database or outside? . 18 2.3 The Educational Database . 19 2.3.1 Use modes ......................... 20 2.3.2 Learner Control . .................... 21 iii 2.3.3 The Media Debate . .............. 22 2.3.4 The Hypermedia Myth . .................. 23 2.3.5 Discussion ......................... 23 2.3.6 Conclusions ......................... 24 3 State of the art of educational database systems 25 3.1 Labeling Methods . 25 3.1.1 Subject Classifications . 26 3.1.2 Educational Metadata .................... 26 3.1.3 Other Metadata . .................... 27 3.2 Search interface . .................... 27 3.2.1 Keyword Search . .................... 28 3.2.2 Metadata Search . 28 3.2.3 Advanced Search . .................... 29 3.3 Quality and Validation . .................. 29 3.3.1 Peer Reviewing . 29 3.3.2 Metadata Validators . 29 3.4 Functionalities . ......................... 30 3.5 Models of Units of Learning Material . 30 3.5.1 Delta project ESM-BASE . 30 3.5.2 Delta project DISCOURSE . 31 3.5.3 The OSCAR system .................... 31 3.5.4 IEEE Learning Object . ............. 32 3.5.5 Summary . ......................... 32 3.6 Conclusion ............................. 33 4 Theoretical Framework 35 4.1 Introduction ............................. 35 4.2 The simple ULM Model . .................... 35 4.2.1 Model . ......................... 36 4.2.2 Nesting ULMs . .................... 39 4.2.3 The size of ULMs . 39 4.2.4 Context Adapters . .................... 41 4.3 Summary on the ULM model . ............. 42 4.4 Reusability ............................. 42 4.4.1 Aspects of reuse . 43 4.4.2 Graphical representation . 46 4.5 Conclusion ............................. 46 iv 5 Access and Retrieval Methods 49 5.1 Introduction ............................. 49 5.1.1 Relational query languages . ............. 51 5.2 Adding Data . ........................ 53 5.2.1 Annotating Metadata .................... 53 5.2.2 Advantages of using metadata . 54 5.3 Extracting Data . ......................... 55 5.3.1 Keyword Indexing . 55 5.3.2 Form and Movement recognition . 55 5.3.3 Formal Feature Extraction . 56 5.4 Document Structure ......................... 57 5.5 Conceptual Structure . .................. 57 5.5.1 Knowledge Networks .................... 57 5.5.2 Naming Hierarchies . ............. 58 5.6 Generic techniques . 59 5.6.1 Inference Networks . 59 5.6.2 Document similarity . 59 5.7 Discussion . 59 5.8 Educational Metadata ........................ 60 5.8.1 Dublin Core . .................... 60 5.8.2 The IEEE Metadata set ................... 62 5.8.3 “Voluntary Labeling” problem . 62 5.9 Conclusion ............................. 63 6 A Prototype Architecture 65 6.1 Introduction ............................. 65 6.2 Requirements . ......................... 66 6.2.1 Functional requirements . ......... 66 6.2.2 External Interface Requirements . ............. 66 6.2.3 Performance Requirements . .............. 67 6.2.4 Design Constraints . .................... 67 6.3 Common Architectures . .................... 70 6.3.1 Web-enabled databases . ......... 70 6.3.2 Accessing databases via the World Wide Web . 70 6.4 Prototype Architecture . .................... 73 6.5 Implementation . ......................... 76 6.5.1 Software components .................... 76 6.5.2 Generating HTML . .................... 77 6.5.3 Encoding Interaction . 80 6.5.4 Scalability ......................... 83 v 6.6 Review: Inside or Outside? . 84 6.7 Conclusions ............................. 85 7 A Distance Measure for Units of Learning Material 87 7.1 Introduction ............................. 87 7.2 Proximity in Metadata Spaces . 88 7.2.1 Defining distances . ............. 89 7.2.2 Normalization . .................... 91 7.2.3 Selection . .................... 91 7.2.4 Example . ......................... 91 7.2.5 Graphical represenation . 93 7.2.6 The teacher and the distance measure . 96 7.3 The relative importance of metadata fields . 97 7.3.1 Teachers’ Conceptions of teaching . 98 7.3.2 The research questions . .................. 99 7.3.3 Instrument . 101 7.3.4 Experiment ......................... 110 7.3.5 Results . ......................... 111 7.3.6 Discussion ......................... 118 7.4 Relative importance and the Distance Measure . 118 7.4.1 Adding Weights . .................... 119 7.5 Conclusion ............................. 120 8 Validation of the Distance Measure 123 8.1 Introduction ............................. 123 8.2 Research Design . .................... 125 8.2.1 Operational definitions ................... 125 8.2.2 Procedure . ......................... 126 8.2.3 Other approaches . .................... 128 8.3 Research instrument ......................... 129 8.3.1 The dimensions of the distance measures . 129 8.3.2 The contents of the database . ............. 133 8.3.3 The design of the case descriptions . ......... 137 8.3.4 The search results . 139 8.3.5 The experimental environment . 143 8.3.6 The ULM evaluation form . 144 8.3.7 Pilot test . ......................... 148 8.4 Subjects ............................... 149 8.5 Experiment . ......................... 149 8.5.1 Data collection . 149 vi 8.5.2 Validity of the distance measure . 150 8.5.3 The effect of the weight vector . 151 8.5.4 Usability of the distance measures ............. 153 8.5.5 Factors . ......................... 153 8.6 Conclusion ............................. 155 9 Conclusions and recommendations 157 9.1 Introduction ............................. 157 9.2 The Research Problem . .................. 157 9.2.1 Units of Learning Material . 158 9.2.2 Factors of Reuse . 159 9.2.3 Distance Measure . .................... 159 9.2.4 Software Architecture . 161 9.3 Recommendations . ......................... 162 9.3.1 Educational Metadata .................... 162 9.3.2 Database Management Systems . ......... 162 9.3.3 Information Retrieval . 163 9.3.4 Distance Measure .
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