Ключевые слова

Text analysis, ancient texts, song culture, Greek hero, multimedia annotation, MOOC, self-assessment, tagging ontology, semantic tagging

Резюме

Evidence for annotating Homeric poetry in Ancient Greece is as old as the 5th Century BCE, when the «Iliad» and «Odyssey» were performed by professional singers/composers who also performed annotations to the poetry in answer to questions from their audiences. As the long transition from a song culture into a literate society took place in Ancient Greece from the 8th to the 2nd and 1st centuries BCE, annotations were gradually incorporated into written poetic texts. By the 10th Century CE, the quantity of written annotations in the margins of medieval manuscripts has become huge. For the first two versions of «The Ancient Hero», a HarvardX MOOC, it was not possible to implement the set of annotation tools that we requested as a vehicle for close reading and assessment. Using a partial system, we were able to create a semblance of annotations in close reading self-assessment exercises. For the anticipated third version, we expect to have a complete set of textual and video annotation tools developed for HarvardX, including semantic tagging and full sharing of annotations. Such a system, which promises to make the educational experience more effective, will also inaugurate a digital phase in the long history of Homeric annotation.

Ссылки

Carneiro, R. Lefrere, P., Steffens, K. & Underwood, J. (Eds.) (2011). Self-regulated Learning in Technology Enhanced Learning Environments: A European Perspective. Rotterdam: Sense Publishers. (http://goo.gl/p8m242) (29-04-2014).

Link DOI | Link Google Scholar

Cebrián-de-la-Serna, M. & Bergman, M. (2014). Formative Assessment with eRubrics: an Approach to the State of the Art. Revista de Docencia Universitaria. (12)1, 23-29. (http://goo.gl/A4cpaa).

Link Google Scholar

Cebrian-Robles, D. & Desenne, P. (2014). Open Video Annotation Project. Washington DC and Andalusia, Spain. (http://goo.gl/N1sXYD) (29-04-2014).

Link Google Scholar

Comparetti, D. (Ed.) (1901). Homeri Ilias cum Scholiis: Codex Venetus A, Marcianus 454: phototypice editus. Lugduni Batavorum.

Link Google Scholar

Ebbena, M. & Murphyab, J. (2014). Unpacking MOOC Scholarly Discourse: A Review of Nascent MOOC Scholarship. Learning, Media and Technology, 39(3), 328-345. (http://doi.org/tqn) (29-04-2014).

Link DOI | Link Google Scholar

Liyanagunawardena, T.R., Adams, A.A. & Williams, S.A. (2013). MOOC: A Systematic Study of the Published Literature 2008-12. The International Review of Research in Open and Distance Education, 14, 3, 202-227. (http://goo.gl/CWHwqo) (29-04-2014).

Link Google Scholar

Muellner, L., Nagy, G. & Papadopoulou, I. (2009). The Derveni Papyrus: An Interdisciplinary Research Project. (http://goo.gl/P3BXev) (29-04-2014).

Link Google Scholar

Nagy, G. (2001). Orality and Literacy. (pp. 532-538). In T.O. Sloane (Ed.), Ency-clopedia of Rhetoric. Oxford. (http://goo.gl/j83XOA) (29-04-2014).

Link Google Scholar

Nagy, G. (2004). Homer’s Text and Language. Urbana-Champagne.

Link Google Scholar

Nagy, G. (2008). Homer the Classic, Washington. P§157-171, pp. 59-66. (http://goo.gl/VhIecp) (29-04-2014).

Link Google Scholar

Nietzsche, F. (1982). Daybreak: Thoughts on the Prejudices of Morality, Translated by R.J. Hollingsdale. Cambridge.

Link Google Scholar

Panadero, E. & Alonso-Tapia, J. (2013). Self-assessment: Theoretical and Practical Connotations. When it Happens, How is it Acquired and what to do to Develop it in our Students. Electronic Journal of Research in Educational Psychology, 11(2), 551-576, n. 30. (http://goo.gl/qZF7DV).

Link Google Scholar

Pfeiffer, R. (1968). History of Clasical Scholarship: From the Beginnings to the End of the Hellenistic Age. Oxford.

Link Google Scholar

Photographic archive of Papyri in the Cairo Museum (Pack 616) (http://goo.gl/lAoWQH) (29-04-2014).

Link Google Scholar

Reich, J., Emanuel, J., Nesterko, S., Seaton, D.T., Mullaney, T., Waldo, J., Chuang, I. & Ho, A.D. (2014). HeroesX: The Ancient Greek Hero: Spring 2013 Course Report. (HarvardX Working Paper, 3). (http://goo.gl/fXblRZ) (29-04-2014).

Link Google Scholar

Svembro, J. (1993). Phrasikleia: An Anthropology of Reading in Ancient Greece. N.Y.: Cornell University Press.

Link Google Scholar

Fundref

Эта работа не имеет финансовой поддержки

Crossmark

Техническая спецификация

Получила: 29-04-2014

пересмотренный: 13-06-2014

Принятый: 21-06-2014

OnlineFirst: 15-11-2014

Дата публикации: 01-01-2015

Время пересмотра статьи: 45 дней | Среднее время пересмотра вопроса 44: 41 дней

Время принятия статьи: 53 дней | Время приема Номер 44: 75 дней

Время редактирования препринта: 202 дней | Выпуск препринта среднего времени редактирования 44: 221 дней

Время редактирования статьи: 247 дней | Среднее время редактирования журнала 44: 266 дней

метрика

Метрики этой статьи

Просмотров: 25060

Ознакомление с аннотациями: 19881

загрузки PDF-файлов: 5179

Полные метрики 44

Просмотров: 764916

Ознакомление с аннотациями: 572780

загрузки PDF-файлов: 192136

Цитируется

Цитаты в Web of Science

Lemos-de-Carvalho-Junior, Giovani; Raposo-Rivas, Manuela; Cebrian-de-la-Serna, Manuel; Sarmiento-Campos, Jose A.. Analysis of the pedagogical perspective of the MOOCs available in Portuguese REVISTA ESPANOLA DE PEDAGOGIA, 2017.

https://doi.org/10.22550/REP75-1-2017-06

Belen Perez-Torregrosa, Ana; Diaz-Martin, Cristina; Ibanez-Cubillas, Pilar. The use of Video annotation tools in teacher training Procedia Social and Behavioral Sciences, 2017.

https://doi.org/10.1016/j.sbspro.2017.02.090

Sanchez Vera, Ma del Mar; Gonzalez Calatayud, Victor; Prendes Espinosa, Maria Paz. The MOOC and student assessment: systematic review (2012-2016) ATTIC-REVISTA D INNOVACIO EDUCATIVA, 2017.

https://doi.org/10.7203/attic.18.10013

Цитаты в Scopus

Lemos-De-Carvalho, G., Jr., Raposo-Rivas, M., Cebrián-De-La-Serna, M., Sarmiento-Campos, J.A.. Analysis of the pedagogical perspective of the MOOCs available in Portuguese [Análisis de la perspectiva pedagógica de los MOOC ofertados en lengua portuguesa]), Revista Espanola de Pedagogia, .

https://doi.org/10.22550/REP75-1-2017-06

Garrido Gómez, M.I.. The communicability in MOOC, its strengthen by the multimedia annotations [La comunicabilidad en los MOOC y su potenciación mediante las anotaciones multimedia]), Opcion, .

Link Google Scholar

Cebrián-de-la-Serna, M., Gallego-Arrufat, M.J., Cebrián-Robles, V. . Multimedia Annotations for Practical Collaborative Reasoning), Journal of New Approaches in Educational Research, .

https://doi.org/10.7821/naer.2021.7.664

Цитаты в Google Scholar

Lemos-de-Carvalho-Júnior, G., Raposo-Rivas, M., Cebrían-de-la-Serna, M., & Sarmiento-Campos, J. A. (2017). Análisis de la perspectiva pedagógica de los MOOC ofertados en lengua portuguesa.

https://reunir.unir.net/handle/123456789/6201

Lemos-de-Carvalho-Junior, G., Raposo-Rivas, M., Cebrian-de-la-Serna, M., & A. SARMIENTO-CAMPOS, J. (2017). Análisis de la perspectiva pedagógica de los MOOC ofertados en lengua portuguesa/Analysis of the pedagogical perspective of the MOOCs available in Portuguese. revista española de pedagogía, 101-119.

https://www.jstor.org/stable/26379349

Robles, V. C. capítulo 2. lasanotacIonesenInternet: el Ágora dIgItal grIego.

http://gtea.uma.es/wp-content/uploads/2017/04/libro-gtea6.pdf#page=14

Rey, F. J. R., & Robles, D. C. capítulo 1. oVa: una herramIenta.

...

Vera, M. D. M. S., Calatayud, V. G., & Espinosa, M. P. P. (2017). Los MOOC y la evaluación del alumnado: revisión sistemática (2012-2016). @ tic. revista d'innovació educativa, (18), 65.

https://dialnet.unirioja.es/servlet/articulo?codigo=6043573

Vera, M. D. M. S., Calatayud, V. G., & Espinosa, M. P. P. The MOOC and student assessment: systematic review (2012-2016). @ tic revista d'innovació educativa, (18), 65.

https://ojs3.uv.es/index.php/attic/article/view/10013

Dos Santos, N. B., & Santos, G. L. (2018). PERSPECTIVAS EMERGENTES DAS PESQUISAS SOBRE MOOCS. CIET: EnPED.

https://cietenped.ufscar.br/submissao/index.php/2018/article/view/552

Robles, V. C. capítulo 2. lasanotacIonesenInternet: el Ágora dIgItal grIego.

http://gtea.uma.es/wp-content/uploads/2017/04/libro-gtea6.pdf#page=14

Rey, F. J. R., & Robles, D. C. capítulo 1. oVa: una herramIenta.

...

Pérez-Torregrosa, A. B., Díaz-Martín, C., & Ibáñez-Cubillas, P. (2017). The use of video annotation tools in teacher training. Procedia-Social and Behavioral Sciences, 237, 458-464.

https://www.sciencedirect.com/science/article/pii/S1877042817300903

Ortiz Jiménez, J. G. MOOCS: miradas críticas desde la pedagogía.

http://repository.usta.edu.co/handle/11634/13963

Gómez, M. I. G. (2015). La comunicabilidad en los MOOC y su potenciación mediante las anotaciones multimedia. Opción, 31(3), 528-540.

https://www.redalyc.org/pdf/310/31045567027.pdf

VASSALLO, L. Il Vangelo secondo Giovanni Il Vangelo secondo Giovanni come testo aurale.

...

Скачать

Альтернативные метрики

Как процитировать

Muellner, L. (2015). Annotations and the ancient greek hero: Past, present, and future. [Anotaciones y el héroe griego antiguo: Pasado, presente y futuro]. Comunicar, 44, 45-53. https://doi.org/10.3916/C44-2015-05

Доля

           

Почтовый ящик 527

21080 Уэльва (Испания)

Администрация

Редакция

Creative Commons

Данный сайт использует куки-файлы для получения статистических данных о навигации своих пользователей. Если вы продолжите просмотр, мы считаем, что вы принимаете его использование. +info X