Recommender systems in e-commerce
Proceedings of the 1st ACM conference on Electronic commerce
Educational metadata and brokerage for learning resources
Computers & Education
Understanding educator perceptions of "quality" in digital libraries
Proceedings of the 3rd ACM/IEEE-CS joint conference on Digital libraries
The Sharable Content Object Reference Model (SCORM)—A Critical Review
ICCE '02 Proceedings of the International Conference on Computers in Education
Evaluating the Learning Object Metadata for K-12 Educational Resources
ICALT '01 Proceedings of the IEEE International Conference on Advanced Learning Technologies
You can lead a horse to water: teacher development and use of digital library resources
Proceedings of the 5th ACM/IEEE-CS joint conference on Digital libraries
User Modeling and User-Adapted Interaction
Companion to the 21st ACM SIGPLAN symposium on Object-oriented programming systems, languages, and applications
"What is a good digital library?" - A quality model for digital libraries
Information Processing and Management: an International Journal
The need for virtual information managers in education
Computers & Education
Creating the first SCORM object
Computers & Education
The intellectual challenge of CSCW: the gap between social requirements and technical feasibility
Human-Computer Interaction
Automatically characterizing resource quality for educational digital libraries
Proceedings of the 9th ACM/IEEE-CS joint conference on Digital libraries
CSCW and education: viewing education as a site of work practice
Proceedings of the 2013 conference on Computer supported cooperative work companion
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Ultra-large-scale interactive systems on the Internet have begun to change how teachers prepare for instruction, particularly in regards to resource selection. Consequently, it is important to look at how teachers are currently selecting resources beyond content or keyword search. We conducted a two-part observational study of an existing popular system called TeachersPayTeachers hypothesizing that 'evaluative metadata' (i.e. comments, ratings, and popularity measures) would drive selection of resources. The first part examined patterns in tens of thousands of sales overall, and the second part focused on patterns of sales in one focal topic that could be expert coded. We find that there are significant gaps in available metadata, that some aspects of metadata are closely associated with sales, and that metadata are weak correlates of expert-determined quality. We conclude by making suggestions for additional research and suggesting how ultra-large scale-interactive systems such as TeachersPayTeachers could be used to improve teacher education.