Context-Aware annotation patterns for teachers

Authors:
Faiçal Azouaou;Cyrille Desmoulins
Affiliations:
CLIPS- IMAG, University Joseph Fourier, Grenoble, Grenoble, France;CLIPS- IMAG, University Joseph Fourier, Grenoble, Grenoble, France
Venue:
ITS'06 Proceedings of the 8th international conference on Intelligent Tutoring Systems
Year:
2006

Citing 4
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Abstract

The semantic annotation tool MemoNote [1] dedicated to teacher enables teacher to annotate digital documents with his own comments and point of view as on paper. The annotations created in the tool have an explicit semantics for both teacher and machine. To assist the teacher to rapidly and fluently create these semantic annotations, the tool provides him with annotation patterns facility. However, the same teacher during his/her activity can work in different contexts, where he/she annotates differently, using a specific group of patterns in each specific context. Consequently MemoNote has to be context-aware in order to adapt to each teacher's context situation. This article studies and models the annotation context, in order to design context-aware annotation patterns dedicated to teachers.