Value-based metadata quality assessment

This article proposes a method that allows a value-based assessment of metadata quality and construction of a baseline quality model. The method is illustrated on a large-scale, aggregated collection of simple Dublin core metadata records. An analysis of the collection suggests that metadata providers and end users may have different value structures for the same metadata. To promote better use of the metadata collection, value models for metadata in the collection should be made transparent to end users and end users should be allowed to participate in content creation and quality control processes.     

Coincidence timing of a tennis stroke: effects of age, skill level, gender, stimulus velocity, and attention demand

Participants (N = 162, ages 10-15 years) performed a tennis stroke in a coincidence-timing task. Major results were: (a) performance improved mainly between the ages of 10-13 years; (b) skill differences were reflected by variable error (VE); (c) boys were lower than girls for VE and absolute error; (d) high stimulus velocity was related to low VE and late responding. Results concerning response organization favored explanations based on ecological perspectives rather than information processingperspectives. However, it is premature to disregard the potential role of programming. The view is supported that a continuous process of coupling perceptual and motor responses coordinates control of response timing. These cognitive processes appear to be: (a) refined with practice; (b) sensitive to differences in age, skill, and gender; and (c) adaptable to changes in environmental demands.     

Not that different in theory: Discussing the control-value theory of emotions in online learning environments

This commentary investigates the extent to which the control-value theory of emotions (Pekrun, 2006) is applicable in online learning environments. Four empirical studies in this special issue of The Internet and Higher Education explicitly used the control-value theory as their theoretical framework and several others have components of the theory implicitly described. Thus, for each article we examined what emotions were expressed, the antecedents of the emotions, and their academic outcomes in relation to the control-value theory of emotions. In general, the results from these studies parallel those in traditional classrooms, suggesting there are few differences in emotions experienced in online learning environments relative to face-to-face classrooms. A primary reason for the observed similarities in emotions may be that control and value appraisals play consistent roles as antecedents of specific emotions even though students’ learning environment is dramatically different. We conclude with suggestions for future research.     

Books of the Month

Daniel Lerner and Lyle M. Nelson, Communication Research–A Half Century Appraisal (Honolulu: University of Hawaii Press, 1977–$16.00).

Les Brown The New York Times Encyclopedia of Television (New York: Times Books, 1977—$20.00)