in web-based e-learning environment every learner has a distinct background, learning style and a specific goal when searching for learning material on the web. The goal of personalization is to tailor search results to a particular user based on that user's contextual information. The effectiveness of accessing learning material involves two important challenges: identifying the user context and modeling the user context as ontological profiles. This work describes the ontology-based framework for context-aware adaptive learning system, with detailed discussions on the categorization contextual information and modeling along with the use of ontology to explicitly specify learner context in an e-learning environment. Finally we conclude by showing the applicability of the proposed ontology with appropriate architectural overview of e-learning system.

Abstract-The recent advances in web-based educational technology, is providing diverse needs of e-learner and revolutionized the process of learning. However, how to enrich the student's understandability and stimulate the learning behavior towards cognitive learning beyond simple lookup is still remaining as open research issue. To facilitate the effective learning process the technology has numerous ways of providing pedagogical assistance. The course content description based on the dimensions of psychological factors and Bloom's taxonomy can help in presenting course material so as to reduce cognitive load and to influence the effective learning style. This paper examines various cognitive strategies and resource description metadata in a course-based learning environment. Finally, the researcher proposed an ontology-based metadata for modeling the course contents of web-based learning environment that supports cognitive prerequisites of the learner. Keywords-Cognitive IntroductionMost of the existing research is concentrated on how to build better educational resources, how to deliver the contents as per the preferences and context of the learner. But the mechanism to improve the understanding level and cognitive skills of learner remains as open issue. The content delivery mechanism as per the cognitive needs of learner is currently the focus of research in the educational domain. The cognitive behavioral theory (CBT) can be considered as an important theoretical orientation to understand the student's behavior in web-based learning environments. To learn new concepts it is heavily depending on what the student already knew and his learning behavior.In an intelligent tutoring system, the conceptual representation of course contents will support the teaching of specific domain knowledge and it will be easier for the student to select an appropriate material [1]. "It is ambivalent to make the learner ambulate among learning concepts with one perspective [2]", but it is the willingness of the learner to navigate based on his skills and learning style. The recent web-based developments have led to reconsider the learning style research in adaptive e-learning systems [3], so as to improve the thinking skills of learner. The effective learning strategies and knowledge acquisition process are the mental activities that require the learner's ability and experience, which consists of mainly three activities such as Understanding, Applying, and Analyzing. In technology enhanced learning the integration of pedagogical strategies in an adaptive educational system leads to positive effects on the learning process and performance of the student. The Pedagogical learning activities and assessment process make the student in becoming independent and responsible for their own learning. The main requirement of providing comprehensive support to students learning experience is: the description of learning resources with pedagogical support and cognitive oriented metadata.The proposed work in this paper provides an expected ...

Abstract-in an adaptive e-learning environment, the system must respond harmoniously to the changes of learner needs. The traditional e-learning systems provide adaptation based on user preferences only. To improve performance, it is required to incorporate learning context information such as the device and network context to determine the appropriate presentation method along with the user preferences. Mainly this paper discussed about the basic categories of context in e-learning environment and proposed an architectural overview of ontology driven rule-based adaptive system for obtaining effective delivery of learning material.

Abstract-During the recent years, the semantic technology such as ontology based representation of metadata has influenced the research, in the area of educational software for accessing, searching and structuring of e-learning contents to provide personalized, adaptive and context aware delivery of learning content. In this paper, we present ontology-based resource description metadata model which is particularly useful for context-aware adaptive e-learning situation. First, we mentioned some of the features to be considered in developing resource description ontology then proposed an ontology called Context-aware Adaptive Learning Resource Ontology (CALRO) that is suitable for delivery of content according to learner contextual information such as learner's learning style and characteristics of the learning device. Finally, we discuss the concerned adaptation approach and its workflow behavior.

Learners who use educational applications need to get suitable learning material in their concerned domain. However, their level of knowledge, preferences and interests are different. The e-learning system should be able to deliver suitable learning materials based on learner's preferences and knowledge. The solution is knowledge based personalized model-driven approach. The learner-model and domain-model plays an important role for delivering personalized learning material to learner. In this paper we proposed an ontological representation of learner-model with domain and educative support preferences along with this we described various categories of information that needs to be considered while developing the domain ontology for managing e-learning material. Finally the concerned architectural overview of ontology based e-learning system is proposed.