A Semantic-Oriented Approach for Organizing and Developing Annotation for E-Learning

Brut, Mihaela; Sèdes, Florence; Dumitrescu, Sorina

doi:10.1109/tlt.2010.40

Cited by 26 publications

(16 citation statements)

References 16 publications

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“…This is collectively referred to as experiential metadata. In some systems attention metadata was generated from log files [6], and in others annotations have assisted in the efficient use of LOs [8]. The evaluation of LOs and their rating, either explicitly or implicitly, have become an important part of the metadata in many repositories.…”

Section: Organisationalmentioning

confidence: 99%

“…It also enables reasoning and enhanced personalisation. In ALOCOM [9] ontologies have been introduced successfully to enhance reusability, whereas in another system the LOM was extended with ontology-based semantic annotations for meaningful interactions with learning objects [8]. Semantic technologies were also used to promote a process-oriented approach to metadata; reasoning over learner-LO interactions was seen as a basis for adaptive environments [1].…”

Section: Metadata and Semantic Technologiesmentioning

confidence: 99%

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The Learning Object Triangle

Anane

2014

2014 IEEE 14th International Conference on Advanced Learning Technologies

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Section: Organisationalmentioning

confidence: 99%

Section: Metadata and Semantic Technologiesmentioning

confidence: 99%

The Learning Object Triangle

Anane

2014

2014 IEEE 14th International Conference on Advanced Learning Technologies

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“…Until recently, a number of researchers [1,2] have used metadata standards and ontologies to semantically annotate LRs; this can easily increase discovery and reuse, and facilitate sharing of LRs among LMSs. Several studies of LR sharing using ontology mapping have been performed [3,4].…”

Section: Introductionmentioning

confidence: 99%

Ontology Mapping and Rule-Based Inference for Learning Resource Integration

Jetinai¹,

Arch-int²,

Arch-int³

2016

Journal of information and communication convergence engineerin

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With the increasing demand for interoperability among existing learning resource systems in order to enable the sharing of learning resources, such resources need to be annotated with ontologies that use different metadata standards. These different ontologies must be reconciled through ontology mediation, so as to cope with information heterogeneity problems, such as semantic and structural conflicts. In this paper, we propose an ontology-mapping technique using Semantic Web Rule Language (SWRL) to generate semantic mapping rules that integrate learning resources from different systems and that cope with semantic and structural conflicts. Reasoning rules are defined to support a semantic search for heterogeneous learning resources, which are deduced by rule-based inference. Experimental results demonstrate that the proposed approach enables the integration of learning resources originating from multiple sources and helps users to search across heterogeneous learning resource systems.

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“…In order to establish good learning content and to introduce adaptive learning systems to the classroom, the constructivist view on educational models claims for the integration of many different roles (e.g., instructors, instructional designers, pedagogues, media designers, and students) in the learning content development process [1][2][3]. As a consequence, it should be simplified for both authors and instructors [4] and support the aspect of collaboration [2].…”

Section: Introductionmentioning

confidence: 99%

“…The latest generation of e-learning solutions aim to address this by emphasizing the aspects of decentralization and inter-institutional collaboration, which leads to an increasing necessity of accessing and utilizing learning content outside specific e-learning platforms [4,5]. The realization of such decoupled and unobstructed access requires-among other things-expressive representation frameworks for both the organization and representation of learning content annotations and is of particular relevance in the educational sector [6].…”

Section: Introductionmentioning

confidence: 99%

A Semantic MediaWiki-Based Approach for the Collaborative Development of Pedagogically Meaningful Learning Content Annotations

Zander

Swertz

Verdú

et al. 2016

Semantic Web Collaborative Spaces

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In this work, we present an approach that allows educational resources to be collaboratively authored and annotated with well-defined pedagogical semantics using Semantic MediaWiki as collaborative knowledge engineering tool. The approach allows for the exposition of pedagogically annotated learning content as Linked Open Data to enable its reuse across e-learning platforms and its adaptability in different educational contexts. We employ Web Didactics as knowledge organization concept and detail its manifestation in a Semantic MediaWiki system using import and mapping declarations. We also show how the inherent pedagogical semantics of Web Didactics can be retained when learning material is exported as RDF data. The advantage of the presented approach lies in addressing the constructivist view on educational models: The different roles involved in the content development process are not forced to adapt to new vocabularies but can continue using the terms and classification systems they are familiar with. Results of the usability test with computer scientists and education researchers are positive with significantly more positive results for computer scientists.

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A Semantic-Oriented Approach for Organizing and Developing Annotation for E-Learning

Cited by 26 publications

References 16 publications

The Learning Object Triangle

The Learning Object Triangle

Ontology Mapping and Rule-Based Inference for Learning Resource Integration

A Semantic MediaWiki-Based Approach for the Collaborative Development of Pedagogically Meaningful Learning Content Annotations

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