A Semantic Web-enabled Tool for Self-Regulated Learning in the Workplace

Siadaty, Melody; Jovanović, Jelena; Pata, Kai; Holocher-Ertl, Teresa; Gašević, Dragan; Milikic, Nikola

doi:10.1109/icalt.2011.27

Cited by 16 publications

(11 citation statements)

References 12 publications

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“…A learner profile can be built, taking into account initial competences, learning requirements, as well as learning activity processes and outcomes. The profiling can be performed on the basis of a competency-based learner model ontology (Siadaty et al 2011), updated through agents monitoring the learners interaction and learning path, using a typical Learning Management System, such as Moodle (Bremgartner and de Magalhaes Netto 2012).…”

Section: Human Learning Solutions For Continuous Educationmentioning

confidence: 99%

Current trends on ICT technologies for enterprise information systems

Kadiri

Grabot

Thoben

et al. 2016

Computers in Industry

125

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Section: Human Learning Solutions For Continuous Educationmentioning

confidence: 99%

Current trends on ICT technologies for enterprise information systems

Kadiri

Grabot

Thoben

et al. 2016

Computers in Industry

125

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“…These factors include how individuals and groups plan learning goals and the activities people engage in as they work towards these goals. Learn B, is based on similar principles to 'Charting' and acts as a 'developmental radar' allowing learners to identify their learning goals, then connect with relevant people and knowledge based on shared goals (Siadaty et al, 2011). However, the Learn B system uses Social Semantic Web technologies.…”

Section: Self-regulationmentioning

confidence: 99%

Disruptive Democratisers?

Hood

Littlejohn

2019

Ubiquitous Inclusive Learning in a Digital Era

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Massive open online courses (MOOCs) are described as disruptive and democratising. It is claimed MOOCs have characteristics that challenge traditional forms of education. This chapter critiques these claims, arguing that MOOCs do not always allow for the diverse motivations of masses of learners. This brings into question forms of data-based support based on and in response to learner behaviours. The chapter interrogates narrative accounts of MOOC learner experiences to pinpoint four distinct ways people learn in MOOCs. Factors critical to learning are motivation, self-regulation, environment and socialisation. Developing analytic tools that address these are important. However, analytics systems tend to personalise learner support in relation to pre-defined course goals, rather than focusing on the goals of the learner. Next generation systems are already focusing on empowering learners to follow their own goals and flexing course designs to fit the goals of each learner. These are more powerful than systems where the students have to adapt to a course designed for the masses.

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“…The overall goal of this processes is summarization, visualizations and evaluation of statistic data that enable the PLE optimization, in interface design and adaptation of content of PLE to the learner. This approach is inspired by the examples from current research in the area of Self-regulated Learners (SRL) [7,19]. …”

Section: Approach For Mining Usage Logsmentioning

confidence: 99%

Mining and Visualizing Usage of Educational Systems Using Linked Data

Softic

Taraghi

Ebner

et al. 2015

Communications in Computer and Information Science

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Abstract. This work introduces a case study on usage of semantic context modelling and creation of Linked Data from logs in educational systems like a Personal Learning Environment (PLE) with focus on improvements and monitoring such systems, in generally, with respect to social, functional, user and activity centric level [7,15]. The case study demonstrates the application of semantic modelling of the activity context, from data collected over two years from the PLE at Graz University of Technology, using adequate domain ontologies, semantic technologies and visualization as reflection for potential technical and functional improvements. As it will be shown, this approach offers easy interfacing and extensibility on technological level and fast insight on statistical and preference trends for analytic tasks.

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A Semantic Web-enabled Tool for Self-Regulated Learning in the Workplace

Cited by 16 publications

References 12 publications

Current trends on ICT technologies for enterprise information systems

Current trends on ICT technologies for enterprise information systems

Disruptive Democratisers?

Mining and Visualizing Usage of Educational Systems Using Linked Data

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