An enhanced personal learning environment using social semantic web technologies

A comprehensive study of parameters in physical environment that impact students’ focus during lecture using Internet of Things

“…PLE is learner-centric and enables learners to have the control over the learning environment. Proposed PLE frameworks uses different technologies, such as mobile phones (Attwell, Cook, & Ravenscroft, 2009), Web 2.0 tools (Kompen, Edirisingha, & Monguet, 2009;Rahimi, Van den Berg, & Veen, 2015), distributed Web 2.0 tools (Juarros, Ibáñez, & Crosetti, 2014), social semantic web technologies (Halimi, Seridi-Bouchelaghem, & Faron-Zucker, 2014), and cloud services (Rizzardini, Linares, Mikroyannidis, & Schmitz, 2013). Furthermore, some researchers tried to blend personalized and conversational learning methods in classroom contexts (Atif, 2013) while others proposed a service-based approach to define mobile personal learning environments that facilitate communication with institutional learning platforms (Conde, García-Peñalvo, Alier, & Piguillem, 2013).…”

Towards Guided Personal Learning Environments: Concept, Theory, and Practice

“…As argued in [1], today's learners lack of technical proficiency and expertise to develop effective PLEs. They do not possess necessary self-regulated learning skills and knowledge management competencies to manage their learning [5] [6]. Thus, the researchers present the gPLEc-a novel PLEbuilding methodology which integrates teachers' PLE-based learning competencies and learners' social web and interaction history data to provide expert recommendations to learners which are consistent with each learner's knowledge, goals, and preferences ( Figure 1).…”

“…Through this mechanism learners will get recommendations on formulating learning goals, identifying relevant artefacts and experts, and learner interaction and context [8]. Using SSW and RS technologies as in [5] and [7], the researchers intend to develop ontology-based recommender logic that iterates through four steps to generate personalized recommendations for each learner ( Figure 2). Given below are results of research conducted within 21 st Century teaching and learning challenges context which motivated the researchers to undertake this study.…”

Validation of an e-Learning 3.0 Critical Success Factors Framework: A Qualitative Research

“…Most of the issues that the respondents highlighted have already been mentioned in previous research, namely, the adaptation of teachers, which can be difficult (Oakes, 2011); the difficulty of achieving interoperability (Rego et al, 2010); the management of privacy (Alkhateeb et al, 2010); the fact that it is experimental (Ohler, 2008); and issues deriving from ontologies (Gladun et al, 2009;Karadimce, 2013). With regards to the improvements that Web 3.0 introduces, most of the choices of the participants also have the support of the literature: intelligent agents and personalisation (Kurilovas et al, 2014); a greater empowerment of learners (Giannakos & Lapatas, 2010); the fact that machines can understand content (David et al, 2010); and the enhancement of social interaction (Halimi et al, 2014).…”

“…Web 3.0 originated the concept of EL 3.0 and as such this new version of e-Learning has the goal of using the fullest potential of its resources (Rego et al, 2010). Web 3.0 offers machine understandable content (David, Ginev, Kohlhase, & Corneli, 2010;Ohler, 2008), which enables people and machines to communicate in an unprecedented manner (Dwivedi & Bawankan, 2013), student empowerment (Giannakos & Lapatas, 2010), enriched social interaction (Halimi, Seridi-Bouchelaghem, & Faron-Zucker, 2014), personalisation, and intelligent agents (Kurilovas, Kubilinskiene, & Dagiene, 2014). Additionally, ontologies are the core of Web 3.0 (Holohan, Melia, McMullen, & Pahl, 2005;Kaur & Chaudhary, 2015) as they are at the origin of the intelligent processing of data that minimises information overload and directs the right information to the right user (Ahmud-Boodoo, 2015).…”