An intelligent semantic e‐learning framework using context‐aware Semantic Web technologies

Abstract

Weihong Huang is a senior lecturer with Kingston University London, UK. Weihong's recent research focuses on semantic context-aware computing and its application in multimedia and knowledge management towards the Semantic Web. David Webster and Dawn Wood are PhD students at the University of Hull. Tanko Ishaya is a lecturer with the Centre for Internet Computing, the University of Hull, UK. His research focuses on the use of ontologies and agents for personalised e-learning services. AbstractRecent developments of e-learning specifications such as Learning Object Metadata (LOM), Sharable Content Object Reference Model (SCORM), Learning Design and other pedagogy research in semantic e-learning have shown a trend of applying innovative computational techniques, especially Semantic Web technologies, to promote existing content-focused learning services to semantic-aware and personalised learning services. To facilitate this transforming process, this paper presents a novel context-aware semantic elearning approach to integrate content provision, learning process and learner personality in an integrated semantic e-learning framework. As the basis of the computational framework, a scalable and extensible generic context model is proposed to structure the semantics of contextual relations and concepts in various contexts, such as learning content description, learning model, knowledge object representation and learner personality. Corresponding technical and pedagogical developments of this framework also consider compatibility issues with existing technologies (eg, XML/Resource Description Framework) and specifications (eg, IEEE LOM) in order to achieve the best interoperability.

ending SCORM LOM

“…The Sicilia research supported the Huang et al (2006) assertion by stating that there is consensus in the eLearning community that SCORM is inadequate for the documentation pedagogy. Sicilia proposed the development of a richer framework (e.g.…”

“…The Learning Object Educational Narrative Approach (LOENA) architecture was developed to use narrativedriven hypertext patterns to structure the sequencing of LOs beyond the simple sequencing that is offered by SCORM. Huang, Webster, Wood, and Ishaya (2006) developed a context-aware eLearning approach by supplementing SCORM with pedagogy friendly data elements from the IMS Learning Design (LD) LOM standard. Huang, et al noted that SCORM LOM does not adequately support the documentation of pedagogy.…”

An e-Curriculum Based Systematic Resource Integration Approach to Web-Based Education

“…Now as we enter the era of information and knowledge where the Internet and Web provides us a flexible, pervasive, and information-massive platform, it gains a new momentum, that is, learning materials, learning plan, and learning process, as well as the assessment can self be organized by learners in the e-learning environment [12]. In this report, we have tried to address, among others, two problems -describing learning materials (called learning objects here) and matching learning goals, and by defining the concept learning object, present a semantic description model -metadata description, ontology description, and query structure in terms of LOsas a solution to the problems.…”

Semantically enhanced decision support for learning management systems

“…The most prominent of these systems are intelligent tutoring systems [20], [2 1], e-LMSs [12], [22], [23], [24], multi agent systems which capture users' behaviors [25], personalized RSs [26], [27], adaptive LMS [28], [29], and Ontology-based LMS [30], [3 1], [32].…”