Abstract. E-learning leads to evolutions in the way of designing a course. Diffused through the web, the course content cannot be the pure transcription of a face to face course content. A course unit can be seen as an organization in which different actors are involved. These actors produce documents, information and knowledge that they often share. Within the MEMORAe 1 project [1] we design an ontology-based document-driven memory which we think as being particularly adapted to an e-learning situation. We precise the choice of the Topic Maps formalism that we use for knowledge representation.
A Learning Organizational MemoryA course unit is based on knowledge and competencies it should provide, on actors (learners, instructors, trainers, course designers, administrators, etc.) and on resources of different types (definitions, exercises with or without solution, case studies, etc.), and different forms (reports, books, web sites, etc.). In this sense, a course is an organization. A common approach to tackle the knowledge management problem in an organization consists in designing an organizational memory [2]. In order to share information in an organization, actors have to use a common terminology, especially when they are geographically distant. A given word or expression must have the same meaning for everyone. It is one of the reasons why organizational memories are often based on ontologies. The learning organizational memory we propose aims at facilitating knowledge organization and management for a given course or training, and at clarifying competencies it allows to acquire.
The Choice of the Topic Maps FormalismWe have to consider two levels for modeling the memory and building ontologies: the first one is generic; the other one is specific and is relative to a particular training program. These two levels are both used for document and resource indexing and for 1 The MEMORAE project is supported by STEF, a research pole of the Picardie region.