Conceptualizing the e-Learning Assessment Domain using an Ontology Network

Abstract

During the last year, approaches that use ontologies, the backbone of the Semantic Web technologies, for different purposes in the assessment domain of e-Learning have emerged. One of these purposes is the use of ontologies as a mean of providing a structure to guide the automated design of assessments. The most of the approaches that deal with this problem have proposed individual ontologies that model only a part of the assessment domain. The main contribution of this paper is an ontology network, called AONet, that conceptualizes the e-assessment domain with the aim of supporting the semi-automatic generation of it. The main advantage of this network is that it is enriched with rules for considering not only technical aspects of an assessment but also pedagogic.

Learning path based-portfolio for personalized learning

“…These systems use different technologies and are integrated with learning management system (LMS) with lot of functionalities. This work is the continuation of previous works that have been carried out in the area, where a network of ontologies called AONet was defined for the semiautomatic generation of assessment in e-learning context [6,7,8,9]. The e-portfolio ontology that conceptualizes portfolios shown in figure 1 is part of the network.…”

“…In previous work, author have proposed an assessment model in e-learning environment [2][3][4][5][6], then they added the concept of portfolio as the container of assessment and student tracking [8,9]. This work is an improvement of previous one tackling the problem of environment adaptation according with the knowledge level that student has reached proposing a learning path.…”

Process-driven Approaches to Knowledge Transformation

“…Similar recent approaches are e.g. [22] and [23]. Ontologies, methodologies, and other tools supporting technology enhanced learning applications were elaborated also within Kaleidoscope, a Network of Excellence project 1 .…”

L.I.M.E. A recommendation model for informal and formal learning, engaged

“…i-LIME enhances the user's experience (e.g. teachers and tutors) using a five-pillared architecture [13]: (1) an authoring tool of Learning Objects and Units of Knowledge ; (2) a content management system that incorporates a modular and scalable system to capture, catalogue, search and retrieve multimedia content; (3) an adaptation management system which retrieves information and inputs from the users and the system and provides specific, personalized recommendations for the learning itinerary, based on the LIME model; (4) an evaluation module, which in turn is used as an additional input to the LIME model and the recommender layer [14]; and (5) a social thematic network (restricted to registered users in the same field) for collaborative learning between users, which provides input date on behaviour and interaction to the LIME model and the recommender layer. To this extent, we have installed an instance of i-LIME, fully operational with regards to user inputs, data collection and analysis, and adaptation management system (3, following the afore notation), along with generic functions for end-users.…”