Semantic Annotation of Ubiquitous Learning Environments

Abstract

Skills-based learning environments are used to promote the acquisition of practical skills as well as decision making, communication, and problem solving. It is important to provide feedback to the students from these sessions and observations of their actions may inform the assessment process and help researchers to better understand the learning process. Through a series of prototype demonstrators, we have investigated the use of semantic annotation in the recording and subsequent understanding of such simulation environments. Our Semantic Web approach is outlined and conclusions drawn as to the suitability of different annotation methods and their combination with ubiquitous computing techniques to provide novel mechanisms for both student feedback and increased understanding of the learning environment.

Context-aware recommender for mobile learners

“…These are commonly encoded using ontology languages such as the Web Ontology Language (OWL). In particular, ontology-based approaches have been widely used for context modeling and management [8][9][10][11][12]. A variety of ontologies have been adopted to model knowledge about subject domains, users, resources, and other contextual elements of the user surroundings [8,[29][30][31][32][33][34].…”

“…Although, much progress has been made in the field of mobile services [11][12][13][14][15], we believe that more research is needed in the area of mobile learning. This is mainly due to the fact that most existing systems have been designed with focus on technology only [16], while they should equally address knowledge representation and learning strategies' aspects for mobile learning.…”

The Collaborative Lecture Annotation System (CLAS): A New TOOL for Distributed Learning

“…1 part A). Each button press represents a point-based semantic annotation [24] and indicates, "for this user something important happened at this point in the lecture." A similar annotation feature is available in CoScribe [25], a print and digital document collaboration tool, and is referred to as semantic tagging or category tagging (see also collaborative tagging; [26]).…”

The challenges of developing and evaluating complex care scenarios using simulation in nursing education

“…It is possible to analyse events (DiGiacomo et al, 1997) and processes (Ram et al, 1999) and to conduct Objective Structured Video Examinations (Humphris and Kaney, 2000;Vivekananda-Schmidt et al, 2007). More recently, innovative work to track student movements (Weal et al, 2007(Weal et al, , 2009a and analyse performance/ behaviour sequences (McDonald et al, 2008a(McDonald et al, , 2008b has generated new forms of data requiring support from computer scientists and statisticians. These data have the potential to give rich portrayals of the way care is delivered, how participants interact with objects and each other within the clinical environment.…”