scholarly journals A New Metadata Scheme for Multimedia and Intelligent Learning Objects

2019 ◽  
Vol 9 (2) ◽  
pp. 3340-3345
Keyword(s):  
Learning Environments ◽  
Semantic Representation ◽  
Learning Objects ◽  
Semantic Description ◽  
Multimedia Documents ◽  
Multimedia Metadata ◽  
Metadata Analysis ◽  
Application Profile ◽  
The One ◽  
Intelligent Learning Environments

The purpose of this contribution is to improve the interoperability of educational and multimedia metadata in the context of a new application profile based on the LOM standard, without affecting their educational purpose. our metadata analysis led to the creation of new elements and new categories by strengthening the semantic representation of pedagogical objects and the different structures of multimedia documents, namely: spatial, temporal and hypermedia structures, this proposal also includes the characteristics of description visual. This contribution was essential given the absence of a metadata schema capturing multimedia and educational characteristics at the same time. the choice to gather descriptive elements based on the LOM standard, has proven to be wise since this standard is the most recognized and known in the field of eLearning. Throughout this article, we cite the advantages of pedagogical use of Multimedia, more specifically in eLearning. We then present intelligent learning environments on the one hand and educational objects on the other. Finally, we fix the new elements of our application profile, the latter is crowned with a semantic description in the form of an ontology.

A New Semantic Description for Multimedia and Learning Objects

2020 ◽  
pp. 195-205
Author(s):  
Jihad Chaker ◽  
Mohamed Khaldi
Keyword(s):  
Learning Environments ◽  
Learning Objects ◽  
The Other ◽  
Multimedia Content ◽  
Semantic Description ◽  
Other Hand ◽  
E Learning ◽  
Application Profile ◽  
The One ◽  
Intelligent Learning Environments

This chapter explains a new description of multimedia and intelligent learning objects. The authors mention the benefits of integrating multimedia content into e-learning. Then they develop the intelligent learning environments on the one hand and the pedagogical objects on the other hand. Then, they fix the new elements of their application profile; the latter is crowned with a semantic description in the form of an ontology. Finally, they detail the generation components of multimedia and intelligent learning objects.

scholarly journals Recent Contributions to a Generic Architecture Design that Supports Learning Objects Interoperability

2011 ◽  
pp. 64-85 ◽  
Author(s):  
Sotirios Botsios ◽  
Dimitrios A. Georgiou
Keyword(s):  
Learning Environments ◽  
World Wide ◽  
Research Work ◽  
Learning Objects ◽  
Research Field ◽  
Point Of View ◽  
Generic Architecture ◽  
E Learning ◽  
Active Research ◽  
The One

Adaptation and personalization services in e-learning environments are considered the turning point of recent research efforts, as the “one-size-fits-all” approach has some important drawbacks, from the educational point of view. Adaptive Educational Hypermedia Systems in World Wide Web became a very active research field and the need of standardization arose, as the continually augmenting research efforts lacked interoperability capabilities. This article concentrates and classifies recent research work and notices important points that can lead to an open, modular and generic architecture of a Learning Management System based on widely accepted standards.

Building Intelligent Learning Environments Using Intelligent Learning Objects

2008 ◽  
pp. 19-42 ◽  
Author(s):  
Ricardo Azambuja Silveira ◽  
Júlia Marques Carvalho da Silva
Keyword(s):  
Learning Environments ◽  
Systems Approach ◽  
Real Life ◽  
Learning Objects ◽  
Learning Material ◽  
Agent Architectures ◽  
Agent Based ◽  
Design Learning ◽  
Object Learning ◽  
Intelligent Learning Environments

The reusability of learning material is a very important feature to design learning environments for real-life learning. The reusability of learning material is based on three main features: modularity, discoverability, and interoperability. The object learning approach aims to provide these features. At the same time, several researchers on intelligent learning environments have proposed the use of artificial intelligence through architectures based on agent societies. Teaching systems based on multiagent architectures make it possible to support the development of more interactive and adaptable systems. We proposed an approach where learning objects are built based on agent architectures: the intelligent learning object (ILO). This chapter addresses the improvement of interoperability among learning objects in agent-based learning environments by integrating learning objects technology and the multiagent systems approach. It presents the ILO agent’s basic architecture and a case study.

scholarly journals Recent Contributions to a Generic Architecture Design that Supports Learning Objects Interoperability

2009 ◽  
Vol 7 (4) ◽  
pp. 17-37
Author(s):  
Sotirios Botsios ◽  
Dimitrios A. Georgiou
Keyword(s):  
Learning Environments ◽  
Turning Point ◽  
Research Work ◽  
Learning Objects ◽  
Research Field ◽  
Point Of View ◽  
Generic Architecture ◽  
E Learning ◽  
Active Research ◽  
The One

Adaptation and personalization services in e-learning environments are considered the turning point of recent research efforts, as the “one-size-fits-all” approach has some important drawbacks, from the educational point of view. Adaptive Educational Hypermedia Systems in World Wide Web became a very active research field and the need of standardization arose, as the continually augmenting research efforts lacked interoperability capabilities. This article concentrates and classifies recent research work and notices important points that can lead to an open, modular and generic architecture of a Learning Management System based on widely accepted standards.

Standardization in User Modeling and Learning Objects Retrieval

2010 ◽  
pp. 22-40
Author(s):  
Sotirios Botsios ◽  
Dimitrios Georgiou
Keyword(s):  
Learning Environments ◽  
Research Work ◽  
Learning Objects ◽  
Research Field ◽  
Point Of View ◽  
Generic Architecture ◽  
E Learning ◽  
Active Research ◽  
The One ◽  
User Assessment

Adaptation and personalization of the information and instruction offered to the users -individuals or groups- in on-line e-learning environments are considered to be the turning point of recent research efforts. The “one-size-fits-all” approach has some important drawbacks, from the educational point of view. Adaptive educational hypermedia systems (AEHSs) in World Wide Web became a very active research field and the need of standardization of user assessment, instruction material and e-learning environments arose, as the continually augmenting research efforts lacked the interoperability dimension. The main objective of this chapter is to provide a classification of some basic assessment aspects (adaptivity parameters) of an AEHS user, extracted from research work that refers to commonly accepted e-learning standards, such as SCORM. Also, the authors provide a starting point for the development of a generic architecture for the retrieval of standardized learning objects (LOs) from disperse learning objects repositories (LORs) to an e-learning environment, which can support collaboration activities. The retrieved LOs will comply with user assessment stored in the user model.

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