Integrated Semantic-Based Composition of Skills and Learning Needs in Knowledge-Intensive Organisations

2007 ◽  
pp. 266-298
Author(s):  
Simona Colucci ◽  
Tommaso Di Noia ◽  
Eugenio Di Sciascio ◽  
Francesco Maria Donini ◽  
Azzurra Ragone
Keyword(s):  
Semantic Web ◽  
Competitive Advantage ◽  
Management System ◽  
Description Logics ◽  
Learning Needs ◽  
Learning Modules ◽  
Current Availability ◽  
E Learning ◽  
Knowledge Intensive ◽  
Skill Management

Holding and creating competences is one of the most strategic activities in organizations, especially in knowledge intensive ones. An organization dealing with a task to perform will firstly check for the required skills among the available personnel. If such a search process leads to discover lacking competencies, organizations may hire external personnel or encourage internal personnel to learn new competencies on the unavailable skills. The current availability of several, well-organized, e-learning modules, makes such possibility appealing and enonomically advantageous. A skill management system performing both the processes of searching among available skills and facilitating the creation of missing ones can hence be a noteworthy source of competitive advantage for a knowledge-intensive organization. We present here an approach and a system for such purpose, which exploits recent advances in semantic-based inference services and technologies.The proposed approach employs Description Logics formalism and reasoning services and is fully in the Semantic Web initiative mainstream.

Integrating Culture with E-Learning Management System Design

2011 ◽  
pp. 27-43
Author(s):  
Ray Archee ◽  
Myra Gurney
Keyword(s):  
System Design ◽  
Management System ◽  
Disabled Persons ◽  
Cultural Factors ◽  
Learning Needs ◽  
Online Information ◽  
Student Body ◽  
Tertiary Institutions ◽  
E Learning ◽  
Bare Bones

Although it is a legal requirement of all organizations to permit sensorially, cognitively, and physically disabled persons equitable access to public website information, cultural factors are seldom considered as important in the design of online information content. But many tertiary institutions have a highly diverse, multicultural student body whose learning needs require special attention. Usually, instructors transform existing lectures and exercises, then adds links, and discussions to create Web-supported units, but without any real understanding of possible cultural artifacts or inherent limitations of their online interfaces. This study reports on the results of an action research study whereby students were asked to comment on their preferences for three uniquely different purpose-built WebCT pages which comprised near-identical content. The students showed a definite preference for a sparse, menu-driven webpages as opposed to a colorful, congested, all-in-one interface, or the bare-bones WebCT interface.

SERREA

2010 ◽  
Vol 2 (2) ◽  
pp. 33-47 ◽  
Author(s):  
Ángel García-Crespo ◽  
Ricardo Colomo-Palacios ◽  
Juan Miguel Gómez-Berbís ◽  
Fernando Paniagua Martín
Keyword(s):  
Real Estate ◽  
Web Services ◽  
Semantic Web ◽  
Competitive Advantage ◽  
Management System ◽  
Market Competition ◽  
Semantic Technologies ◽  
Market Data ◽  
Precise Information ◽  
Business Operations

In the scenario of market competition in the Retail Real Estate Agencies (RREA) business, having exact information regarding properties in supply and their associated demand is a differentiating factor for organizations. The Semantic Web represents an opportunity to create extensible services that hold precise information concerning these types of markets. The objective of the current initiative is to use this market data as a competitive advantage for organizations. In this article, the authors propose SERREA, a management system for RREA based on semantics and constructed using Web Services, which has been implemented successfully in one of the leading agencies in Spain. The goal of this paper is to show how RREA benefits from using Semantic Technologies in the context of their business operations.

E-Learning and Semantic Technologies

2011 ◽  
pp. 810-816
Author(s):  
Konstantinos Markellos ◽  
Penelope Markellou
Keyword(s):  
Semantic Web ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Modern Society ◽  
Communication Technologies ◽  
Semantic Web Technologies ◽  
Web Based ◽  
Information And Communication ◽  
E Learning ◽  
Knowledge Intensive

Traditional teaching and learning methods have had to adapt to keep up with Information and Communication Technologies (ICTs) in modern society. E-learning stands for all forms of Web-based learning and uses computer and computer networks to create, store, deliver, manage and support online learning courses to anyone, anytime and anywhere. It provides a configurable infrastructure that can integrate learning materials, tools, and services into a single solution to create and deliver training or educational materials quickly, effectively, and economically. Recently, emerging Semantic Web technologies have changed the focus of e-learning systems from task-based approaches to knowledge-intensive ones. The Semantic Web is a W3C initiative and according to Berners-Lee et al. (2001) comprises “an extension of the current Web in which information is given welldefined meaning, better enabling computers and people to work in cooperation”. The capability of the Semantic Web to add meaning to information, stored in such way that it can be searched and processed, as well as recent advances in Semantic Web-based technologies provide the mechanisms for semantic knowledge representation, exchange and collaboration of e-learning applications (Anderson & Whitelock, 2004).

Integrating Culture with E-Learning Management System Design

2012 ◽  
pp. 1389-1405
Author(s):  
Ray Archee ◽  
Myra Gurney
Keyword(s):  
System Design ◽  
Management System ◽  
Disabled Persons ◽  
Cultural Factors ◽  
Learning Needs ◽  
Online Information ◽  
Student Body ◽  
Tertiary Institutions ◽  
E Learning ◽  
Bare Bones

Although it is a legal requirement of all organizations to permit sensorially, cognitively, and physically disabled persons equitable access to public website information, cultural factors are seldom considered as important in the design of online information content. But many tertiary institutions have a highly diverse, multicultural student body whose learning needs require special attention. Usually, instructors transform existing lectures and exercises, then adds links, and discussions to create Web-supported units, but without any real understanding of possible cultural artifacts or inherent limitations of their online interfaces. This study reports on the results of an action research study whereby students were asked to comment on their preferences for three uniquely different purpose-built WebCT pages which comprised near-identical content. The students showed a definite preference for a sparse, menu-driven webpages as opposed to a colorful, congested, all-in-one interface, or the bare-bones WebCT interface.

Integrating Culture with E-Learning Management System Design

2012 ◽  
pp. 155-172
Author(s):  
Ray Archee ◽  
Myra Gurney
Keyword(s):  
System Design ◽  
Management System ◽  
Disabled Persons ◽  
Cultural Factors ◽  
Learning Needs ◽  
Online Information ◽  
Student Body ◽  
Tertiary Institutions ◽  
E Learning ◽  
Bare Bones

Although it is a legal requirement of all organizations to permit sensorially, cognitively, and physically disabled persons equitable access to public website information, cultural factors are seldom considered as important in the design of online information content. But many tertiary institutions have a highly diverse, multicultural student body whose learning needs require special attention. Usually, instructors transform existing lectures and exercises, then adds links, and discussions to create Web-supported units, but without any real understanding of possible cultural artifacts or inherent limitations of their online interfaces. This study reports on the results of an action research study whereby students were asked to comment on their preferences for three uniquely different purpose-built WebCT pages which comprised near-identical content. The students showed a definite preference for a sparse, menu-driven webpages as opposed to a colorful, congested, all-in-one interface, or the bare-bones WebCT interface.

SERREA

2012 ◽  
pp. 120-134
Author(s):  
Ángel García-Crespo ◽  
Ricardo Colomo-Palacios ◽  
Juan Miguel Gómez-Berbís ◽  
Fernando Paniagua Martín
Keyword(s):  
Real Estate ◽  
Web Services ◽  
Semantic Web ◽  
Competitive Advantage ◽  
Management System ◽  
Market Competition ◽  
Semantic Technologies ◽  
Market Data ◽  
Precise Information ◽  
Business Operations

In the scenario of market competition in the Retail Real Estate Agencies (RREA) business, having exact information regarding properties in supply and their associated demand is a differentiating factor for organizations. The Semantic Web represents an opportunity to create extensible services that hold precise information concerning these types of markets. The objective of the current initiative is to use this market data as a competitive advantage for organizations. In this article, the authors propose SERREA, a management system for RREA based on semantics and constructed using Web Services, which has been implemented successfully in one of the leading agencies in Spain. The goal of this paper is to show how RREA benefits from using Semantic Technologies in the context of their business operations.

End User Perspective of E-Learning Using LMS-Like Systems

2018 ◽  
pp. 1936-1970
Author(s):  
Robert Costello
Keyword(s):  
Adaptive Learning ◽  
Management System ◽  
Strong Influence ◽  
Learning Needs ◽  
Future Trends ◽  
End User ◽  
User Perspective ◽  
Personalised Learning ◽  
E Learning ◽  
On Line

In literature, e-learning plays an important part in improving the needs of learners and educators, as well as other stakeholders and institutions. However, this research indicates that e-learning is often used as a repository for uploading academic materials, without taking into consideration characteristics of the learner. This investigation examines a variety of techniques adopted from e-learning, adaptive learning and User Modelling to suggest improvements within industry. Throughout the paper, there will be a strong influence on how future PLEs should be designed and tailored to challenge the end users' perception of on-line education to meet the future needs of the learner, the educator and the institution. Focusing on future trends would allow developers to encapsulate learners motivational and learning needs. These aspects would enable designers to improve usability, functionality and reliability. PLEs are not just a collection of applications tailored towards personalisation, they are significantly more important than that. These systems are designed to be a functioned application/platform/management-system that promotes and encourages Personalised Learning. The research found within the case studies have shown that concepts of PLEs have contributed towards the learners' experience.

scholarly journals Promoting Social Cohesion: The Development of E-Learning Management System Materials through Life Based Learning for Sociology of Religion Course

2020 ◽  
Vol 15 (07) ◽  
pp. 162
Author(s):  
Ahmad Arif Widianto ◽  
Joan Hesti Gita Purwasih ◽  
Luhung Achmad Perguna
Keyword(s):  
Management System ◽  
Learning Management System ◽  
Sociology Of Religion ◽  
Asynchronous Learning ◽  
Design Development ◽  
Learning Modules ◽  
Information And Communication ◽  
E Learning ◽  
The Media ◽  
Learning Management

The development of information and communication technology (ICT) encourages learning transformation to maximize it. Some transformations are through the development of E-Learning Management System (E-LMS). This paper explained the development of E-LMS material which is integrated with Life Based Learning in sociology of religion course. It integrated with life-based learning model through the ADDIE method which consists of Analysis, Design, Development, Implementation and Evaluation. The material was developed by a student group in the form of videos and thematic learning modules based local wisdom. The results of validation and evaluation showed the development can improve the effectiveness and interaction of learning through asynchronous learning in E-LMS. The developed material can improve students understanding of the religious practices and local wisdom of the community. Through life-based learning, students can construct knowledge and make it happen in the learning media produced. In the other hands, the media product that has been produced and validated can be one of the products can be applied in the process of sociology of religion

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