A Knowledge-Based Framework for E-Learning in Heterogeneous Pervasive Environments

2010 ◽  
pp. 20-41 ◽  
Author(s):  
Michele Ruta ◽  
Floriano Scioscia ◽  
Simona Colucci ◽  
Eugenio Di Sciascio ◽  
Tommaso Di Noia ◽  
...  
Keyword(s):  
Knowledge Representation ◽  
Learning Objects ◽  
General Purpose ◽  
Learning Approach ◽  
Learning Resources ◽  
Handheld Device ◽  
Knowledge Based ◽  
User Request ◽  
E Learning ◽  
Everyday Problems

We propose a ubiquitous learning approach useful not only to acquire knowledge in the traditional educational meaning, but also to solve cross-environment everyday problems. By formalizing user request and profile through logic-based knowledge representation languages, a lightweight but semantically meaningful matchmaking process is executed in order to retrieve the most suitable learning resources. Standard formats for distribution of learning objects is extended in a backward-compatible way to support semantic annotations in our framework. Framework and algorithms are absolutely general purpose, nevertheless an application has been developed where the semantic-based Bluetooth/RFID discovery protocols devised in previous work, support users –equipped with an handheld device– to discover learning objects satisfying their needs in a given environment.

Interoperability Approach in E-Learning Standardization Processes

2012 ◽  
pp. 542-560 ◽  
Author(s):  
Carmen Bao ◽  
José María Castresana
Keyword(s):  
Learning Environments ◽  
Relational Databases ◽  
Learning Objects ◽  
Learning Technologies ◽  
Learning Systems ◽  
Learning Resources ◽  
Virtual University ◽  
Schema Mappings ◽  
Learning Standards ◽  
E Learning

Providing interoperability by using standards and specifications for E-learning resources is an important element of the virtual learning environments (VLEs). In this context, a large number of international organizations develop specifications that provide principles for reaching a common “language” to be used in exchanging resources among the virtual university. In this paper we turn your attention to an approach and reference for providing interoperability in different standards. The establishment of E-learning standards has promised to improve interoperability between E-learning systems, but can only be done through enforcement of these standards. Many existing E-learning systems are built on top of relational databases, and it is possible a framework which matches XML Schemas (from learning standards) and relational schemas semi-automatically. This type of framework can provide translation between learning objects and relational databases as well as an interface to manually refine existing schema mappings. The focus is E-learning standardization and synchronization in the international and national levels. The work presents a brief updated review and it presents some new challenges, concerning the E-learning standardization processes. This research is in the area of E-learning standardization and issue is one aspect of great interest for all organizations, authorities and experts working in the field of education. Moreover, the most recognized approaches are introduced in order to improve and optimize the management of the E-learning processes. While the establishment of E-learning standards has promised to improve interoperability between E-learning systems, and obviously, this can only be done through enforcement of E-learning standards and E-learning standardization processes. The aim of this work is to discover the useful E-learning technologies as technological tools for teaching. Therefore, teachers must keep in mind clearly that they must optimize teaching by means of them, such as an improvement of quality education for current society in terms of competences, as connections with the current reality that students spent long hours using them. It starts with a brief background to worldwide standardization activities in the field of educational technologies as means of enhancing the accessibility, interoperability, durability, reusability and efficiency of E-learning resources, but more important new demands and problems to be tackled are reviewed. Finally, experimental dates from studies have shown that it is useful a framework that also provides translation between learning objects and relational databases, as well as an interface to manually refine existing schema mappings.

scholarly journals INTEGRATING SEMANTIC SEARCH IN E-LEARNING TECHNOLOGIES: THE ELSE SYSTEM

2020 ◽  
Vol 78 (4) ◽  
pp. 237-248
Author(s):  
Анна Форміка ◽  
Алессія Барбагалло
Keyword(s):  
Semantic Web ◽  
Health Professionals ◽  
Learning Objects ◽  
Learning Preferences ◽  
Learning Technologies ◽  
Semantic Search ◽  
Medical Education Program ◽  
User Request ◽  
E Learning ◽  
Definition Of

The integration of semantic web methodologies and e-learning technologies is a challenge that has attracted a lot of attention for a decade. Given this, the purpose of this paper is the definition of a new e-learning semantic web methodology for the development of courses for health professionals in both distance and residential learning modes. ELSE is an ontology-based system which allows the construction of customized e-learning courses according to the needs and learning preferences of the user. It integrates semantic search methodologies and e-learning technologies. The underlying methodology relies on a reference domain ontology and teaching multimedial interactive modules, referred to as Reusable Learning Objects (RLOs), which are annotated according to the concepts of the ontology. The user can specify his/her training needs by selecting a set of concepts from the ontology, and the SemSim semantic search engine allows the identification of the set of RLOs that satisfy the user request at best, in efficient way. SemSim is a semantic similarity method which has been extensively experimented with and shows a higher correlation with human judgment with respect to the most relevant similarity methods defined in the literature. The set of RLOs is successively reorganized according to the learning preferences of the user. ELSE has been developed within a project of the CME (Continuing Medical Education) program - ECM for Italian participants - whose goal is the introduction of new methodologies and tools to keep updated health professionals and, in particular, medical specialists, in order to ensure effectiveness, safety, and efficiency of the national health service. ELSE has been tested and validated in the domain of osteoporosis, and the overall judgment about the system is very positive, both in terms of usability and effectiveness of customization. The system has been developed in cooperation with the ECM provider SPES S.c.p.A., accredited by the Italian Ministry of Health.

scholarly journals Design and Implementation of Adaptive Recommendation System

2018 ◽  
pp. 101-117
Author(s):  
MagedEla zony ◽  
Ahmed Khalifa ◽  
Sayed Nouh ◽  
Mohamed Hussein
Keyword(s):  
Semantic Web ◽  
Semantic Similarity ◽  
Recommendation System ◽  
Learning Objects ◽  
Just In Time ◽  
Web Based ◽  
Design And Implementation ◽  
Knowledge Based ◽  
E Learning ◽  
Learner Profile

E-learning offers advantages for E-learners by making access to learning objects at any time or place, very fast, just-in-time and relevance. However, with the rapid increase of learning objects and it is syntactically structured it will be time-consuming to find contents they really need to study.In this paper, we design and implementation of knowledge-based industrial reusable, interactive web-based training and use semantic web based e-learning to deliver learning contents to the learner in flexible, interactive, and adaptive way. The semantic and recommendation and personalized search of Learning objects is based on the comparison of the learner profile and learning objects to determine a more suitable relationship between learning objects and learner profiles. Therefore, it will advise the e-learner with most suitable learning objects using the semantic similarity.

On the Convergence of Formal Ontologies and Standardized E-Learning

2011 ◽  
pp. 3401-3415
Author(s):  
Miguel-Ángel Sicilia ◽  
Elena García Barriocanal
Keyword(s):  
Learning Objects ◽  
Learning Object ◽  
Learning Resources ◽  
Knowledge Representations ◽  
Learning Object Metadata ◽  
Organizational Issues ◽  
Formal Ontologies ◽  
E Learning ◽  
Ontology Languages ◽  
Effective Integration

Current efforts to standardize e-learning resources are centered on the notion of a learning object as a piece of content that can be reused in diverse educational contexts. Several specifications for the description of learning objects — converging in the LOM standard — have appeared in recent years, providing a common foundation for interoperability and shared semantics. At the same time, the Semantic Web vision has resulted in a number of technologies grounded in the availability of shared, consensual knowledge representations called ontologies. As proposed by several authors, ontologies can be used to provide a richer, logics-based framework for the expression of learning object metadata, resulting in the convergence of both streams of research towards a common objective. In this article, we address the practicalities of the representation of LOM metadata instances into formal ontologies, discussing the main technical and organizational issues that must be addressed for an effective integration of both technologies, and sketching some illustrative examples using modern ontology languages and a large knowledge base.

scholarly journals Mokymosi objektų metaduomenų informacinė sistema Vilniaus universiteto elektroninio mokymosi ištekliams valdyti ir vertinti

2011 ◽  
Vol 55 ◽  
pp. 93-102
Author(s):  
Povilas Abarius
Keyword(s):  
Information System ◽  
System Development ◽  
Learning Objects ◽  
Virtual Learning Environment ◽  
Learning Resources ◽  
Self Assessment ◽  
Storage And Retrieval ◽  
E Learning ◽  
Vilnius University ◽  
Assessment Questions

Straipsnyje analizuojamos Vilniaus universiteto elektroninio mokymosi išteklių aprašymo pagal mokymosi objektų metaduomenų (LOM) standartą metakalbos kūrimo problemos. Mokymosi ištekliams vertinti iš LOM schemos buvo atrinktos interaktyvumo lygio ir tipo, testavimo ir savitikros, daugialypės terpės, mokymosi objektų naudojimo charakteristikos. Informacijos sistemai kurti buvo panaudota informacijos saugojimo ir paieškos sistema „CDS/ISIS for Windows“ (UNESCO). Sistema buvo naudojama priimant sprendimus dėl informacijos išteklių migravimo iš virtualios mokymosi terpės „Blackboard Vista WebCT“ į virtualią mokymosi terpę „Moodle“. Be to, ji leidžia įvertinti Vilniaus universiteto e. mokymosi išteklius.Pagrindiniai žodžiai: informacijos sistemos, mokymosi objektų metaduomenys, metakalba, elektroninio mokymosi ištekliai.Learning Object Metadata Information System for Management and Evaluation of Vilnius University E-Learning ResourcesPovilas Abarius SummaryThe problems of developing the metalanguage for the description of Vilnius University e-learning resources according to the learning object metadata (LOM) standard are analyzed. The main data used in the study were the level and type of interactivity, testig and self-assessment questions, the use of multimedia and of learning objects. For information system development, storage and retrieval, the CDS / ISIS software for Windows (UNESCO) was used. This information system was a tool for decision-making in the migration of information resources from the Blacboard Vista WebCT to the Moodle virtual learning environment. Also, it is useful for evaluating the e-learning resources.

scholarly journals Quantifying the reuse of learning objects

2008 ◽  
Vol 24 (2) ◽  
Author(s):  
Kristine Elliott ◽  
Kevin Sweeney
Keyword(s):  
De Novo ◽  
Learning Objects ◽  
Learning Resources ◽  
Learning Design ◽  
Design Development ◽  
Project Outcomes ◽  
Threefold Increase ◽  
Development Times ◽  
E Learning

<span>This paper reports the findings of one case study from a larger project, which aims to quantify the claimed efficiencies of reusing learning objects to develop e-learning resources. The case study describes how an online inquiry project </span><em>Diabetes: A waste of energy</em><span> was developed by searching for, evaluating, modifying and then integrating as many pre-existing learning objects as possible into a learning design. Development times for the reuse approach were recorded and compared to estimates for the de novo development of an equivalent project. Outcomes suggest that considerable savings can be made using the reuse approach; we estimate a threefold increase in time to develop the Diabetes project using new objects in comparison to reuse. In this case study, gaining permission from owners to reuse objects was not a barrier to reuse. However, in some circumstances, being unable to source pre-existing objects to meet specific requirements, or having to modify objects for reuse, could be problematic.</span>

Building and Use of a LOM Ontology

2010 ◽  
pp. 162-178
Author(s):  
Ghebghoub Ouafia ◽  
Abel Marie-Hélène ◽  
Moulin Claude ◽  
Leblanc Adeline
Keyword(s):  
Semantic Web ◽  
Learning Objects ◽  
Shared Understanding ◽  
Learning Resources ◽  
Access Management ◽  
Semantic Web Technologies ◽  
Web Technologies ◽  
E Learning ◽  
The Web ◽  
Available Resources

The increasing number of available resources that may be used during e-learning can raise problems of access, management and sharing. An e-learning application therefore shares the same problem of relevance to the Web concerning the access to learning resources. Semantic web technologies provide promising solutions to such problems. One main feature of this new web generation is the shared understanding based on ontologies. This chapter presents an approach to index learning resources semantically using a LOM ontology. This ontology was developed to clarify the concepts, and to describe the existing relations between elements of the LOM standard. The author present also our tool based on this ontology which allows to describe learning objects and helps retrieving them.

Rethinking E-Learning

2011 ◽  
pp. 184-202 ◽  
Author(s):  
Jørgen Bang ◽  
Christian Dalsgaard
Keyword(s):  
Theoretical Framework ◽  
Learning Objects ◽  
Focus Of Attention ◽  
Cultural Relevance ◽  
Learning Objectives ◽  
Learning Activities ◽  
Learning Resources ◽  
Collaborative Process ◽  
E Learning ◽  
Pedagogical Discussion

“Technology alone does not deliver educational success. It only becomes valuable in education if learners and teachers can do something useful with it” (OECD, 2001, p. 24). This quotation could be used as a bon mot for this chapter. Our main goal is to rethink e-learning by shifting the focus of attention from learning resources (learning objects) to learning activities, which also implies a refocusing of the pedagogical discussion of the learning process. Firstly, we try to identify why e-learning has not been able to deliver the educational results as expected 5 years ago. Secondly, we discuss the relation between learning objectives, learning resources, and learning activities, in an attempt to develop a consistent, theoretical framework for learning as an active, collaborative process that bears social and cultural relevance to the student. Finally, we specify our concept of learning activities, and argue for the educational advantages of creating large learning resources that may be used for multiple learning activities.

Interoperability Approach in E-Learning Standardization Processes

2010 ◽  
pp. 399-418
Author(s):  
Carmen Bao ◽  
José María Castresana
Keyword(s):  
Learning Environments ◽  
Relational Databases ◽  
Learning Objects ◽  
Learning Technologies ◽  
Learning Systems ◽  
Learning Resources ◽  
Virtual University ◽  
Schema Mappings ◽  
Learning Standards ◽  
E Learning

Providing interoperability by using standards and specifications for E-learning resources is an important element of the virtual learning environments (VLEs). In this context, a large number of international organizations develop specifications that provide principles for reaching a common “language” to be used in exchanging resources among the virtual university. In this paper we turn your attention to an approach and reference for providing interoperability in different standards. The establishment of E-learning standards has promised to improve interoperability between E-learning systems, but can only be done through enforcement of these standards. Many existing E-learning systems are built on top of relational databases, and it is possible a framework which matches XML Schemas (from learning standards) and relational schemas semi-automatically. This type of framework can provide translation between learning objects and relational databases as well as an interface to manually refine existing schema mappings. The focus is E-learning standardization and synchronization in the international and national levels. The work presents a brief updated review and it presents some new challenges, concerning the E-learning standardization processes. This research is in the area of E-learning standardization and issue is one aspect of great interest for all organizations, authorities and experts working in the field of education. Moreover, the most recognized approaches are introduced in order to improve and optimize the management of the E-learning processes. While the establishment of E-learning standards has promised to improve interoperability between E-learning systems, and obviously, this can only be done through enforcement of E-learning standards and E-learning standardization processes. The aim of this work is to discover the useful E-learning technologies as technological tools for teaching. Therefore, teachers must keep in mind clearly that they must optimize teaching by means of them, such as an improvement of quality education for current society in terms of competences, as connections with the current reality that students spent long hours using them. It starts with a brief background to worldwide standardization activities in the field of educational technologies as means of enhancing the accessibility, interoperability, durability, reusability and efficiency of E-learning resources, but more important new demands and problems to be tackled are reviewed. Finally, experimental dates from studies have shown that it is useful a framework that also provides translation between learning objects and relational databases, as well as an interface to manually refine existing schema mappings.

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