Orchestrating Ontologies for Courseware Design

2010 ◽  
pp. 155-172 ◽  
Author(s):  
Tatiana Gavrilova
Keyword(s):  
Concept Mapping ◽  
Cognitive Bias ◽  
Intelligent Systems ◽  
Systems Development ◽  
Ontology Development ◽  
General Guideline ◽  
C Programming ◽  
E Learning ◽  
Assessment Techniques ◽  
Knowledge Structuring

This chapter presents an approach aimed at creating teaching strategies for e-learning based on the principles of ontological engineering and cognitive psychology. The proposed framework is important for many reasons. It is targeted at the development of methodologies and related technologies that can scaffold the process of knowledge structuring and orchestrating teaching ontologies for courseware design. The orchestrating procedure is the kernel of ontology development. Ontologies that describe the main concepts of exemplary domains are used both for teaching and assessment techniques. The main stress is put on using visual techniques of mind-mapping and concept mapping as a powerful mind learning tool. Cognitive bias and some results of Gestalt psychology are highlighted as a general guideline. The ideas of balance, clarity, and beauty are applied to the ontology orchestrating procedures. The examples are taken mainly from the course in C-programming, and in the foundations of intelligent systems development.

Orchestrating Ontologies for Courseware Design

2012 ◽  
pp. 1288-1306
Author(s):  
Tatiana Gavrilova
Keyword(s):  
Concept Mapping ◽  
Cognitive Bias ◽  
Intelligent Systems ◽  
Systems Development ◽  
Ontology Development ◽  
General Guideline ◽  
C Programming ◽  
E Learning ◽  
Assessment Techniques ◽  
Knowledge Structuring

This chapter presents an approach aimed at creating teaching strategies for e-learning based on the principles of ontological engineering and cognitive psychology. The proposed framework is important for many reasons. It is targeted at the development of methodologies and related technologies that can scaffold the process of knowledge structuring and orchestrating teaching ontologies for courseware design. The orchestrating procedure is the kernel of ontology development. Ontologies that describe the main concepts of exemplary domains are used both for teaching and assessment techniques. The main stress is put on using visual techniques of mind-mapping and concept mapping as a powerful mind learning tool. Cognitive bias and some results of Gestalt psychology are highlighted as a general guideline. The ideas of balance, clarity, and beauty are applied to the ontology orchestrating procedures. The examples are taken mainly from the course in C-programming, and in the foundations of intelligent systems development.

Building Collaborative Ontologies

2015 ◽  
pp. 305-324
Author(s):  
Tatiana A. Gavrilova ◽  
Irina A. Leshcheva
Keyword(s):  
Cognitive Style ◽  
Cognitive Styles ◽  
Knowledge Structure ◽  
Ontology Development ◽  
New Paradigm ◽  
Ontology Design ◽  
Analytical Work ◽  
Knowledge Structuring ◽  
Two Stages ◽  
Graph Map

The chapter describes the research performed within the KOMET (Knowledge and cOntent structuring via METhods of collaborative ontology design) project, which was aimed at developing a new paradigm for knowledge structuring. By knowledge structure, the authors define the main domain concepts and relations between them in a form of graph, map, or diagram. The approach considers the specifics of individual cognitive style. Two stages of research have been completed: research into correlations between the expert's individual cognitive style and the peculiarities of expert's subject domain ontology development; and study of correlations between the expert's individual cognitive style and the group ontology design (including the design performed in groups consisting of experts either of similar or of different cognitive styles). The results of this work can be applied to organizing collaborative ontology design (especially for research and learning purposes), data structuring, and other group analytical work. Implications for practice are briefly delineated.

Student and Teacher Perspectives Testing a System for Adaptive e-Learning

2011 ◽  
pp. 16-45
Author(s):  
Carla Limongelli ◽  
Filippo Sciarrone ◽  
Marco Temperini ◽  
Giulia Vaste
Keyword(s):  
Intelligent Systems ◽  
Comprehensive Evaluation ◽  
Point Of View ◽  
Added Value ◽  
Web Based ◽  
Life Long Learning ◽  
E Learning ◽  
Didactic Material ◽  
Amount Of Knowledge ◽  
Didactic Strategies

Personalization is becoming a mandatory requirement in Web-based Education and long distance learning in general, representing a flexible way of learning the exact amount of knowledge to reach a given learning goal. This approach saves time and money and it is particularly suited for life-long learning. The drawback is that the teacher has to produce some effort to prepare didactic material and while research in this field proposes several intelligent systems providing personalization with advanced didactic strategies, teacher’s point of view is less considered. In this chapter we extend our previous work that aimed to build an adaptive system for education called LS-Plan, taking into account both teacher’s and student’s needs. In particular we carried out a comprehensive evaluation of the system embedded into an Adaptive Educational Hypermedia called Lecomps5, in order to experiment and prove the added value of the system.

Testing E-Learning Websites

2012 ◽  
pp. 182-195
Author(s):  
Kamaljeet Sandhu
Keyword(s):  
Systems Development ◽  
Learning System ◽  
E Learning ◽  
Development Perspective

Testing e-learning websites may provide an insight to characteristics that are useful and others that are not so useful to the users. From a technical or systems development perspective, such understanding may not be known till it is finally tested and used by the users. Therefore this research aims to explore the effectiveness of e-learning websites in relation to user’s perceptions (either positive or negative) that are developed when interacting with e-learning system and the features that they have to use.

Technology Enhanced Learning Tools

2008 ◽  
pp. 1-27
Author(s):  
Goran Shimic
Keyword(s):  
Main Part ◽  
Learning Management Systems ◽  
Systems Development ◽  
Short Description ◽  
Learning Systems ◽  
Technology Enhanced Learning ◽  
Learning Tools ◽  
Intelligent Behavior ◽  
E Learning ◽  
Enhanced Learning

This chapter emphasizes the variety of today’s e-learning systems. They have both positive and negative characteristics. Several useful tools are common for these systems. The main part of this chapter contains a detailed description of e-learning systems and their tools. If a system is appropriate for the needs of the learner then it has more intelligent behavior and its tools are more specialized. Some systems have separate tools that act as standalone applications. Others contain built in tools. In this chapter, the e-learning tools are grouped by their functions. Owing to standardization efforts, the differences between the e-learning tools become their advantages, and the e-learning systems become interoperable. The intelligent learning management systems (ILMS) become a new way to integrate the benefits of the different e-learning systems. At the end of the chapter there is a short description of an ILMS named Multitutor. This represents a possible way of future e-learning systems development.

Competency-Based Assessment

2020 ◽  
pp. 108-129
Author(s):  
Mohammed Khalidi Idrissi ◽  
Meriem Hnida ◽  
Samir Bennani
Keyword(s):  
Higher Education ◽  
Common Sense ◽  
Academic Programs ◽  
Competency Assessment ◽  
E Learning ◽  
Assessment Techniques ◽  
Competency Based ◽  
The Common ◽  
Competency Based Assessment ◽  
The Way

Competency-based Assessment (CBA) is the measurement of student's competency against a standard of performance. It is a process of collecting evidences to analyze student's progress and achievement. In higher education, Competency-based Assessment puts the focus on learning outcomes to constantly improve academic programs and meet labor market demands. As of to date, competencies are described using natural language but rarely used in e-learning systems, and the common sense idea is that: the way competency is defined shapes the way it is conceptualized, implemented and assessed. The main objective of this chapter is to introduce and discuss Competency-based Assessment from a methodological and technical perspectives. More specifically, the objective is to highlight ongoing issues regarding competency assessment in higher education in the 21st century, to emphasis the benefits of its implementation and finally to discuss some competency modeling and assessment techniques.

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