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 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.

Indexing Serious Games to Meet Adaptive E-Learning System Needs

2020 ◽  
pp. 284-303
Author(s):  
Yassine El Borji ◽  
Mohammed Khaldi
Keyword(s):  
Serious Games ◽  
Main Idea ◽  
Learning Objects ◽  
Learning Systems ◽  
Learning System ◽  
The Other ◽  
E Learning ◽  
Technical Sense ◽  
Application Profile ◽  
Educational Field

This chapter aims to strengthen the integration of serious games in the educational field by providing tools to monitor and assist the progress of learners/players. The main idea is to address the integration aspects and the deployment of serious games in adaptive e-learning systems based on the automatic package and the export of serious games as reusable learning objects (LO). This integration will allow SGs to benefit from the tracking and support features offered by the LMS. On the other hand, LMS can supplement their training offer and reach a certain maturity. The approach aims to meet the specific needs of SGs in terms of metadata so that they can be described, indexed, and capitalized. This is a new application profile of the IEEE LOM standard entitled “SGLOM” integrating fields to describe SGs not only in a technical sense but also by examining the pedagogical and playful criteria. The authors also focus on the integration and extraction aspects of SGs in an LMS using the ADL SCORM 2004 data model that defines how content can be packaged as a SCORM PIF (package interchange file).

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.

The semantics of Scandinavian ‘when’-clauses

2004 ◽  
Vol 27 (2) ◽  
pp. 133-167 ◽  
Author(s):  
Carl Vikner
Keyword(s):  
Semantic Analysis ◽  
The Other ◽  
Existential Quantifier ◽  
Semantic Description ◽  
Other Hand ◽  
Interesting Variation ◽  
Temporal Connectives ◽  
The One ◽  
Habitual Sentences ◽  
Intermediate Situation

The system of temporal connectives in Scandinavian exhibits an interesting variation in that Danish, like e.g. German, is a two-‘when’ language, i.e. it has two temporal connectives that have divided between them the semantic area covered in English by the single connective when. One of the two Danish connectives (da) is restricted to past episodic clauses, while the other one (når) may be used in past and present habitual clauses and in future clauses. Swedish, on the other hand, like e.g. English, is a one-‘when’ language: it has only one temporal connective corresponding to the two Danish ones, whereas Norwegian presents an intermediate situation, possibly a stage in the development from a two-‘when’ to a one-‘when’ system. This paper proposes a semantic analysis of the two ‘when’s in Danish: On the one hand, the semantics of da-clauses is similar to the semantics of definite DPs in that a da-clause presupposes that, in the current discourse situation, there is one and only one eventuality corresponding to the description it conveys. This makes it possible for a da-clause to have a reference-setting function with respect to its superordinate clause. On the other hand, når-clauses are similar to indefinite DPs in that they contribute propositions with an unbound eventuality argument, and therefore they yield descriptions of eventualities that never get referentially bound, but always occur in the scope of a non-existential quantifier. This restricts the use of når-clauses to habitual sentences and future sentences. This analysis involves the elaboration of a novel and more adequate formal semantic description of habitual sentences.

scholarly journals CDESACL Conception and Development of Educational Scenarios for an Adaptive Online Training Device Based on Collaborative/Cooperative Learning: Work Methodology

2021 ◽  
Vol 07 (01) ◽  
Author(s):  
Zargane Kawtar ◽  
Keyword(s):  
Cooperative Learning ◽  
Online Training ◽  
Theoretical Framework ◽  
The Other ◽  
Training Device ◽  
Other Hand ◽  
E Learning ◽  
Basic Concepts ◽  
The One ◽  
Definition Of

The objective of this work is twofold, on the one hand, it concerns the definition of the basic concepts of our theoretical framework which touches the adaptive e-learning, the pedagogical scenario, and collaborative/cooperative learning. On the other hand, it concerns the proposal of a work methodology to lead to the design and realization of educational scenarios based on collaboration for adaptive online training.

Organizational Code of Cyber Transparency in E-Learning Environments

2016 ◽  
pp. 286-300
Author(s):  
Tulay Goru Dogan
Keyword(s):  
Distance Education ◽  
Learning Environments ◽  
Two Dimensions ◽  
The Other ◽  
Information Share ◽  
Amount Of Information ◽  
Other Hand ◽  
E Learning

The purpose of this chapter is to develop a framework for distance education institutions focusing on organizational code of cyber transparency in e-learning environments. The background of the study is based on the transparency concept as cyber transparency concept is derived from concepts of the cyber and transparency. In this sense, the cyber transparency framework points out two dimensions for distance education institutions as (1) internal transparency and (2) external transparency. The chapter explains these two dimensions in detail in terms of information share with people and amount of information shared. As a consequence, the cyber transparency framework can highlight the promotion of internal and external transparency in e-learning environments. On the other hand, this framework can be developed, customized and updated by the institutions, experts or researchers for different situations.

Indexing Serious Games to Meet Adaptive E-Learning System Needs

2022 ◽  
pp. 1011-1032
Author(s):  
Yassine El Borji ◽  
Mohammed Khaldi
Keyword(s):  
Serious Games ◽  
Main Idea ◽  
Learning Objects ◽  
Learning Systems ◽  
Learning System ◽  
The Other ◽  
E Learning ◽  
Technical Sense ◽  
Application Profile ◽  
Educational Field

This chapter aims to strengthen the integration of serious games in the educational field by providing tools to monitor and assist the progress of learners/players. The main idea is to address the integration aspects and the deployment of serious games in adaptive e-learning systems based on the automatic package and the export of serious games as reusable learning objects (LO). This integration will allow SGs to benefit from the tracking and support features offered by the LMS. On the other hand, LMS can supplement their training offer and reach a certain maturity. The approach aims to meet the specific needs of SGs in terms of metadata so that they can be described, indexed, and capitalized. This is a new application profile of the IEEE LOM standard entitled “SGLOM” integrating fields to describe SGs not only in a technical sense but also by examining the pedagogical and playful criteria. The authors also focus on the integration and extraction aspects of SGs in an LMS using the ADL SCORM 2004 data model that defines how content can be packaged as a SCORM PIF (package interchange file).

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.

scholarly journals But (and mais) as morpheme(s)

2002 ◽  
Vol 18 (spe) ◽  
pp. 87-114 ◽  
Author(s):  
François Nemo
Keyword(s):  
The Other ◽  
French Translation ◽  
Semantic Description ◽  
Specific Context ◽  
Other Hand ◽  
Framework Approach ◽  
Conceptual Distinction ◽  
The One ◽  
The Relationship

A morphemic-indicational description of English but (and French mais) is proposed, showing that the uses of but whose closer equivalents (and French translation) are almost, except, only, and without, together with the considerable variety of its connective uses, may be accounted for within a single semantic description. It is shown that but and mais do not encode metacommunicational indications about the relationship between the connected utterances, as is commonly believed and asserted, but provide a rather aspectual information/indication, whose interpretation is contextual and constructional. It is hence shown that but and mais's description should be split into levels: the description of the indication encoded by the morpheme, which is active in all its uses, and the description of the constructional interpretation the indication receives when the morpheme is inserted in a given construction - such as But for X, Y or P but Q- or used in a specific context. The efficiency of this description is shown to support the Indicational-Indexical Semantics - IIS - framework approach. An introduction to this framework and to its relationship with the instructional semantics mainstream on the one hand, and with the procedural/conceptual distinction on the other hand, is also proposed.

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