The benefits of Semantic Web technologies in improving e-learning

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					The benefits of Semantic Web
 technologies for improving
         e-learning

          EDIT6900
           Bin Guo
            Semantic Web

   An evolving extension of the current
    World Wide Web
   Web content can be expressed in a
    software agents interpretable and
    understandable form
   Software agents may find, share and
    integrate information more easily.

                             Web 3.0 ?
The picture of Semantic Web

             Applications


         Ontologies
         (Knowledge Base)



        Meta-data layer
    Semantic Web technologies
   URI (Uniform Resource Identifier)
   XML / XML Schema
   RDF / RDFS (Resource Description
    Framework)
   OWL (Web Ontology Language)
   Query Language: SPARQL
   Ontology Storage: Sesame
Semantic Web technologies &
         E-learning




     Note. From Editorial Advances of the Semantic Web for e-learning: expanding learning frontiers, by Naeve, A., Lytras, M.,
     Nejdl, W, Balacheff, N. & Hardin, J., 2006 , British Journal of Educational Technology.
               Benefits(1)


   Facilitating the exchange of content
    and learning objects.

   Singapore - Digital Content Exchange
    (Shabajee, P., McBride, B., Steer, D.,
    & Reynolds D., 2006).
                Benefits(2)


   Facilitating the sharing and reuse of the
    rationale of designs in design processes,
    such as theoretical standpoints,
    assumptions and guidelines.

   Schema recording implicit design
    (Sicilia, M.A., 2006)
               Benefits(3)


   Letting learners search learning
    resources based on semantics, thus
    making it easier to search their
    targeted knowledge.

   Ontology mappings
    (Gašević, D., & Hatala, M., 2006)
               Benefits (4)


                                Figure2 Context model in application context
   Improving context-          RDF = Resource Description Framework

    aware semantic e-
    learning
    environments by
    providing semantic
    models for context
    modeling.


                         Note. From An intelligent semantic e-learning framework using context-aware
                         Semantic Web technologies, by Huang, W. H., Webster, D., Wood, D., & Ishaya, T.,
                         2006 , British Journal of Educational Technology.
      SCORM (Sharable Content Object
           Reference Model )


   Scalable, reusable, sharable course content
   Discoverable learning content
   The ability to find and move entire courses
   Assemble content to meet the learner's
    needs

   SCORM Runtime Wrapper Extension for
    Dreamweaver: quickly create or update
    HTML content
    http://www.adobe.com/resources/elearning/extensions/dw_ud/scorm.html
                                 References

   Dicheva, D., & Dichev, C. (2006). TM4L: creating and browsing educational topic maps. British
    Journal of Educational Technology, 37(3), 391-404.
   Gašević, D., & Hatala, M. (2006). Ontology mappings to improve learning resource search. British
    Journal of Educational Technology, 37(3), 375-389.
   Huang, W. H., Webster, D., Wood, D., & Ishaya, T. (2006). An intelligent semantic e-learning
    framework using context-aware semantic web technologies. British Journal of Educational
    Technology, 37(3), 351-373.
   Melis, E., Goguadze, G., Homik, M., Libbrecht, P., Ullrich, C., & Winterstein, S. (2006). Semantic-
    aware components and services of ActiveMath. British Journal of Educational Technology, 37(3),
    405-424.
   Naeve, A., Lytras, M., Nejdl, W, Balacheff, N. & Hardin, J. (2006). Editorial Advances of the
    Semantic Web for e-learning: expanding learning frontiers. British Journal of Educational
    Technology, 37(3), 321-330.
                         References

   Shabajee, P., McBride, B., Steer, D., & Reynolds D. (2006). A prototype
    Semantic web-based digital content exchange for schools in Singapore.
    Educational Technology & Society, 37 (3), 461–477.
   Shafrir, U., & Etkind, M. (2006). E-Learning for depth in the Semantic Web.
    British Journal of Educational Technology, 37(3), 425-444.
   Sicilia, M.A. (2006). Semantic learning designs: recording assumptions and
    guidelines . British Journal of Educational Technology, 37(3), 331-350.
   Su, J.-M., Tseng, S.-S., Wang, W., Weng, J.-F., Yang, J. T. D., & Tsai, W.-
    N. (2006). Learning portfolio analysis and mining for SCORM compliant
    environment. Educational Technology & Society, 9 (1), 262-275.
                Websites

   http://lsdis.cs.uga.edu/
   http://www-jime.open.ac.uk/2004/1/
   http://en.wikipedia.org/
   http://adlnet.org/help/CommonQuestions/
    SCORMGeneralQuestions.cfm
   http://www.adobe.com/resources/elearnin
    g/extensions/dw_ud/scorm.html

				
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