A Distributed Ontological Approach as a Basis for Software in the Context of Academic Programs

Hackelbusch, Richard; Appelrath, Hans-Jürgen

doi:10.1007/978-3-540-87605-2_14

Cited by 1 publication

(3 citation statements)

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“…This is a common assumption in the Semantic Web field, and it is a necessary assumption for allowing the interoperability of the actors, mediated by the application [36]. This assumption, however, is very strong if we think to a realistic application.…”

Section: Discussionmentioning

confidence: 99%

“…This representation is general because, although in this paper we deal with courses, it expresses an information that lays at the knowledge level and, for this reason, it can be used to tackle any kind of learning resource. As In an open environment, it is likely that resources belonging to different schools are annotated by using different domain models, which are, therefore, to be combined in some way in order to obtain a uniform representation that allows the application of reasoning techniques [36]. Supposing that domain models are given as domain ontologies, it becomes possible to apply techniques for ontology merging, alignment and integration, e.g.…”

Section: Resource Modelmentioning

confidence: 99%

“…For example, [36] proposes an ontology for representing this information as well as the universities supply of courses and the individual results of the students. The idea is to use this kind of ontologies in the process of producing or validating personalized curricula.…”

Section: Related Workmentioning

confidence: 99%

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Constraint modeling for curriculum planning and validation

Baldoni

Baroglio

Brunkhorst

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Interactive Learning Environments

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Curricula authoring is a complex process, involving different actors and different kinds of knowledge. Learners aim at acquiring expertise about some topic of their own interest, and need to perceive that the curriculum they attend will lead them towards their goal; when this does not happen, they become demotivated. Learners are all different, not only in their aims but also in their background knowledge and skills; curricula must carefully be tailored to the learner's individual traits: when this does not happen, curricula are not effective from a pedagogical perspective. On the other hand, it is not possible to leave learners alone in the design of a curriculum because this activity involves both knowledge about the topics to teach, and knowledge about teaching itself. It is one of the tasks of the school to support curricula authoring so to guarantee the correctness of the result w.r.t. the teaching goals and to pedagogical strategies. In this article we face the problem of authoring personalized curricula and propose a modular, layered architecture that accounts for the representation of learning resources, of the domain model, of the learner, and of pedagogical constraints, with the aim of supporting different validation tasks. The representation combines a Semantic Web approach to annotation with a declarative representation in linear temporal logic. The validation layer of the proposed architecture includes different kinds of inter-conceptual, postconstruction verifications, all of which can be realized by means of model checking techniques. The article also reports about a prototype implementation based on the Personal Reader for education, a framework that supplies to its users personalization functionalities implemented in a service-oriented fashion.

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Section: Discussionmentioning

confidence: 99%

Section: Resource Modelmentioning

confidence: 99%