On the Convergence of Formal Ontologies and Standardized E-Learning

Sicilia, Miguel–Ángel; Barriocanal, Elena García

doi:10.4018/978-1-59904-935-9.ch279

Cited by 8 publications

(9 citation statements)

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“…The impact of the merge between e-Learning and semantic technologies is, in our opinion, deep and permanent, for reasons that we shortly presented but that have been largely discussed in different research areas [22]. Nevertheless, much of the current research seems to limit the discussions on how the semantic web will enable instructors to construct elegant ontology-based annotations for existing web-based resources, and to further expand metadata schemes [23].…”

Section: E-learning and Semantic Technologiesmentioning

confidence: 98%

A New Approach to the Use of Semantic Technologies in E-Learning Platforms

Bouquet

Molinari

2016

Int. J. Adv. Corp. Learn.

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Semantic technologies have been studied and used in different areas of computer science. E-learning has been one of this, but the most frequent use of semantic technologies in this discipline has been in the extraction and indexing of contents, like forums, blogs, learning objects etc. The research presented in this paper aims at taking advantage of semantic technologies in a different way respect to the mainstream use that has been done in the past. This new approach refers to the use of semantic technologies in the management of the persistence layer of Learning Management Systems (LMS), i.e., where all the contents are stored. Our research follows the idea of using semantics technologies as a support, if not an entire replacement, of the backend and persistence mechanisms of LMSs. As a testbed, we will present the design and early results of the application of this approach to the persistence layer of a Virtual Communities System, where these technologies will enriched the platform to address two fundamental issues: a) entities disambiguation and identification inside the persisted objects b) adding new features to the platform without refactoring it.

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Section: E-learning and Semantic Technologiesmentioning

confidence: 98%

A New Approach to the Use of Semantic Technologies in E-Learning Platforms

Bouquet

Molinari

2016

Int. J. Adv. Corp. Learn.

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“…Para la descripción del contenido pueden utilizarse aproximaciones de enlaces semánticos que ya se han discutido en el ámbito de los contenidos didácticos (Sicilia y García Barriocanal, 2005).…”

Section: Salvador Sánchez Alonso Y Otrosunclassified

On the semantic interoperability of digital archival descriptions

Sánchez‐Alonso¹,

Urbán²,

Leguina³

2008

Rev. esp. doc. cient.

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objective of fostering the automated or semi-automated use of the information. This paper introduces a mapping of ISAD(G) archival descriptions to an ontology written in a Web-oriented ontology language, as the main artefact to promote semantic interoperability in archival descriptions. It has been achieved through the introduction of a common ground for the definition of concepts, based on the use of shared definitions from in widely-used upper ontologies. The final aim is to provide advanced services and access facilities which can serve as improved access points in archival description.

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“…Learning objects can be defined as oc_IBT s as described in Sicilia, Lytras, Rodríguez and García (in press), and approaches to describing metadata through ontologies yet exist-see an overview in Sicilia and García (2005) The learning objects selected are represented as instances in the ontology, which are declared to be used in activities through the ibtUsed predicate.…”

Section: Servicementioning

confidence: 99%

Semantic learning designs: recording assumptions and guidelines

Sicilia

2006

Brit J Educational Tech

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Recent developments in the standardization of learning technology have resulted in models of learning activities and resources including descriptive metadata and definitions of conditional flows for multi-role activities. Nonetheless, such learning designs are actually representations of the results of the design process and do not provide information about the rationale of the design, i.e. about the theoretical standpoints, assumptions or guidelines applied to come up with the concrete arrangement of activities. These latter elements are critical not only for informative reasons, but as a medium towards the end of connecting theories and hypotheses to actual practice and analyzing the resulting empirical data as a form of inquiry on the validity of theoretical assumptions. This paper delineates the main aspects of a schema for the recording of such design rationales using an ontological approach. The method for the engineering of the schema was based on connecting the definitions provided with an existing large ontological base, thus reusing a large amount of commonsense knowledge. Two paradigmatic example positions of the range of aspects that could be covered by the representation language are described as an illustration. The resulting ontological definitions can be used as a foundation for the refinement of theoretical positions and for their comparative assessment.

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On the Convergence of Formal Ontologies and Standardized E-Learning

Cited by 8 publications

References 0 publications

A New Approach to the Use of Semantic Technologies in E-Learning Platforms

A New Approach to the Use of Semantic Technologies in E-Learning Platforms

On the semantic interoperability of digital archival descriptions

Semantic learning designs: recording assumptions and guidelines

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