On the Convergence of Formal Ontologies and Standardized E-Learning

Sicilia, Miguel–Ángel; Barriocanal, Elena García

doi:10.4018/jdet.2005040102

Cited by 25 publications

(7 citation statements)

References 21 publications

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“…The use of external structures for supporting these needs can be implemented by means of ontologies which describe the relationships between all the elements in the learning scenario. Ontologies can also be used to better describe such elements, incorporating a semantic level of information which can be used to enrich the learning process (Sicilia and García-Barriocanal, 2005).…”

Section: Learning Objects Usage In E-learning Environmentsmentioning

confidence: 99%

Enriching e‐learning metadata through digital library usage analysis

Ferrán-Ferrer

Casadesús

Krakowska

et al. 2007

The Electronic Library

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PurposeIn this paper we propose an evaluation framework for analyzing learning objects usage, with the aim of extracting useful information for improving the quality of the metadata used to describe the learning objects, but also for personalization purposes, including user models and adaptive itineraries. MethodologyWe present experimental results from the log usage analysis during one academic semester of two different subjects, 350 students. The experiment looks into raw server log data generated from the interactions of the students with the classroom learning objects, in order to find relevant information that can be used to improve the metadata used for describing both the learning objects and the learning process. FindingsPreliminary studies have been carried out in order to obtain an initial picture of the interactions between learners and the virtual campus, including both services and resources usage. These studies try to establish relationships between user profiles and their information and navigational behavior in the virtual campus, with the aim of promoting personalization and improving the understanding of what learning in virtual environments means. Research limitationsDuring the formal learning process, students use learning resources from the virtual classroom provided by the academic library, but they also search for information outside the virtual campus. Not all of these usage data are considered in the model we propose. Further research needs to be done in order to get a complete view of the information search behavior of students for improving the users' profile and creating better personalized services. Practical implicationsIn this paper we suggest how a selection of fields used in the LOM standard could be used for enriching the description of learning objects, automatically in some cases, from the learning objects usage performed by an academic community. OriginalityEver since the beginnings of libraries, they have been a "quiet storage place". With the development of digital libraries, they become a meeting place where explicit and implicit recommendations about information sources can be shared among users. Social and learning process interactions, therefore, can be considered another knowledge source.

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Section: Learning Objects Usage In E-learning Environmentsmentioning

confidence: 99%

Enriching e‐learning metadata through digital library usage analysis

Ferrán-Ferrer

Casadesús

Krakowska

et al. 2007

The Electronic Library

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“…Extending the ideas of García & Sicilia (2004), Table 3 summarizes the main obstacles of the implementation of the Semantic vision as a specialized learning organization.…”

Section: Challenges For the Emergence Of Semantic Learning Organizationsmentioning

confidence: 99%

The semantic learning organization

Sicilia

Lytras

2005

The Learning Organization

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The application of "Semantic Web" technologies to learning processes is receiving an increasing attention from the perspective of facilitating the selection, delivery and tailoring of learning experiences. But most of the current approaches are centered on the final interaction of the learner with the "learning objects" provided for him/her, neglecting the organizational perspective. From the viewpoint of an organization, the application of Semantic Web technologies should be motivated by the improvement of learning-oriented mechanisms, including both cultural and structural aspects, and considering the ideal of achieving a state of continuous improvement in learning behavior. Such an approach to achieving a "semantic learning organization" gives a complementary perspective to existing "educational Semantic Web" propositions. In this paper, the potential role of the Semantic Web as a driver for enhanced learning organizations is analyzed, and a conceptual framework for the notion of a semantic learning organization is provided.

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“…The concrete type of knowledge representation is actually the realization of the theoretical assumptions of the designer about the structure of mental representations. Ontologies can be used as a general-purpose logics-based substrate for such mapping, and they can be integrated with standards and common practice (Sicilia and García, 2004 A second important assumption is that knowledge is constructed and not transmitted, so that a source-message-target model is not longer valid. Thus, the Environment of the activities play a prominent role, and it should ideally provide a realistic Context for the knowledge to be acquired, as close as possible to reality.…”

Section: Fundamental Elements Of the Constructivist Ontologymentioning

confidence: 99%

On the representation of change according to different ontologies of learning

Sicilia

Lytras²

2005

IJLC

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Recent work has reintroduced ontology as a research topic in learning theories, as a mean to make explicit the differences and links between existing approaches to the design of learning programs. In the context of technology-supported information systems, ontologies can be represented in machine-understandable form to serve as a basis for automation and assessment. The notion of change is in some form part of any ontology of learning, but the interpretations attributed to the term differ between them both in scope and characterization. Since change is central to the evolving behaviour of learning organizations, it is worth the effort of specifying it, especially for the sake of objective measurement and automation. This paper describes ontological structures for generic constructivist and socio-cultural learning frameworks, stating the differences in their overall concepts of change, and their implications for practice and assessment. The ontological definitions provided are intended to motivate further work in more specific approaches for learning technology-supported experiences.

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On the Convergence of Formal Ontologies and Standardized E-Learning

Cited by 25 publications

References 21 publications

Enriching e‐learning metadata through digital library usage analysis

Enriching e‐learning metadata through digital library usage analysis

The semantic learning organization

On the representation of change according to different ontologies of learning

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