Semantic Web Technologies for the Integration of Learning Tools and Context-Aware Educational Services

Abstract

Abstract. One of the main software engineers' competencies, solving software problems, is most effectively acquired through an active examination of learning resources and work on real-world examples in small development teams. This obviously indicates a need for an integration of several existing learning tools and systems in a common collaborative learning environment, as well as advanced educational services that provide students with right in time advice about learning resources and possible collaboration partners. In this paper, we present how we developed and applied a common ontological foundation for the integration of different existing learning tools and systems in a common learning environment called DEPTHS (Design Patterns Teaching Help System). In addition, we present a set of educational services that leverages semantic rich representation of learning resources and students' interaction data to recommend resource relevant for students' current learning context.

A systematic literature review of the use of Semantic Web technologies in formal education

“…This is seen in Secundo, Coralio, Elia, and Passiante () who describe an approach to and technological implementation of a Semantic Web‐supported learning in doing environment. In similar fashion Jeremić, Jovanović, and Gašević () presents the e‐learning platform DEPTHS, which utilizes Semantic Web technology to integrate existing learning tools and applications, with the aim of supporting education of software engineers and their acquisition of competence in regards to software problem‐solving. The platform automatically suggests learning resources that are relevant to each student's learning context.…”

Personal learning environments on the Social Semantic Web

“…Personal dashboards, like iGoogle, Net-Vibes and PageFlake are typical examples. − Mashups by integration: allow for combining data from different sources and exchanging data among the tools and services integrated into the PLE; the integrated data can serve as an excellent basis for adaptation and personalization of PLEs through the provision of advanced context-aware services [27]; however, mashups of this type (still) require programming skills and thus have not been that widely accepted among end users (learners and teachers). Since our research work, as well as the work of the MUPPLE research community in general, is primarily focused on the MUPPLEs of the latter type, in what follows we present different approaches to their implementation, categorized based on the major technology they rely upon.…”

“…Specifically, they could be most effectively realized through the combined use of ontolo-gies and Linked Data principles as they allow for seamless integration of data and knowledge originating from different, often dispersed sources [13]. In addition, the structure and semantics that ontologies add to the captured, stored and interlinked data/ knowledge provide an excellent basis for the development of advanced learning services, as demonstrated in [39,27,40]. Furthermore, by facilitating the integration of data about all learning activities and learning-related artifacts from different contexts and sources of learning, ontologies and Linked Data paradigm enable the creation of very comprehensive and dynamic e-portfolios.…”

Using Online Presence to Improve Online Collaborative Learning

“…One of the key technical challenges for the realization of the PLE concept is exactly the integration of different tools and services a PLE should comprise [5]. A recent trend that promises to offer a solution to this problem relies on the use of Semantic Web technologies.…”