The Generation of E-Learning Exercise Problems from Subject Ontologies

Holohan, Edmond; Melia, M.T.; McMullen, Declan; Pahl, Claus

doi:10.1109/icalt.2006.1652605

Cited by 28 publications

(23 citation statements)

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“…Holohan et al [8] describe a method for exercise generation in the domain of database programming. This method is based on an ontology that describes database schemata, which serves as input for generating exercises asking students to form queries based on textual query descriptions.…”

Section: Related Workmentioning

confidence: 99%

Automatic Exercise Generation in Euclidean Geometry

Papasalouros

2013

IFIP Advances in Information and Communication Technology

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Abstract. Automatic assessment has recently drawn the efforts of researchers in a number of fields. While most available approaches deal with the construction of question items that assess factual and conceptual knowledge, this paper presents a method and a tool for generating questions assessing procedural knowledge, in the form of simple proof problems in the domain of the Euclidean Geometry. The method is based on rules defined as Horn clauses. The method enumerates candidate problems and certain techniques are proposed for selecting interesting problems. With certain adaptations, the method is possible to be applied in other knowledge domains as well.

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Section: Related Workmentioning

confidence: 99%

Automatic Exercise Generation in Euclidean Geometry

Papasalouros

2013

IFIP Advances in Information and Communication Technology

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“…Ontology is used to formally represent the knowledge structure of learning materials [4] and able to describe an area of knowledge by defining the common concepts of that domain with concepts properties and relationships [5]. Ontology driven implementation has already been recognized and used in e-learning education [6][7][8][9] with different purposes ranging from the definition of a domainspecific terminology to the use of conceptual models and inference in the generation and composition of learning content and systems.…”

Section: Introductionmentioning

confidence: 99%

Application of Ontology from Course and Forum Discussion Learning Content

Hashim

2015

JCTECS

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-The capability of an ontology application to add meaning to information, indexed in such a way that it can be reused, searched, processed and shared has been extensively explored and recognized in e-learning education. As such, it is the interest of this paper to apply the use of ontology from course module and forum discussion learning content in elearning setting. This study designs an ontology with Simple Knowledge Organization Systems (SKOS) specification in order to structure the learning content with concepts and relationships approach that is able to highlight what is important and needs to be learned from the course taught. Furthermore, a semantic forum system is proposed from the ontology designed as a mechanism to represent the indexed learning content for learner to easily access, search and navigate the relevant knowledge of interest.

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“…These systems are often distributed and/or shared, which creates significant infrastructure demands. As an example of this category, we look at the evolution of a use case LTS -an interactive database learning and training environment called the Interactive Database Learning Environment IDLE -as our case study (Murray, Ryan, & Pahl, 2003;Kenny & Pahl, 2005); Holohan et al, 2006). Other systems like those described by Barak (2007) or Mitrovic (2007) will also be discussed.…”

Section: A Learning Technology Systems Use Casementioning

confidence: 99%

The Life and Times of a Learning Technology System

Pahl

2013

International Journal of Web-Based Learning and Teaching Technologies

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With the inception of the web now being more than 20 years ago, many web-based learning technology systems (LTS) have had a long life and have undergone many changes, both affecting content and infrastructure technologies. A change factor model can capture the various factors causing LTS to change. Methods for change-aware design of LTS have been suggested. The purpose of this investigation is, firstly, to add empirical results to aspects of these models and methods in order to show the relevance of such a change factor model by specifically looking at an LTS that has been developed, maintained and extended over a period of 20 years. Secondly, these results shall be used to develop a conceptual model capturing and assessing the impact of change. A key observation is an unexpectedly high impact of environmental constraints on the LTS, but also new opportunities emerging over time have had dramatic changes as their consequence.

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The Generation of E-Learning Exercise Problems from Subject Ontologies

Abstract: The

Cited by 28 publications

References 1 publication

Automatic Exercise Generation in Euclidean Geometry

Automatic Exercise Generation in Euclidean Geometry

Application of Ontology from Course and Forum Discussion Learning Content

The Life and Times of a Learning Technology System

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