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Hsu, I.-C. (<strong>2012</strong>). Intelligent Discovery for Learning Objects Using Semantic Web Technologies. <strong>Educational</strong> <strong>Technology</strong> & Society, <strong>15</strong> (1), 298–312. Intelligent Discovery for Learning Objects Using Semantic Web Technologies I-Ching Hsu Department of Computer Science and Information Engineering, National Formosa University, Taiwan // hsuic@nfu.edu.tw ABSTRACT The concept of learning objects has been applied in the e-learning field to promote the accessibility, reusability, and interoperability of learning content. Learning Object Metadata (LOM) was developed to achieve these goals by describing learning objects in order to provide meaningful metadata. Unfortunately, the conventional LOM lacks the computer interpretability needed to support knowledge representation when searching for finding relevant learning objects. This study addresses this issue by defining a Multi-layered Semantic LOM Framework (MSLF) for integrating Semantic Web technologies into LOM. The proposed MSLF is used to develop LOFinder, an intelligent LOM shell that provides an alternative approach to enhancing the knowledge representations. To test its feasibility, this study implemented a java-based prototype of LOFinder that enables intelligent discovery of learning objects. Keywords LOM, Semantic Web, Ontology, RuleML, SCORM Introduction The Sharable Content Object Reference Model (SCORM) (ADL 2006) provides specifications for implementing elearning systems and enabling learning object reusability and portability across diverse Learning Management Systems (LMS). The development and extension of SCORM metadata is based on IEEE Learning Object Metadata (LOM) (LOM 2005). The LOM in SCORM is used to provide consistent descriptions of SCORM-compliant learning objects, such as Content Aggregations, Activities, Sharable Content Objects, and Assets so that they can be identified, categorized, retrieved within and across systems in order to facilitate sharing and reuse. The main problem with LOM is that it is an XML-based development, which emphasizes syntax and format rather than semantics and knowledge. Hence, even though LOM has the advantage of data transformations and digital libraries, it lacks the semantic metadata to provide reasoning and inference functions. These functions are necessary for the computer-interpretable descriptions, which are critical in the area of dynamic course decomposition, learning object mining, learning objects reusability and autoexec course generation (Kiu and Lee 2006; Balatsoukas, Morris et al. 2008). This is why most Web-based courses are still manually developed. To improve the above problem, a mapping from LOM to statements in an RDF model has been defined (Nilsson, Palmer et al. 2003). Such a mapping allows LOM elements to be harvested as a resource of RDF statements. Additionally, RDF and related specifications are designed to make statements about the resource on the Web (that is, anything that has a URI), without the need to modify the resource itself. This enables document authors to annotate and encode the semantic relationships among resources on the Web. However, RDF alone does not provide common schema that helps to describe the resource classes and represent the types of relationships between resources. A specification with more facilities than those found in RDF to express semantics flexibly is needed. The Semantic Web (Shadbolt, Berners-Lee et al. 2006) can help solve these problems. To enhance the knowledge representation of the XML-based markup language, the traditional Semantic Web approach is to upgrade the original XML-based to ontology-based markup language. The upgrade mentioned above from XML-based LOM to RDF-based LOM is an example. This approach is limited in that the original XML-based markup language has to be replaced with a new ontology-based markup language, causing the compatibility problems with existing data applications. This study proposes a novel integration approach that combines the first four layers of Semantic Web stack, namely URI layer, XML layer (LOM), ontology layer and rule layer. This integration approach is defined in a formal structure, called Multi-layered Semantic LOM Framework (MSLF), which is a specific sub-model of the Semantic Web stack for LOM applications. In MSLF, Semantic Web technologies can be integrated with LOM to enhance computational reasoning, and the original LOM can be retained to cooperate with ontologies and rules. That is, MSLF does not change the original schema of LOM. Hence, the existing LOM and SCORM metadata documents can continue to be used. ISSN 1436-4522 (online) and 1176-3647 (print). © International Forum of <strong>Educational</strong> <strong>Technology</strong> & Society (IFETS). The authors and the forum jointly retain the copyright of the articles. Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear the full citation on the first page. Copyrights for components of this work owned by others than IFETS must be honoured. Abstracting with credit is permitted. To copy otherwise, to republish, to post on servers, or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from the editors at kinshuk@ieee.org. 298
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January 2012 Volume 15 Number 1
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Supporting Organizations Centre for
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Analyzing the Learning Process of a
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Angeli, C., & Valanides, N. (2012).
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ased on an integration and evaluati
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ased on the assumption that no sing
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Diagram type D thinking (shown in F
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collaborative task in terms of inte
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Table 4. Descriptive statistics for
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Hong, N. S., Jonassen, D. H., & McG
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commercial off-the-shelf digital ga
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The post-questionnaire was used aft
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Phase Table 1. Phases and activitie
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Research results Describing student
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Assessment results for each one of
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References Annetta, L.A., Minogue,
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Huang, T.-W. (2012). Aberrance Dete
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Detection power Typically, the rela
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Results Detection rates As seen in
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2 .00 .05 3 .02 .10 1 .60 .40 ECI 4
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their easily understandable devices
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Ifenthaler, D. (2012). Determining
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activities is assumed to be reflect
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that the problem representations (i
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deductive reasoning inventory (33 m
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HIMATT structural measures The part
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outcomes, r = .297, p < .01. Accord
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Azevedo, R. (2009). Theoretical, co
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Seel, N. M. (1999b). Educational se
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Initially this paper explores defin
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gamers were boys, and 35% were girl
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Teachers underwent eight hours of p
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A correlation analysis was used to
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playing the game. This would mean P
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Yu, F. Y. (2012). Any Effects of Di
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Considering that identity concealme
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In the nickname group, the student
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Attitudes toward assessors Percepti
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Liu, Z. F., Chiu, C. H., Lin, S. S.
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Appendix A: Attitudes toward Peer-A
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Appendix C: Perception toward the I
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Han, H., & Johnson, S. D. (2012). R
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Research participants The target po
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that its value of cross-loading is
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The canonical variable for the emot
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Literature in the field of online l
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Cornelius, R. R. (1996). The scienc
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Shih, W.-C., Tseng, S.-S., Yang, C.
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To provide personalized (e-)learnin
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Figure 3. An illustrative example o
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elementary schools. Thus they are b
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Table 5. Descriptive statistics for
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References Abowd, G. D., & Atkeson,
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Tseng, K.-H., Chang, C.-C., Lou, S.
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Figure 1. The five stages of KT (Gi
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The use of learning strategies, mon
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Additionally, the above two scales
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Figure 3. Canonical structure betwe
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highly positive perception of CM an
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Langan-Fox, J., Platania-Phung, C.,
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Gömleksiz, M. N. (2012). Elementar
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any statistically significant diffe
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consideration in an educational set
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conditions of a learning environmen
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Kahle, J. B. (1983). The disadvanta
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Appendix A Science and Technology S
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(Guuawardena, Nola, Wilson, Lopez-I
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Questionnaire on student satisfacti
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G4 53 (12.5) 48.9 (13.4) 0.39 G5 51
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across the five levels of knowledge
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Santhanam, R., Sasidharan, S., Webs
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This paper reports only the early e
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Figure 1 illustrates how the abovem
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teacher/instructor continues to dom
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The instructor plays a significant
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Data collection and data sources Fi
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y turning over the responsibility t
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Brophy, J. (1999). Toward a model o
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Lawanto, O., Santoso, H. B., & Liu,
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such as grades and evaluation by ot
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students’ interest, expectancy fo
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constructs that measure students’
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Bandura, A. (1978). Reflections on
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Lin, J. M.-C., & Liu, S.-F. (2012).
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Table 1. The MSWLogo commands learn
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other words, we had prepared a set
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lab. When she returned and found th
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Attitudes toward Programming and Co
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Table 5 successfully, it took four
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Kuter, S., Altinay Gazi, Z., & Alti
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not only the means for trainees’
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Data Collection Techniques and Anal
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organizations was highlighted by on
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provides the means for professional
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Kohonen, V. (2001). Towards experie
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As Rogers (1995) postulates in his
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Instrument and data collection Afte
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“Raising our computer skills in C
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teachers deploy ICT tools in langua
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Ma, W., Anderson, R., & Streith, K.
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APPENDIX A. Questionnaire for Dista
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consistency with other ideas, and a
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conceptions, justifying their belie
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each group. The experimental group
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specifically, instructional approac
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Table 3 shows that the mean frequen
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previous Web-based instructional le
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Millar, R., & Osborne, J.F. (1998).
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Several studies explore the roles t
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understand the content structures o
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teacher was not allowed to provide
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two coding schemes, as illustrated
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also very limited. Teachers and sof
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learning activities. British Journa
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2009; Bernard & Cathryn, 2006) or p
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In this study, the focus of the ins
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The student’s degree of mastery i
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The questionnaire for the acceptanc
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the t-test result, it is found that
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Scale Questionnaire item Mean S.D.
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Hwang, G. J. (2003). A conceptual m
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sharing, problem solving, and achie
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Virtual learning environment In the
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Class Table 1. The survey questions
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“…the distance and the lack of
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Map Analysis in Transfer Test Figur
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Generic Prompts and Specific Prompt
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Biswas, G., Schwartz, D., Bransford
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Chen, Y.-H., Looi, C.-K., Lin, C.-P
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of correct response, answer until c
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Figure 7 shows a screenshot of one
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Collaboration Questionnaire results
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following diagrams. The double-arro
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“Most students were encouraged to
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Bangert-Drowns, R.L., Kulick, C. C.
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primary research questions. First,
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Individual learning Figure 2. Scree
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Experimental Tools This study emplo
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Table 3 shows that almost all items
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I usually engaged myself in listeni
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References Bloom, B. S. (Ed.). (195
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APPENDIX 2. Taxonomy for Informatio
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understand how we can effectively u
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5. Is there a relationship between
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correlation between teachers’ IWB
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Q7. IWB provides advantages to me t
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training regarding this topic. This
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Conclusion This study provides a so
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Smith, H. J., Higgins, S., Wall, K.