Ontologies and the Semantic Web for E-learning - Educational ...

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Examination of the disaggregated data revealed that attitude was the lone predictor of intention to adopt a new technology but only among public high school teachers (ß=.772; t=6.647; p
Next, we disaggregated the data according to teaching experience. Among experienced teachers (persons with 6- 20 years of experience (ß=.606; t=3.495; p
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Journal of Educational Technology &
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Guidelines for authors Submissions
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Full length articles Malaysian Pers
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von Brevern, H. (2004). Cognitive a
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eflected in e-Learning systems more
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4. Retrospection and Reinvigoration
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Gowin, 1984; Novak, N/A; Cañas et
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deeper analysis for better skill ad
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Based on his exhaustive academic ex
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thinks that an LO is built around A
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With regard to the sociocultural as
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Andrew Deacon has been investigatin
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Clark, R., & Harrelson, G. L. (2002
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Kurzweil, R. (2004). KurzweilAI.net
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Rehak, D., & Mason, R. (2003). Chap
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Sampson, D. G., Lytras, M. D., Wagn
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effects”. Towards this direction
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Semantic Web An important part of t
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specifically to support a learning
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Learner 2. Client looks up service
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different Web sites, and validation
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Brusilovsky, P., Schwartz, E., & We
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Cristea, A. I. (2004). What can the
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lowest level of reuse. So, for inst
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language to describe whole resource
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Figure 3. The LAOS model (Cristea &
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others, and therefore accessed more
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A goal and constraints concept g is
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then an overlay at the map level is
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the actual presentation, but is not
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Semantic Web enthusiasts often enco
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Fensel D., & Musen M. A. (2001). Th
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components in a standard way. The n
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educational resources. There is a g
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WordNet (http://www.cogsci.princeto
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Process-aware Authoring Support for
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Aroyo, L., & Dicheva, D. (2002). Co
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Yang, S. J. H., Chen, I. Y. L., & S
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complex, understanding the concept
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Figure 1. Architecture of Personali
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Attributes Description Annotation_I
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Figure 5 shows the relations among
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semantic level. We have built an on
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Henze, N., Dolog, P., & Nejdl, W. (
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RDF-querying and transformation lan
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Connectives and quantifiers for bui
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OO_Inheritance. A page can have pre
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Generating Hypertext Structures Hyp
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If we want to show examples, which
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Bry, F., & Schaffert, S. (2002). A
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Appendix: Set of Rules for Deriving
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Abel, M.-H., Benayache, A., Lenne,
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get into contact and to dialogue wi
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We propose to take into account thi
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ResourceAccess Digital Solid Audio
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An ontology is a differential set o
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In order to handle sets, it is nece
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object model (Hall 2001). These sys
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Moreale, E., & Vargas-Vera, M. (200
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inferences in the background (takin
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specifications, which can be reason
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esources and, in particular, subscr
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Hyland (Hyland, 1998) describes a m
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Table 6. Our Essay Metadiscourse Ta
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different assignments. Our analysis
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annotation categories relevant to t
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Smolensky, P., Fox, B., King, R., &
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The development of EAHA is a comple
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Design sharing and retrieval An RDF
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specifically they are: a) indices t
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example, sections, lessons, etc.
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to these classes. This is slightly
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The aggregation of concepts, that i
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Chang, W. W. (1998). A discussion o
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“This country must develop in tot
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The carriers of the tales are known
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furnishes a cognitive understanding
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2. Enjoyable Reading World Module E
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Eklund, J., & Sinclair, K. (2000).
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Course of Architecture and Organiza
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XSLTs that transform the P3’s out
Page 163 and 164: We have already mentioned that we h
Page 165 and 166: Figure 4. A microprogramming lesson
Page 167 and 168: net models, which P3 shares with Da
Page 169 and 170: In Figure 9 we give students’ ans
Page 171 and 172: Gašević, D., Devedžić, V., &Ves
Page 173 and 174: compare the costs of educational pr
Page 175 and 176: The returns of training, whether tr
Page 177 and 178: completion, and termination. Each o
Page 179 and 180: structured to be consistent with th
Page 181 and 182: Motschnig-Pitrik, R., & Mallich, K.
Page 183 and 184: These must be held or lived by the
Page 185 and 186: think, to communicate, to structure
Page 187 and 188: make mistakes without negative cons
Page 189 and 190: students' statements to the worksho
Page 191 and 192: While project management was a cour
Page 193 and 194: e offered to students in order to p
Page 195 and 196: more meaningful, persistent, and ef
Page 197 and 198: Motschnig-Pitrik, R., & Derntl, M.
Page 199 and 200: Situated Cognition and Martin Heide
Page 201 and 202: successful practices per se, but we
Page 203 and 204: A situated cognition perspective pu
Page 205 and 206: References Barab, S., Squire, K., &
Page 207 and 208: However, only a third of these teac
Page 209 and 210: teachers based upon the following f
Page 211 and 212: Wheel of Fortune. His students play
Page 213: on technology adoption. At the resp
Page 217 and 218: concerns. It would be prudent for e
Page 219 and 220: Educational Technology & Society, 7
Page 221 and 222: quality assurance and facilitating
Page 223 and 224: technological values to determine t
Page 225 and 226: Chapter 4: From competencies to cap
Page 227 and 228: increased cranial activity; a belie
Page 229 and 230: Gilbert, J. (2004). Book review: Th
Page 231: International Forum of Educational
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