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

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Sampson, D. G., Lytras, M. D., Wagner, G., & Diaz, P. (2004). Ontologies and the Semantic Web for E-learning. Educational Technology & Society, 7 (4), 26-28. Ontologies and the Semantic Web for E-learning Demetrios G Sampson University of Piraeus 42 Arkadias and Taygetou Str., Xalandri Athens GR-15234 Greece Tel: +30-210-6839916 Fax: 30-210-6896082 sampson@iti.gr Miltiadis D. Lytras Department of Management Science & Technology Athens University of Economics and Business Athens, Greece mdl@aueb.gr Gerd Wagner Department of Information & Technology Eindhoven University of Technology Eindhoven, The Netherlands G.Wagner@tm.tue.nl Paloma Diaz Computer Science Department Universidad Carlos III de Madrid Avda. de la Universidad, 30 28911-Leganés, Madrid, Spain Tel: +34 91 624 9456 Fax: +34 91 624 9129 pdp@inf.uc3m.es The Semantic Web is the emerging landscape of new web technologies aiming at web-based information and services that would be understandable and reusable by both humans and machines. Ontologies, generally defined as a representation of a shared conceptualization of a particular domain, is a major component of the Semantic Web. It is anticipated that Ontologies and Semantic Web technologies will influence the next generation of elearning systems and applications. To this end, key developments such as formal taxonomies expressed, e.g., with the help of the web ontology languages RDFS and OWL, and rules expressed, e.g., with the help of the web rule language RuleML, are expected to play a key role in enabling the representation and the dynamic construction of shared and reusable learning content. The aim of this special issue is to explore topics related with the new opportunities for e-learning created by the advent of Ontologies and the Semantic Web. Presentation of the Special Issue With an acceptance rate of 25% an intensive two-blind review process concluded to the final acceptance of 4 full research papers covering several key themes in the Semantic Web and E-learning research agenda. We decided to invite 4 more papers from international well known academics that have demonstrated excellent research outcomes in the exploitation of Semantic Web and ontologies for e-learning. The eight published papers cover a wide range of research problems in Semantic e-learning. We tried to have a balanced approach in which readers of this special issue will not only gain a state-of-the-art literature review but ISSN 1436-4522 (online) and 1176-3647 (print). © International Forum of Educational Technology & 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. 26
Page 1 and 2: Journal of Educational Technology &
Page 3 and 4: Guidelines for authors Submissions
Page 5 and 6: Full length articles Malaysian Pers
Page 7 and 8: von Brevern, H. (2004). Cognitive a
Page 9 and 10: eflected in e-Learning systems more
Page 11 and 12: 4. Retrospection and Reinvigoration
Page 13 and 14: Gowin, 1984; Novak, N/A; Cañas et
Page 15 and 16: deeper analysis for better skill ad
Page 17 and 18: Based on his exhaustive academic ex
Page 19 and 20: thinks that an LO is built around A
Page 21 and 22: With regard to the sociocultural as
Page 23 and 24: Andrew Deacon has been investigatin
Page 25 and 26: Clark, R., & Harrelson, G. L. (2002
Page 27 and 28: Kurzweil, R. (2004). KurzweilAI.net
Page 29: Rehak, D., & Mason, R. (2003). Chap
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Page 39 and 40: Learner 2. Client looks up service
Page 41 and 42: different Web sites, and validation
Page 43 and 44: Brusilovsky, P., Schwartz, E., & We
Page 45 and 46: Cristea, A. I. (2004). What can the
Page 47 and 48: lowest level of reuse. So, for inst
Page 49 and 50: language to describe whole resource
Page 51 and 52: Figure 3. The LAOS model (Cristea &
Page 53 and 54: others, and therefore accessed more
Page 55 and 56: A goal and constraints concept g is
Page 57 and 58: then an overlay at the map level is
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Page 61 and 62: Semantic Web enthusiasts often enco
Page 63 and 64: Fensel D., & Musen M. A. (2001). Th
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Page 67 and 68: educational resources. There is a g
Page 69 and 70: WordNet (http://www.cogsci.princeto
Page 71 and 72: Process-aware Authoring Support for
Page 73 and 74: Aroyo, L., & Dicheva, D. (2002). Co
Page 75 and 76: Yang, S. J. H., Chen, I. Y. L., & S
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Page 79 and 80: 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
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We have already mentioned that we h
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Figure 4. A microprogramming lesson
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net models, which P3 shares with Da
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In Figure 9 we give students’ ans
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Gašević, D., Devedžić, V., &Ves
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compare the costs of educational pr
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The returns of training, whether tr
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completion, and termination. Each o
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structured to be consistent with th
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Motschnig-Pitrik, R., & Mallich, K.
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These must be held or lived by the
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think, to communicate, to structure
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make mistakes without negative cons
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students' statements to the worksho
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While project management was a cour
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e offered to students in order to p
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more meaningful, persistent, and ef
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Motschnig-Pitrik, R., & Derntl, M.
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Situated Cognition and Martin Heide
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successful practices per se, but we
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A situated cognition perspective pu
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References Barab, S., Squire, K., &
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However, only a third of these teac
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teachers based upon the following f
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Wheel of Fortune. His students play
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on technology adoption. At the resp
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Next, we disaggregated the data acc
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concerns. It would be prudent for e
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Educational Technology & Society, 7
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quality assurance and facilitating
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technological values to determine t
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Chapter 4: From competencies to cap
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increased cranial activity; a belie
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Gilbert, J. (2004). Book review: Th
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International Forum of Educational
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