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

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also will be able to understand the design and development of real world applications, prototypes and tools of elearning in the Semantic Web. Authors Title Table 1. Special issue at a glance Key Issues Contribution Devedzic Web Intelligence and AIED Intelligent Web services, Exploiting SW for tackling (invited) Semantic markup, and new and challenging Web mining research problems in AIED Cristea What can the Semantic Web Adaptive Hypermedia A conversion method from do for Adaptive Educational Adaptive Hypermedia to the Hypermedia? (invited) Semantic Web Aroyo and The New Challenges for E- Interoperability among various State-of-the-art research Dicheva learning: The Educational educational systems A realistic approach Semantic Web (invited) Automated, structured and towards the Educational unified authoring support Semantic conceptualization and ontologies Semantic Web Yang, Chen Ontology Enabled Virtual Learning Communities Two metadata models, and Shao Annotation and Knowledge Personalized annotation content model and Management for Semantic Content Retrieval annotation Collaborative Learning in Henze, Virtual Learning Community (invited) Reasoning and Ontologies for Ontologies and metadata for Framework for personalized Dolog and Personalized E-Learning in three types of resources e-Learning in the semantic Nejdl the Semantic Web (domain, user, and observation) web A logic-based approach to educational using TRIPLE hypermedia Abel, Barry, Ontology-based Integration of Ontologies An ontology building Benayache, Organizational Memory for Knowledge engineering process Chaput, e-learning Pedagogical design An Ontology-based Lenne and Organizational memory, Organizational Memory for Moulin Topic maps e-learning Moreale, Semantic Services in e- Semantic Services An architecture for Semantic Vargas-Vera Learning: an Argumentation Case Study Argumentation E-learning Services Papasalouros, Semantic description of Conceptual Modeling CADMOS-D: A Retalis and Educational Adaptive Hypermedia Design Hypermedia Design Method Skordalakis Hypermedia based on a Method for transformation Conceptual Model of UML modeling to Semantic Description In the first paper entitled “Web Intelligence and AIED”, Vladan Devedzic, surveys important aspects of Web Intelligence (WI) in the context of AIED research. WI explores the fundamental roles as well as practical impacts of Artificial Intelligence (AI) and advanced Information Technology (IT) on the next generation of Web-related products, systems, services, and activities. Author argues that the key advantages of applying WI techniques to AIED are enhanced adaptivity and enhanced learner comfort. WI enables course sequencing and material presentation not only according to the learner model, but also according to the most up-to-date relevant content from the Web. Automatic discovery, invocation, and composition of educational Web services can free the learner from many time-consuming activities that often disrupt the learning process itself. Finally, ontologysupported learning process greatly increases automation of a number of learners', teachers', and authors' activities related to Web-based learning environments. In the second paper entitled “What can the Semantic Web do for Adaptive Educational Hypermedia? (invited)”, Alexandra Cristea, argues that “Semantic Web and Adaptive Hypermedia come from different backgrounds, but it turns out that actually, they can benefit from each other, and that their confluence can lead to synergistic 27
effects”. Towards this direction the paper demonstrates how LAOS, an Adaptive Hypermedia (authoring) framework can be used in the context of the Semantic Web. In the third paper entitled “The New Challenges for E-learning: The Educational Semantic Web (invited)” Lora Aroyo, and Darina Dicheva, outline the state-of-the-art research on Semantic E-learning and suggest a way towards the Educational Semantic Web. They propose a modular semantic-driven and service-based interoperability framework and related ontology-driven authoring tools. The challenge of the next generation web-based educational systems is to support user-friendly, structured and automated authoring, balancing between exploiting explicit semantic information for agreement and exchange of educational information, and on the other hand, collecting and maintaining the information semantics. In the fourth paper entitled “Ontology Enabled Annotation and Knowledge Management for Collaborative Learning in Virtual Learning Community (invited)”, Yang, Chen, and Shao propose a framework for ontology enabled annotation and knowledge management in collaborative learning environments. Personalized annotation, real-time discussion, and semantic content retrieval are the three main elements of the proposed semantic web services. Henze, Dolog, and Nejdl in their paper “Reasoning and Ontologies for Personalized E-Learning in the Semantic Web” propose a framework for personalized e-Learning in the semantic web and show how the semantic web resource description formats can be utilized for automatic generation of hypermedia structures. They investigate a logic-based approach to educational hypermedia using TRIPLE, a rule-based query language for the semantic web. In the sixth paper entitled “Ontology-based Organizational Memory for e-learning”, Abel, Barry, Benayache, Chaput, Lenne, and Moulin present an ontology-based document-driven memory which is particularly adapted to an e-learning situation. They provide a thoroughly discussion of a learning organizational memory and they focus on the ontologies on which it is based. Their research work is situated at the crossroad of three domains: knowledge engineering, pedagogical design and semantic web and they provide interesting insights. Moreale and Vargas-Vera in the seventh paper entitled “Semantic Services in e-Learning: an Argumentation Case Study” outline an e-Learning services architecture offering semantic-based services to students and tutors, in particular, ways to browse and obtain information through web services. They present a proposal for a student semantic portal providing semantic services, including a student essay annotation service. They also claim that visualization of the arguments presented in student essays could benefit both tutors and students. In the final paper entitled “Semantic description of Educational Adaptive Hypermedia based on a Conceptual Model”, Papasalouros, Retalis and Skordalakis present how the outcomes of the Conceptual Design stage of a method for developing Adaptive Educational Hypermedia Systems can be encoded using RDF-based ontologies. They focus on the development of a tool for the translation of OCL rules to RuleML to facilitate the automatic transformation of UML models to Semantic Web descriptions beside XSL Transformations. Epilogue We would like to take this opportunity to thank the reviewers for their great efforts and all the authors who submitted their papers to our special issue. We particularly thank the authors of accepted and invited papers for their high-quality work and for having worked on a tight schedule to come up with their revised versions in a timely manner. The reviewers for the Special issue are: Ignacio Aedo, Lora Aroyo, Felix Buendia-Garcia, Alexandra Cristea, Vladan Devedzic, Darina Dicheva, Juan Manuel Dodero, Renata S. S. Guizzardi, Fotis Kokoras, Piet Kommers, Ioannis Kompatsiaris, Erica Melis, Riichiro Mizoguchi, Wolf-Ultrich Raffel, Bernd Simon, Kateryna Synytsa, Kuldar Taveter, and Jorge Torres. 28
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
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Page 29 and 30: Rehak, D., & Mason, R. (2003). Chap
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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
Page 65 and 66: components in a standard way. The n
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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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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Educational Technology & Society, 7
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quality assurance and facilitating
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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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