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

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For Web-based AIED, the notion of social networks is essential. Social networks create a self-organizing structure of users (in our case – learners), information, and expert communities (authors, teachers, educational institutions) (Raghavan, 2002). Social relationships – such as friendship, co-working (co-learning, group formation), or exchanging information about common interests – connect these entities (Zhong et al., 2002). Such networks make a great basis for combining next-generation educational portals, ontologies, and search agents with functions such as Web mining, and knowledge management to create, discover, analyze, and manage the knowledge of different domains on the Web, presented in educational material. Conclusions The field of Web Intelligence creates a context for encompassing many different AIED efforts and sheds another light on both well-studied and emerging research and development problems in AIED (Devedžić, 2003). Of course, a trade-off exists between the positive effects of introducing ideas from another field into one's research directions and interests, and the effort needed to master the new ideas and practices. Still, there are a number of open WI issues and new research challenges – intelligent Web services, social networks, and Web mining, to name but a few – for AIED community to tackle and possibly incorporate into educational Web-based systems. Hence WI represents a very stimulating context for AIED research. It also enables social-level WI for AIED systems, since it encompasses issues central to social network intelligence, i.e. establishing social networks that contain communities of people, organizations, or other social entities – this is exactly the case of Web-based AIED systems. 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, ontology-supported learning process greatly increases automation of a number of learners', teachers', and authors' activities related to Web-based learning environments. True, a number of issues covered in the paper look as a wish list at the moment. For example, pedagogical agents are still not a common facility, neither are educational ontologies and services, hence educational servers are at best an experiment. Fortunately, this is highly likely to change in the foreseeable future. The reason is the fact that the enabling Web technologies are evolving rapidly. Moreover, it took just a couple of years to get from XML and XML Schema to much more abstract representational languages like OWL. With the advance of the upcoming, XML-based educational modeling languages (http://eml.ou.nl/forums/showthread.php? s=&threadid=60, http://www.e-learningcentre.co.uk/eclipse/vendors/modelling.htm), authors will be able to structure and organize educational material on the Web more easily, according to whatever formal or informal pedagogical model. Acknowledgement The research results presented in this paper were attained through the work on the project Intelligent Information Systems (Ref. No. TR 0004), partially sponsored by the Ministry of Science and Technology of the Republic of Serbia, Serbia and Montenegro. References Alpert, S. R., Singley, M. K., & Fairweather, P. G. (1999). Deploying Intelligent Tutors on the Web: An Architecture and an Example. International Journal of Artificial Intelligence in Education, 10, 183-197. Aroyo, L., Dicheva, D., & Cristea, A. (2002). Ontological Support for Web Courseware Authoring. Paper presented at the 6th International Conference on Intelligent Tutoring Systems (ITS 2002), June 2-8, 2002, Biarritz, France and San Sebastian, Spain. Bourdeau, J., & Mizoguchi, R. (2002). Collaborative Ontological Engineering of Instructional Design Knowledge for an ITS Authoring Environment. Paper presented at the 6th International Conference on Intelligent Tutoring Systems (ITS 2002), June 2-8, 2002, Biarritz, France and San Sebastian, Spain. 37
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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
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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 and 30: Rehak, D., & Mason, R. (2003). Chap
Page 31 and 32: Sampson, D. G., Lytras, M. D., Wagn
Page 33 and 34: effects”. Towards this direction
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Page 37 and 38: specifically to support a learning
Page 39 and 40: Learner 2. Client looks up service
Page 41: different Web sites, and validation
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
Page 77 and 78: complex, understanding the concept
Page 79 and 80: Figure 1. Architecture of Personali
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Page 87 and 88: Henze, N., Dolog, P., & Nejdl, W. (
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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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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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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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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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