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IADIS International Conference WWW/Internet 2010formal representation inspired by IMS Learning Design specification (IMS Global Learning Consortium,2003).As far as the content model is concerned, it is based on the IEEE Learning Object Metadata standard -(IEEE Learning Technology Standards Committee, 2002).Finally the competency model (Karetsos & Haralampopoulos, 2010) represents competencies needed tobe obtained in the domain and can support competencies’ gap analysis and personalization of learning,increasing potentially the level of competencies possessed by the learners. It is aiming to establishconnections between LOs, learners, activities, learning objectives/competencies and knowledge in thesustainable energy domain and actually interconnects the other three models. For example the question forassessing progress of sustainable energy development in a society (EEA, 2002), “Is the use of energy havingless impact on the environment, the economy and the society?”, which instantiates the class assessment entity(belongs to the competency model and represents the evidence of a competency possessed by a learner) isrelated with a number of pressure indicators/classes of domain ontology like greenhouse gas emission, airpollutant emission, generation of radioactive wastes, and poorest income to energy prices.3. SEED WIKI: INTEGRATING THE ONTOLOGY-BASEDFRAMEWORK WITH THE SEMANTIC MEDIA WIKIIn order to explore wiki technology as an environment for supporting authoring and exchange/ disseminationof learning designs in the field of sustainable energy education, we have built a semantic wiki, calledSEEDWiki. (Sustainable Energy Education Wiki).Our wiki is built on the top of Semantic MediaWiki (SMW) (Krötzsch, et al, 2006). SMW is an extensionof MediaWiki, a platform used by the popular Wikipedia, implying thus a usability advantage (Krötzsch, etal, 2006). According its creators addresses core problems of today’s wikis, as consistency of content,accessing knowledge and reusing knowledge. SMW is probably the most popular and mature semantic wikiplatform (Kuhn, 2008), with a wide variety of available extensions like SMWHalo, SemanticForms,SemanticGardening, SWMOntologyEditor, SemanticResultFormats, SemanticCompoundQueries ,SemanticGraph, and RichMedia, which support and enhance the functionalities of adding, editing,annotating, browsing, querying, displaying, importing exporting rich data and their interconnections.The choice of a semantic wiki platform is justified by several reasons.First of all it can provide a web-based uniform tool and interface for the representation of the differentcomponents of the ontology based framework (i.e. domain, learning design, content, and competencymodels). Second, a wiki constitutes an accessible environment for collaborative construction of knowledge ina domain, being quite familiar application for regular users, and requiring only a web-browser from them inorder to use it.Furthermore a semantic wiki allows for the semantic annotation and retrieval of pages. Moreover such aplatform could support the collaborative construction and refinement not only of learning designs but also ofthe underlying ontology itself. This actually could be facilitated by the use of predefined templates allowingthe formalization of informal descriptions inserted to the wiki. A semantic form realizing such a template isthe key concept for the user friendliness of the application. This way a user does not need to know anyparticular syntax or language to participate in a learning design process.Via the integration of the ontology-based framework to the SMW platform we actually import a structuresceletonfor filling the wiki.Another aspect we took in consideration in our choice was the ability for context-based navigation. Therelations between wiki pages, specified by the sustainable energy domain ontology for example, couldsupport navigation between resources, based in a causal DPSIR loop helping the user to catch an overall viewof a sustainable energy issue. Visual representation of such loops, along with relevant inline queries couldjointly substantiate such a prospect.347