Proceedings

ehavior - meaning how to act over the time, profiles, etc.) and the administrative
management of the educational process, as well (registration, marks, and so on).
1. RESEARCH METHODOLOGY
In the present paper, our approach is a research-development type: the literature
review, where we approached the major aspects regarding the pedagogical objects of
e-learning training in organizational memory, followed by the development of a
methodology for defining an ontology which, starting from a reference nucleus
(corpus) describes an educational area circumscribed to the “financial and economic
analysis”. To achieve our research work we passed through two important steps,
which are:
� The literature review which approaches the modeling issue on a semanticbased
representation of e-learning pedagogical objects in organizational
memory;
� Instantiation of the models on a semantic-based representation of pedagogical
objects on “economic and financial analysis of business organizations” area,
provided by the academic curriculum of the e-learning training in economics.
At the same time, our research work makes a conceptual clarification regarding the
semantic-based representation of pedagogical objects and also referring to the
perspective of computer-assisted conversion from an UML conceptual model to an
ontology in OWL language (Web Ontology Language) or RDFS (Resource
Description Framework Schema).
2. LITERATURE REVIEW
2.1. Organizational memory of e-learning training
According to Abel et al. (2003), an educational process is always organized based on
the main actors (tutor and student, secretary, manager, technician), the knowledge of
the actors (which interfere with the educational environment), the skills of the
educational process involved, and the different types of information (definitions,
exercises, solutions, case studies, etc.) prepared under different forms (reports, books,
website, and so on) and stored on various media (paper, video, etc.). This way, one
could say that an e-learning educational process can be assimilated to an
organizational entity.
The organization’s resources are managed by an organizational memory training
(MOF). As a matter of fact, MOF capitalizes on the following: the Learning Object
(LO), also-called pedagogical objects (OP) related by the content of the field training,
the relationships between them, and also the information about the actors (their
specificity, their activity over the time, and the kind), the information regarding the
administrative management of training process (registration, student marks, and
so on).
Choosing the formalism for representing and accessing the OP in MOF is a very
significant, but also a difficult problem concerning the semantic-based representation
of pedagogical objects. It is important that the models of representation of OP
articulate the LOM meta-data (Learning Object Metadata) with the application
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