ICCE2010 Workshop Proceedings - APSCE Asia-Pacific Society for ...

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Hirashima,T. et al. (Eds.) (2010). Workshop Proceedings of the 18th International Conference on Computers in Education. Putrajaya, Malaysia: Asia-Pacific Society for Computers in Education. [12] CSTA(2003). A Model Curriculum for K-12 Computer Science. [On-line], [13] J. Maloney, L. Burd, Y. Kafai, N. Rusk, B. Silverman, and M. Resnick(2004). Scratch: A Sneak Preview. In Second International Conference on Creating, Connecting, and Collaborating through Computing, 104-109. [14] Kafai, Y. B. (in press). Constructionism. In k. Sawyer(Ed.), Cambridge Handbook of the Learning Science. Cambridge, MA: Cambridge University Press. [15] Cho, S et al., (2008). The effect of CPS-based Scratch EPL on problem solving ability and programming attitude. The Korean Association of Information Education, 12(1), 77-88. ICCE 2010 | 283
Hirashima,T. et al. (Eds.) (2010). Workshop Proceedings of the 18th International Conference on Computers in Education. Putrajaya, Malaysia: Asia-Pacific Society for Computers in Education. Design of a Performance-Oriented Learning Ontology Introduction Minhong WANG*, Jun PENG Faculty of Education, The University of Hong Kong, Hong Kong *magwang@hku.hk Abstract: E-Learning is increasingly being used by various organizations as an emergent approach for enhancing the skills of knowledge workers. Different from school environment, learning in organizations is built on practical tasks and work situations with the aim of serving organizational goals. This study incorporates performance measurement into learning ontology to clarify organizational goals and individual learning needs, and link them to e-learning applications. The key idea lies in a Key Performance Indicator (KPI) model, where the organizational mission and vision are translated into a set of key performance targets for driving learning towards the goal of improving work performance. Keywords: Ontology, performance, e-learning E-Learning is increasingly being used by various organizations as an emergent approach for enhancing the skills of knowledge workers. Different from school environment, learning in organizations is built on practical tasks and work situations with the aim of serving organizational goals. To facilitate this requirement, a performance-oriented learning ontology is proposed in this study. This ontology uses performance measurement to clarify organizational goals and individual learning needs, and links them to e-learning applications. The key idea lies in a Key Performance Indicator (KPI) model, where organizational mission and vision are translated into a set of key performance targets that drive learning towards the goal of improving work performance. To demonstrate the effectiveness of the approach, a prototype workplace elearning system has been developed with relevant experiments used to evaluate the effectiveness of the approach. 1. Background Companies and other organizations face a permanent change due to various emerging challenges including globalization, economic pressures, and the changing nature of work. To be successful, employees of organizations have to learn continuously to cope with the change. E-Learning, as an emerging approach for enhancing the skills of knowledge workers, is increasingly being used by organizations [8]. However, most existing e-learning studies are based in educational institutions [5]. Different from school environment, learning in organizations is built on practical tasks and work situations with the aim of serving organizational goals. As a result, most elearning applications fail to meet the needs of learners and ultimately fail to serve the organization’s quest for success in the knowledge economy [11, 12]. In this study, we propose a performance-oriented learning ontology to improve e-learning development in the workplace settings. Ontology is a formal representation of a set of concepts and their relationships in a domain using machine languages and semantic annotations [2]. It ICCE 2010 | 284
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Yung-Chi HSU Frank KAPPE Akihiro KA
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Weiqin Chen, University of Bergens,
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International Workshop on Models, M
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