A semantic approach for learning objects repositories with knowledge reuse

In this paper we discuss how the inclusion of semantic functionalities in a Learning Objects Repository allows a better characterization of the learning materials enclosed and improves their retrieval through the adoption of some query expansion strategies. Thus, we started to regard the use of ontologies to automatically suggest additional concepts when users are filling some metadata fields and add new terms to the ones initially provided when users specify the keywords with interest in a query. Dealing with different domain areas and having considered impractical the development of many different ontologies, we adopted some strategies for reusing ontologies in order to have the knowledge necessary in our institutional repository. In this paper we make a review of the area of knowledge reuse and discuss our approach

Improving Knowledge Retrieval in Digital Libraries Applying Intelligent Techniques

Nowadays an enormous quantity of heterogeneous and distributed information is stored in the digital University. Exploring online collections to find knowledge relevant to a user’s interests is a challenging work. The artificial intelligence and Semantic Web provide a common framework that allows knowledge to be shared and reused in an efficient way. In this work we propose a comprehensive approach for discovering E-learning objects in large digital collections based on analysis of recorded semantic metadata in those objects and the application of expert system technologies. We have used Case Based-Reasoning methodology to develop a prototype for supporting efficient retrieval knowledge from online repositories. We suggest a conceptual architecture for a semantic search engine. OntoUS is a collaborative effort that proposes a new form of interaction between users and digital libraries, where the latter are adapted to users and their surroundings

Semantic web technology for web-based teaching and learning: A roadmap

The World-Wide Web has become the predominant platform for computer-aided instruction. Contentorientation, access and interactive features have made the Web a successful technology. The Web, however, is still evolving. We expect in particular Semantic Web technology to substantially impact Web-based teaching and learning. In this paper, we examine the potential of this technology and how we expect it to influence content representation and the work of the instructor and the learner

Semantic annotation of multilingual learning objects based on a domain ontology

One of the important tasks in the use of learning resources in e-learning is the necessity to annotate learning objects with appropriate metadata. However, annotating resources by hand is time consuming and difficult. Here we explore the problem of automatic extraction of metadata for description of learning resources. First, theoretical constraints for gathering certain types of metadata important for e-learning systems are discussed. Our approach to annotation is then outlined. This is based on a domain ontology, which allows us to annotate learning resources in a language independent way.We are motivated by the fact that the leading providers of learning content in various domains are often spread across countries speaking different languages. As a result, cross-language annotation can facilitate accessibility, sharing and reuse of learning resources

Content-driven design and architecture of E-learning applications

E-learning applications combine content with learning technology systems to support the creation of content and its delivery to the learner. In the future, we can expect the distinction between learning content and its supporting infrastructure to become blurred. Content objects will interact with infrastructure services as independent objects. Our solution to the development of e-learning applications – content-driven design and architecture – is based on content-centric ontological modelling and development of architectures. Knowledge and modelling will play an important role in the development of content and architectures. Our approach integrates content with interaction (in technical and educational terms) and services (the principle organization for a system architecture), based on techniques from different fields, including software engineering, learning design, and knowledge engineering

Quality assurance for digital learning object repositories: issues for the metadata creation process

Metadata enables users to find the resources they require, therefore it is an important component of any digital learning object repository. Much work has already been done within the learning technology community to assure metadata quality, focused on the development of metadata standards, specifications and vocabularies and their implementation within repositories. The metadata creation process has thus far been largely overlooked. There has been an assumption that metadata creation will be straightforward and that where machines cannot generate metadata effectively, authors of learning materials will be the most appropriate metadata creators. However, repositories are reporting difficulties in obtaining good quality metadata from their contributors, and it is becoming apparent that the issue of metadata creation warrants attention. This paper surveys the growing body of evidence, including three UK-based case studies, scopes the issues surrounding human-generated metadata creation and identifies questions for further investigation. Collaborative creation of metadata by resource authors and metadata specialists, and the design of tools and processes, are emerging as key areas for deeper research. Research is also needed into how end users will search learning object repositories

Characterizing the Landscape of Musical Data on the Web: State of the Art and Challenges

Musical data can be analysed, combined, transformed and exploited for diverse purposes. However, despite the proliferation of digital libraries and repositories for music, infrastructures and tools, such uses of musical data remain scarce. As an initial step to help fill this gap, we present a survey of the landscape of musical data on the Web, available as a Linked Open Dataset: the musoW dataset of catalogued musical resources. We present the dataset and the methodology and criteria for its creation and assessment. We map the identified dimensions and parameters to existing Linked Data vocabularies, present insights gained from SPARQL queries, and identify significant relations between resource features. We present a thematic analysis of the original research questions associated with surveyed resources and identify the extent to which the collected resources are Linked Data-ready

DRIVER Technology Watch Report

This report is part of the Discovery Workpackage (WP4) and is the third report out of four deliverables. The objective of this report is to give an overview of the latest technical developments in the world of digital repositories, digital libraries and beyond, in order to serve as theoretical and practical input for the technical DRIVER developments, especially those focused on enhanced publications. This report consists of two main parts, one part focuses on interoperability standards for enhanced publications, the other part consists of three subchapters, which give a landscape picture of current and surfacing technologies and communities crucial to DRIVER. These three subchapters contain the GRID, CRIS and LTP communities and technologies. Every chapter contains a theoretical explanation, followed by case studies and the outcomes and opportunities for DRIVER in this field

A linked data-driven & service-oriented architecture for sharing educational resources

The two fundamental aims of managing educational resources are to enable resources to be reusable and interoperable and to enable Web-scale sharing of resources across learning communities. Currently, a variety of approaches have been proposed to expose and manage educational resources and their metadata on the Web. These are usually based on heterogeneous metadata standards and schemas, such as IEEE LOM or ADL SCORM, and diverse repository interfaces such as OAI-PMH or SQI. Also, there is still a lack of usage of controlled vocabularies and available data sets that could replace the widespread use of unstructured text for describing resources. On the other hand, the Linked Data approach has proven that it offers a set of successful principles that have the potential to alleviate the aforementioned issues. In this paper, we introduce an architecture and prototype which is fundamentally based on (a) Linked Data principles and (b) Service-orientation to resolve the integration issues for sharing educational resources

Increasing information feed in the process of structural steel design

Research initiatives throughout history have shown how a designer typically makes associations and references to a vast amount of knowledge based on experiences to make decisions. With the increasing usage of information systems in our everyday lives, one might imagine an information system that provides designers access to the ‘architectural memories’ of other architectural designers during the design process, in addition to their own physical architectural memory. In this paper, we discuss how the increased adoption of semantic web technologies might advance this idea. We investigate to what extent information can be described with these technologies in the context of structural steel design. This investigation indicates significant possibilities regarding information reuse in the process of structural steel design and, by extent, in other design contexts as well. However, important obstacles and question remarks can still be outlined as well