6,352 research outputs found
ArCo: the Italian Cultural Heritage Knowledge Graph
ArCo is the Italian Cultural Heritage knowledge graph, consisting of a
network of seven vocabularies and 169 million triples about 820 thousand
cultural entities. It is distributed jointly with a SPARQL endpoint, a software
for converting catalogue records to RDF, and a rich suite of documentation
material (testing, evaluation, how-to, examples, etc.). ArCo is based on the
official General Catalogue of the Italian Ministry of Cultural Heritage and
Activities (MiBAC) - and its associated encoding regulations - which collects
and validates the catalogue records of (ideally) all Italian Cultural Heritage
properties (excluding libraries and archives), contributed by CH administrators
from all over Italy. We present its structure, design methods and tools, its
growing community, and delineate its importance, quality, and impact
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Preface : CAA 2010: Computer assisted assessment: supporting student learning
The Preface for the first special issue for the International Journal of e-Assessment highlights the role of the assessment for learning agenda. It also points to papers within the special issue which relate to:
(a) Overcoming the barriers to supporting student learning with computer-assisted assessment; (b) Marking and computer-assisted assessment; (c) Harnessing the technology to improve efficiency and pedagogy.
The papers in this issue stress the general recognition that times are changing and that assessment needs to become embedded in the teaching/learning cycle and not purely as a checking device for the awarding institution. These papers encourage us to rise to the challenge of developing more sophisticated computer-assisted assessment systems that support student learning and there is still a lot to do
Service-oriented coordination platform for technology-enhanced learning
It is currently difficult to coordinate learning processes, not only because multiple stakeholders are involved (such as students, teachers, administrative staff, technical staff), but also because these processes are driven by sophisticated rules (such as rules on how to provide learning material, rules on how to assess students’ progress, rules on how to share educational responsibilities). This is one of the reasons for the slow progress in technology-enhanced learning. Consequently, there is a clear demand for technological facilitation of the coordination of learning processes. In this work, we suggest some solution directions that are based on SOA (Service-Oriented Architecture). In particular, we propose a coordination service pattern consistent with SOA and based on requirements that follow from an analysis of both learning processes and potentially useful support technologies. We present the service pattern considering both functional and non-functional issues, and we address policy enforcement as well. Finally, we complement our proposed architecture-level solution directions with an example. The example illustrates our ideas and is also used to identify: (i) a short list of educational IT services; (ii) related non-functional concerns; they will be considered in future work
Ontology-based Recommendation System for Personalized Education of Dyslexics to Read
Dyslexic pupils have learning difficulties in reading, writing, maths. They require individualised education. The paper presents an approach to achievement of personalised teaching the basics of reading that applies dyslexic learner’ profile ontology and learning goals ontology. A general model of reading that is rationale for determination of the latter is proposed. Ontology of dyslexia disabilities is suggested for manual annotation of learning resources
Conceptualizing the e-Learning Assessment Domain using an Ontology Network
During the last year, approaches that use ontologies, the backbone of the Semantic Web technologies, for different purposes in the assessment domain of e-Learning have emerged. One of these purposes is the use of ontologies as a mean of providing a structure to guide the automated design of assessments. The most of the approaches that deal with this problem have proposed individual ontologies that model only a part of the assessment domain. The main contribution of this paper is an ontology network, called AONet, that conceptualizes the e-assessment domain with the aim of supporting the semi-automatic generation of it. The main advantage of this network is that it is enriched with rules for considering not only technical aspects of an assessment but also pedagogic
Dealing with abstraction: Case study generalisation as a method for eliciting design patterns
Developing a pattern language is a non-trivial problem. A critical requirement is a method to support pattern writers with abstraction, so as they can produce generalised patterns. In this paper, we address this issue by developing a structured process of generalisation. It is important that this process is initiated through engaging participants in identifying initial patterns, i.e. directly dealing with the 'cold-start' problem. We have found that short case study descriptions provide a productive 'way into' the process for participants. We reflect on a 1-year interdisciplinary pan-European research project involving the development of almost 30 cases and over 150 patterns. We provide example cases, detailing the process by which their associated patterns emerged. This was based on a foundation for generalisation from cases with common attributes. We discuss the merits of this approach and its implications for pattern development
Collaborative Research on Academic History using Linked Open Data: A Proposal for the Heloise Common Research Model
International audienceThe paper presents a proposal for the Heloise Common Research Model (HCRM), to be implemented for the European research network on digital academic history – Heloise. The objective of Heloise is to interlink databases and other digital resources stemming from several research projects in the field of academic history, to provide an integrated database for federated research on the network databases. The HCRM defines three layers: the Repository Layer, the Application Layer and the Research Interface Layer, which are presented in detail. As part of the application and research interface layer, essential concepts are the symogih.org ontology and a Heloise network-specific thesaurus. The concepts have been tested on a sample of Heloise network’s datasets as a part of a prototype of the envisaged platform that the authors have started implementing. The paper concludes with future developments to be accomplished within the Heloise network
SWA-KMDLS: An Enhanced e-Learning Management System Using Semantic Web and Knowledge Management Technology
In this era of knowledge economy in which knowledge have become the most precious
resource, surveys have shown that e-Learning has been on the increasing trend in various
organizations including, among others, education and corporate. The use of e-Learning is
not only aim to acquire knowledge but also to maintain competitiveness and advantages
for individuals or organizations. However, the early promise of e-Learning has yet to be
fully realized, as it has been no more than a handout being published online, coupled with
simple multiple-choice quizzes. The emerging of e-Learning 2.0 that is empowered by
Web 2.0 technology still hardly overcome common problem such as information
overload and poor content aggregation in a highly increasing number of learning objects
in an e-Learning Management System (LMS) environment.
The aim of this research study is to exploit the Semantic Web (SW) and Knowledge
Management (KM) technology; the two emerging and promising technology to enhance
the existing LMS. The proposed system is named as Semantic Web Aware-Knowledge
Management Driven e-Learning System (SWA-KMDLS). An Ontology approach that is
the backbone of SW and KM is introduced for managing knowledge especially from
learning object and developing automated question answering system (Aquas) with
expert locator in SWA-KMDLS. The METHONTOLOGY methodology is selected to
develop the Ontology in this research work.
The potential of SW and KM technology is identified in this research finding which will
benefit e-Learning developer to develop e-Learning system especially with social
constructivist pedagogical approach from the point of view of KM framework and SW
environment. The (semi-) automatic ontological knowledge base construction system
(SAOKBCS) has contributed to knowledge extraction from learning object semiautomatically
whilst the Aquas with expert locator has facilitated knowledge retrieval
that encourages knowledge sharing in e-Learning environment.
The experiment conducted has shown that the SAOKBCS can extract concept that is the
main component of Ontology from text learning object with precision of 86.67%, thus
saving the expert time and effort to build Ontology manually. Additionally the
experiment on Aquas has shown that more than 80% of users are satisfied with answers
provided by the system. The expert locator framework can also improve the performance
of Aquas in the future usage.
Keywords: semantic web aware – knowledge e-Learning Management System (SWAKMDLS),
semi-automatic ontological knowledge base construction system (SAOKBCS),
automated question answering system (Aquas), Ontology, expert locator
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