318 research outputs found

    An Integrated Approach for Automatic\ud Aggregation of Learning Knowledge Objects

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    This paper presents the Knowledge Puzzle, an ontology-based platform designed to facilitate domain\ud knowledge acquisition from textual documents for knowledge-based systems. First, the\ud Knowledge Puzzle Platform performs an automatic generation of a domain ontology from documents’\ud content through natural language processing and machine learning technologies. Second,\ud it employs a new content model, the Knowledge Puzzle Content Model, which aims to model\ud learning material from annotated content. Annotations are performed semi-automatically based\ud on IBM’s Unstructured Information Management Architecture and are stored in an Organizational\ud memory (OM) as knowledge fragments. The organizational memory is used as a knowledge\ud base for a training environment (an Intelligent Tutoring System or an e-Learning environment).\ud The main objective of these annotations is to enable the automatic aggregation of Learning\ud Knowledge Objects (LKOs) guided by instructional strategies, which are provided through\ud SWRL rules. Finally, a methodology is proposed to generate SCORM-compliant learning objects\ud from these LKOs

    A two LOM aplication profiles: for learning objects and for information objetcs

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    Learning Objects are the central concept of the current paradigm of E-Learning, but curiously, there is still a widespread confusion about how much to include, how big should be, or what is the “correct” granularity for a Learning Object. Because of this, different works use the same term to different things. This paper attempts to differentiate the concepts of Learning Objects and Information Objects, and analyze the potential for achieving adaptivity in the two levels. Particularly, studying the design of two LOM application profiles for exploit the specifics of each level of granularity.Presentado en el VIII Workshop Tecnología Informática aplicada en Educación (WTIAE)Red de Universidades con Carreras en Informática (RedUNCI

    Exporting content from content-e to SCORM

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    A two LOM aplication profiles: for learning objects and for information objetcs

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    Learning Objects are the central concept of the current paradigm of E-Learning, but curiously, there is still a widespread confusion about how much to include, how big should be, or what is the “correct” granularity for a Learning Object. Because of this, different works use the same term to different things. This paper attempts to differentiate the concepts of Learning Objects and Information Objects, and analyze the potential for achieving adaptivity in the two levels. Particularly, studying the design of two LOM application profiles for exploit the specifics of each level of granularity.Presentado en el VIII Workshop Tecnología Informática aplicada en Educación (WTIAE)Red de Universidades con Carreras en Informática (RedUNCI

    Hypermedia Learning Objects System - On the Way to a Semantic Educational Web

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    While eLearning systems become more and more popular in daily education, available applications lack opportunities to structure, annotate and manage their contents in a high-level fashion. General efforts to improve these deficits are taken by initiatives to define rich meta data sets and a semanticWeb layer. In the present paper we introduce Hylos, an online learning system. Hylos is based on a cellular eLearning Object (ELO) information model encapsulating meta data conforming to the LOM standard. Content management is provisioned on this semantic meta data level and allows for variable, dynamically adaptable access structures. Context aware multifunctional links permit a systematic navigation depending on the learners and didactic needs, thereby exploring the capabilities of the semantic web. Hylos is built upon the more general Multimedia Information Repository (MIR) and the MIR adaptive context linking environment (MIRaCLE), its linking extension. MIR is an open system supporting the standards XML, Corba and JNDI. Hylos benefits from manageable information structures, sophisticated access logic and high-level authoring tools like the ELO editor responsible for the semi-manual creation of meta data and WYSIWYG like content editing.Comment: 11 pages, 7 figure

    MPEG-SCORM : ontologia de metadados interoperáveis para integração de padrões multimídia e e-learning

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    Orientador: Yuzo IanoTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Engenharia Elétrica e de ComputaçãoResumo: A convergência entre as mídias digitais propõe uma integração entre as TIC, focadas no domínio do multimídia (sob a responsabilidade do Moving Picture Experts Group, constituindo o subcomitê ISO / IEC JTC1 SC29), e as TICE, (TIC para a Educação, geridas pelo ISO / IEC JTC1 SC36), destacando-se os padrões MPEG, empregados na forma de conteúdo e metadados para o multimídia, e as TICE, aplicadas à Educação a Distância, ou e-Learning (o aprendizado eletrônico). Neste sentido, coloca-se a problemática de desenvolver uma correspondência interoperável de bases normativas, atingindo assim uma proposta inovadora na convergência entre as mídias digitais e as aplicações para e-Learning, essencialmente multimídia. Para este fim, propõe-se criar e aplicar uma ontologia de metadados interoperáveis para web, TV digital e extensões para dispositivos móveis, baseada na integração entre os padrões de metadados MPEG-21 e SCORM, empregando a linguagem XPathAbstract: The convergence of digital media offers an integration of the ICT, focused on telecommunications and multimedia domain (under responsibility of the Moving Picture Experts Group, ISO/IEC JTC1 SC29), with the ICTE (the ICT for Education, managed by the ISO/IEC JTC1 SC36), highlighting the MPEG formats, featured as content and as description metadata potentially applied to the Multimedia or Digital TV and as a technology applied to e-Learning. Regarding this, it is presented the problem of developing an interoperable matching for normative bases, achieving an innovative proposal in the convergence between digital Telecommunications and applications for e-Learning, both essentially multimedia. To achieve this purpose, it is proposed to creating a ontology for interoperability between educational applications in Digital TV environments and vice-versa, simultaneously facilitating the creation of learning metadata based objects for Digital TV programs as well as providing multimedia video content as learning objects for Distance Education. This ontology is designed as interoperable metadata for the Web, Digital TV and e-Learning, built on the integration between MPEG-21 and SCORM metadata standards, employing the XPath languageDoutoradoTelecomunicações e TelemáticaDoutor em Engenharia ElétricaCAPE

    EML and LMS related standard

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    IMS Global Learning Consortium, Inc. (IMS) is developing and promoting open specifications for facilitating online distributed learning activities such as locating and using educational content, tracking learner progress, reporting learner performance, and exchanging student records between administrative systems. The IMS project defines the following separate specifications. · Learning Resource Meta-data (p. 9). This is a specification of meta-data used to identify “learning resources”. · Content packaging (p. 13). A specification of how to assemble and distribute content in “packages”. · Resource identifiers (p. 17). This defines persistent, location independent resource identifiers. · Question & Test Interoperability (QTI) (p. 19). This defines the structure of questions and tests, and the grouping of these. · Enterprise (p. 33). This defines the way information on the learning 'enterprise' (instructional processes) is shared. · Learner information packaging (p. 37). This specifies how to record and share information on the learner. · Reusable Competency Definitions (p. 40). An information model for describing, referencing and exchanging definitions of competencies, primarily in the context of online and distributed learning. · Simple Sequencing (p. 42). This defines how to associate sequencing information with content packs (p. 13) and its default behaviour. Each specification has (or will have) at least three main parts: · Information model — an abstract description of the area modelled · Binding — binding to a particular language. For all specifications XML is the language of choice · Best practice — explanation of how to apply the model

    Mapping web personal learning environments

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    A recent trend in web development is to build platforms which are carefully designed to host a plurality of software components (sometimes called widgets or plugins) which can be organized or combined (mashed-up) at user's convenience to create personalized environments. The same holds true for the web development of educational applications. The degree of personalization can depend on the role of users such as in traditional virtual learning environment, where the components are chosen by a teacher in the context of a course. Or, it can be more opened as in a so-called personalized learning environment (PLE). It now exists a wide array of available web platforms exhibiting different functionalities but all built on the same concept of aggregating components together to support different tasks and scenarios. There is now an overlap between the development of PLE and the more generic developments in web 2.0 applications such as social network sites. This article shows that 6 more or less independent dimensions allow to map the functionalities of these platforms: the screen dimensionmaps the visual integration, the data dimension maps the portability of data, the temporal dimension maps the coupling between participants, the social dimension maps the grouping of users, the activity dimension maps the structuring of end users–interactions with the environment, and the runtime dimensionmaps the flexibility in accessing the system from different end points. Finally these dimensions are used to compare 6 familiar Web platforms which could potentially be used in the construction of a PLE
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