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

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

Selected papers from the 49th Annual Conference on African Linguistics

Descriptive and Theoretical Approaches to African Linguistics contains a selection of revised and peer-reviewed papers from the 49th Annual Conference on African Linguistics, held at Michigan State University in 2018. The contributions from both students and more senior scholars, based in North America, Africa and other parts of the world, provide a glimpse of the breadth and quality of current research in African linguistics from both descriptive and theoretical perspectives. Fields of interest range from phonetics, phonology, morphology, syntax, semantics to sociolinguistics, historical linguistics, discourse analysis, language documentation, computational linguistics and beyond. The articles reflect both the typological and genetic diversity of languages in Africa and the wide range of research areas covered by presenters at ACAL conferences

Enhancing curriculum design and delivery with OER

This paper reports on the key findings from the EVOL-OER project which aims to develop a deeper understanding of the reuse of open educational resources (OERs) by academics in Higher Education Institutions (HEIs). This paper builds on the JISC OER Impact study by exploring and expanding on the Ratified quadrant of the study’s landscape of reuse framework (White & Manton, 2011). This paper puts forward a different four-quadrant diagram called ‘OER-enhanced curriculum’ to illustrate different approaches adopted by academics to embedding OER into curriculum design and delivery. Key issues in relation to motivation and challenges in reusing OER are discussed

Semi-automatic generation of learning domain modules for technology supported learning systems

In a time when Technology Supported Learning Systems are being widely used, there is a lack of tools that allows their development in an automatic or semi-automatic way. Technology Supported Learning Systems require an appropriate Domain Module, ie. the pedagogical representation of the domain to be mastered, in order to be effective. However, content authoring is a time and effort consuming task, therefore, efforts in automatising the Domain Module acquisition are necessary.Traditionally, textbooks have been used as the main mechanism to maintain and transmit the knowledge of a certain subject or domain. Textbooks have been authored by domain experts who have organised the contents in a means that facilitate understanding and learning, considering pedagogical issues.Given that textbooks are appropriate sources of information, they can be used to facilitate the development of the Domain Module allowing the identification of the topics to be mastered and the pedagogical relationships among them, as well as the extraction of Learning Objects, ie. meaningful fragments of the textbook with educational purpose.Consequently, in this work DOM-Sortze, a framework for the semi-automatic construction of Domain Modules from electronic textbooks, has been developed. DOM-Sortze uses NLP techniques, heuristic reasoning and ontologies to fulfill its work. DOM-Sortze has been designed and developed with the aim of automatising the development of the Domain Module, regardless of the subject, promoting the knowledge reuse and facilitating the collaboration of the users during the process

Perspectives on Open and Distance Learning: Open Educational Resources: Innovation, Research and Practice

Open Educational Resources (OER) – that is, teaching, learning and research materials that their owners make free to others to use, revise and share – offer a powerful means of expanding the reach and effectiveness of worldwide education. Those resources can be full courses, course materials, modules, textbooks, streaming videos, software, and other materials and techniques used to promote and support universal access to knowledge. This book, initiated by the UNESCO/COL Chair in OER, is one in a series of publications by the Commonwealth of Learning (COL) examining OER. It describes the movement in detail, providing readers with insight into OER’s significant benefits, its theory and practice, and its achievements and challenges. The 16 chapters, written by some of the leading international experts on the subject, are organised into four parts by theme: OER in Academia – describes how OER are widening the international community of scholars, following MIT’s lead in sharing its resources and looking to the model set by the OpenCourseWare Consortium OER in Practice – presents case studies and descriptions of OER initiatives underway on three continents Diffusion of OER – discusses various approaches to releasing and “opening” content, from building communities of users that support lifelong learning to harnessing new mobile technologies that enhance OER access on the Internet Producing, Sharing and Using OER – examines the pedagogical, organisational, personal and technical issues that producing organisations and institutions need to address in designing, sharing and using OER Instructional designers, curriculum developers, educational technologists, teachers, researchers, students, others involved in creating, studying or using OER: all will find this timely resource informative and inspiring.Sponsors, whose grants have helped in the realization of this book, include: the Ministry of Advanced Education and Technology of Alberta, Canada; the Canadian Foundation for Innovation; the William and Flora Hewlett Foundation; and the Technology Enhanced Knowledge Research Institute (TEKRI) at Athabasca University

The potential of using mobile social media applications for language learning : A case study in Saudi higher education

A thesis submitted in partial fulfilment of the requirements of the University of Wolverhampton for the degree of Doctor of Philosophy.This study aims to harness young people’s ubiquitous social media use to facilitate language education and explore how mobile devices and social media applications can promote and provide more autonomous, collaborative, motivated, and contextual learning experiences in a Saudi Arabian university setting. Hence, this study is grounded in the tenets of connectivism learning theory of collaboration and autonomy, and a design-based research (DBR) methodological approach, which entails developing solutions to problems and then testing out interventions, has been implemented. The research uses mixed methods approach, in which quantitative and qualitative data were obtained. The groups comprised two classes at a Saudi Arabian university - one with 14 males and the other with 14 females - who participated in a blended learning approach, utilising online educational materials, as well as classroom delivery, as part of the teaching process. The study has drawn on DBR to identify appropriate design principles for use in mobile language learning before investigating the ability of mobile social media applications to facilitate an interactive spontaneous learning environment by exploring whether these technologies can assist EFL students in collaborative learning that takes advantage of students’ familiarity with mobile phones, on the one hand, and social media applications, on the other. It was found that providing rich learning opportunities via the use of mobile apps is useful in the Saudi context as there are typically limited language learning opportunities and socio-cultural restrictions concerning face-to-face student interactions especially between genders due to cultural restrictions. Hence, the moderating faculties of social media applications WhatsApp and Instagram allowed a multitude of media to be shared with and between students, who were better able to connect and collaborate. Therefore, the study’s findings significantly extend the understanding of mobile learning, demonstrating its capability to offer more out-of-class contextual opportunities in scenarios that are characterised by limited language learning opportunities and socio-cultural restrictions of face-to-face student interactions, particularly in traditionally gender segregated societies such as Saudi Arabia. Moreover, communication between male tutor and female students in this way supports the Saudi government’s Vision 2030 program by preparing them for working and further study in mixed environments. Of particular note, students co-contributed to the design change and were motivated and engaged to experience the new learning opportunities afforded through the use of mobile apps, also leading to some improvements in their actual learning. Therefore, this study recommends for ‘reforming’ EFL education in Saudi Arabia by allowing students’ voices to be heard to enhance their contribution to the learning process and meet the needs of the new technologically minded generation. A crucial implication of the study is that independence and autonomy in the practice of learning via social media apps should be encouraged and supported, as while it is contrary to typical approaches to teaching in Saudi Arabia, it was found to be well received by the students in this study. Thus, the findings on the affordance and acceptance of mobile social media applications can facilitate policymaking to counter the authoritarian practices and teaching attitudes prevalent in Saudi higher education.Saudi Attaché Cultural Bureau