New challenges for eLearning : supporting learning content through semantic web technology

Nowadays, the web has become an important learning platform. Its accessibility has made it a successful environment particularly for eLearning education. However, the emerging technology of the Semantic Web sets out challenges that need to be explored in bringing the eLearning platform to the next level. This paper discusses the potential of semantic technology for supporting learning content in the eLearning environment. A conceptual model is referred to present the idea of learning content development through semantic web technology in the educational context. Furthermore, the ontological development model describes the process involved in building concepts and ontologies from learning content. Lastly, this paper also explains the impacts of semantic technology that contribute to the changes of a longer-term aim of eLearning education. (Author's abstract

In Search of Reusable Educational Resources in the Web

[EN] Nowadays there is a high demand from teachers to precisely find online learning resources that are free from copyright restrictions or publicly licensed to use, adapt and redistribute in their own courses. This paper investigates the state of the art to support teachers in this search process. Repository based strategies for dissemination of educational resources are discussed and critiqued and the added value of a semantic web approach is shown. The ontology schema.org and its suitability for semantic annotation of educational resources is introduced. Current ways and weaknesses to discover educational resources based on appropriate semantic data are presented. The possibility to use the wisdom of the crowd of learners and teachers defining semantic knowledge about used learning resources is addressed. For demonstration purposes within all sections the course subject ‘Semantic SEO’, dealt in the course ‘SEO – Search Engine Optimization’ held by the author in 2016, is used.Steinberger, C. (2017). In Search of Reusable Educational Resources in the Web. En Proceedings of the 3rd International Conference on Higher Education Advances. Editorial Universitat Politècnica de València. 321-328. https://doi.org/10.4995/HEAD17.2017.518632132

Mobilities, moorings and boundary marking in developing semantic technologies in educational practices

While much attention has been given to the changing spaces of education introduced by new technologies, the impact of spatial theory on the discussion of such education is less well developed. Drawing upon empirical evidence from the Ensemble research project, this article examines spatially some of the possibilities and constraints that arise in the introduction of semantic technologies into case-based learning in higher education. While the affordances of the semantic web provide a technological basis for the development of flexible tools and associated pedagogies in ways that could enhance case-based learning, there are many tensions in this process. In this article, we draw upon certain aspects of spatial theory to examine the ways in which the mobilities and openings made possible by the introduction of semantic technologies also entail mooring and boundary marking in order to give the technologies specifically educational purposes. We suggest how educational practices can be considered theoretically as spatial orderings and some of the implications

Problematising Participatory Research for Developing Semantic Web Technologies

This paper contributes to a symposium on ‘Designs for learning with the Semantic Web (Web 3.0)’ by presenting the outcomes of critical reflection on methodological issues relating to the design of semantic web technologies for networked learning. Semantic web technologies show great potential for supporting networked learning but are unsettled and under-researched in educational contexts, thus classed within this symposium as ‘emergent’. The design of this emergent and complex technology is considered in relation to empirical research data from an interdisciplinary, multi-institutional technology enhanced learning (TEL) research project. The research project explored the potential of semantic web technologies in Higher Education (HE) to support the use of cases in teaching and learning. Data was collected throughout the project including researcher's wiki-based reflective research logs, transcripts from project meetings and interviews and focus groups with participants and observation notes. Critical reflection on the research process was supported through engagement with this data, which allowed the recognition of nondeterministic constructs and fluidity and contingency in research practice. Therefore, this paper problematises participation by highlighting uncertainties and contingencies inherent in the enactment of participatory research methodology. Rather than viewing uncertainty and contingency as devaluing research, the case is made that this can allow for enrichment of the development process and subsequently the research outcomes. The flexible and emergent nature of semantic web technology matched with participatory approaches in the design of emergent technologies allows for reflection, adaptation and flexible action relating to pedagogy and practices which is essential in educational contexts that are rapidly changing. The findings highlight the uncertain and contingent nature of (1) the settings where design took place; (2) acceptance or rejection of research methods; and (3) the community groups that emerged as interested parties in our work. Vignettes from two different research settings are used to show how participation was enacted reflectively and responsively leading to some positive outcomes; including the development of new teaching practices and new technologies, which were fed back into the open source development of educational semantic web technologies. Therefore, researchers in the field of networked learning are encouraged to ‘design with participatory research’ to match the challenges posed by complex and emergent technologies and changeable educational contexts rather than attempting to apply standardised forms of design methodologie

e-LION: Data integration semantic model to enhance predictive analytics in e-Learning.

The surge in online education emphasizes Learning Management Systems' (LMSs) crucial role in organizing learning resources and enabling teacher-learner communication. COVID-19 accelerated this, spiking engagement and substantial learning data. Academic institutions now have extensive data for comprehensive analysis to inform educational planning. However, integrating this diverse, sizable dataset from heterogeneous sources with semantic inconsistencies is challenging. Standardized integration schemes are needed for efficient utilization in machine learning models. Semantic web technologies offer a promising framework for semantic integration of e-learning data, enabling systematic consolidation, linkage, and advanced querying. We propose the e-LION (e-Learning Integration ONtology) semantic model to consolidate diverse e-learning knowledge bases and enhance analytical capabilities. Populated with real-world data from various LMSs, focusing on Software Engineering courses from the University of Malaga (Spain) and the Open University Learning, we validate it through four in-depth case studies. Advanced semantic querying techniques feed predictive models, perform time-series forecasting of student interactions based on final grades, and develop SWRL reasoning rules for student behavior classification. Validation study results are highly promising, suggesting e-LION as an ontological mediator scheme for integrating future semantic models within the e-learning domain. This opens exciting possibilities for leveraging the e-LION model to enhance educational planning, predictive modeling, and behavioral analysis, ultimately advancing e-learning through effective semantic integration and diverse learning-related data utilization.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tec

A generic framework for the development of standardised learning objects within the discipline of construction management

E-learning has occurred in the academic world in different forms since the early 1990s. Its use varies from interactive multimedia tools and simulation environments to static resources within learning management systems. E-learning tools and environments are no longer criticised for their lack of use in higher education in general and within the construction domain in particular. The main criticism, however, is that of reinventing the wheel in order to create new learning environments that cater for different educational needs. Therefore, sharing educational content has become the focus of current research, taking e-learning into a whole new era of developments. This era is enabled by the emergence of new technologies (online and wireless) and the development of educational standards, such as SCORM (Sharable Content Object Reference Model) and LOM (Learning Object Metadata) for example. Accordingly, the broad definition of the construction domain and the interlocking nature of subjects taught within this domain, makes the concept of sharing content most appealing. This paper proposes a framework developed to describe the various steps required in order to enable the application of e-learning metadata standards and ontology for sharable learning objects to serve the construction discipline. The paper further describes the application of the proposed framework to a case study for developing an online environment for learning objects that are standardised, sharable, transparent and that cater for the needs of learners, educators and curricula developers in Construction Management. Based on the framework, a learning objects repository is developed incorporating educational and web standards. The repository manages objects as well as metadata using ontology and offers a set of services such as storing, retrieving and searching of learning objects using Semantic Web technologies. Thus, it increases the reusability, sharability and interoperability of learning objects

Open PhD Workshop on Technology-Enhanced Learning and Semantics, Software and Services

The 7FP project SISTER focuses, especially, on strengthening the PhD and PostDoc level of education and training of researchers, and thus attracting more young scientists to the research profession and retaining them. The project SISTER is structured around two ICT strategic research areas - Software and services, and Intelligent Content and Semantics. The research workshops and seminars will support the research in the particular area through brainstorming sessions, discussions and strategic planning. Some of them will be of benefit to the PhD students and Post Docs and the advancement in their careers, while others will be devoted to further research collaboration in selected EU research programmes. The main research areas addressed are: Creation of digital libraries with intelligent content. Semantic annotation of digital content - Creation of ontologies for the digital content in the libraries. Semantic annotation of the learning materials in the repositories. The created ontologies and their semantic annotation will allow searching materials using semantic web techniques. Development of adaptive intelligent learning systems based on intelligent ontologies and digital learning materials. New innovative pedagogical approaches, assessment models and organisational models for lifelong competence development. Software for the effective support of users who create, store, use and exchange knowledge resources, learning activities, units of learning and competence development programmes within a learning network. Models and tools for competence development into a common, easy to use infrastructure. Training programs to learn users how to work with the infrastructure, and to train instructors and companies (specifically SMEs) to deliver services using the infrastructure. Responsive environments for technology-enhanced learning higher education and business organisations "that motivate, engage and inspire learners, and which can be embedded in the business processes and human resources management systems of organisations". Special attention will be given to using the research outcomes related to Intelligent Content and Semantics and Digital Libraries for building intelligent Adaptive and intuitive learning systems and Web 2.0 oriented applications. Development of a semantics-based reference frameworks for the conceptualisation of learning content, learning objectives, and teaching strategies, and the implementation of pedagogically-driven and semantically-enhanced adaptive learning systems. This will lead to consolidating existing theoretical and technological frameworks for explicitly modelling educational content, teaching strategies, and learner characteristics, and integrating them under a common semantic model.Open PhD Workshop on Technology-Enhanced Learning and Semantics, Software and Services in conjunction with the 13th International Conference on Artificial Intelligence: Methodology, Systems, Applications - AI@Work (AIMSA 2008) 04-06 September, Varna, Bulgari

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

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