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

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

Bridging the gap between Adaptive Hypermedia Systems and the Sharable Content Object Reference Model

This paper investigates strategies for building an adaptive profile to fully encapsulate a learners learning profile. It details how this profile will fit into the protocol for a Learning Management System (LMS) interacting with a user. This paper provides an overview of Adaptive Hypermedia Systems (AHS) and details the restrictions on the possible learning experiences available. Bridging the gap between the Sharable Content Object Reference Model (SCORM) and the design approach of AHS the environmental contexts of the learning experience are discussed, in attempt to fully understand the potential pitfalls when creating the learning profile. The proposed extensions would enable support for a user to effectively create his or her unique learning experience

Bridging the gap between Adaptive Hypermedia Systems and the Sharable Content Object Reference Model

This paper investigates strategies for building an adaptive profile to fully encapsulate a learners learning profile. It details how this profile will fit into the protocol for a Learning Management System (LMS) interacting with a user. This paper provides an overview of Adaptive Hypermedia Systems (AHS) and details the restrictions on the possible learning experiences available. Bridging the gap between the Sharable Content Object Reference Model (SCORM) and the design approach of AHS the environmental contexts of the learning experience are discussed, in attempt to fully understand the potential pitfalls when creating the learning profile. The proposed extensions would enable support for a user to effectively create his or her unique learning experience

EML and LMS related standard

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

Degree of Scaffolding: Learning Objective Metadata: A Prototype Leaning System Design for Integrating GIS into a Civil Engineering Curriculum

Digital media and networking offer great potential as tools for enhancing classroom learning environments, both local and distant. One concept and related technological tool that can facilitate the effective application and distribution of digital educational resources is learning objects in combination with the SCORM (sharable content objects reference model) compliance framework. Progressive scaffolding is a learning design approach for educational systems that provides flexible guidance to students. We are in the process of utilizing this approach within a SCORM framework in the form of a multi-level instructional design. The associated metadata required by SCORM will describe the degree of scaffolding. This paper will discuss progressive scaffolding as it relates to SCORM compliant learning objects, within the context of the design of an application for integrating Geographic Information Systems (GIS) into the civil engineering curriculum at the University of Missouri - Rolla

Search and Delivery of Standardized Learning Resources Based on SOAP Messaging and Native XML Databases

With the progress of Web-based learning technologies, standardized digital repositories and learning management systems are becoming prevalent over time. The heterogeneity in underlying databases and access methods, however, makes it difficult to share and exchange the learning resources between them. In this paper, we propose an architecture for the search and delivery of learning resources. Based on the SOAP transmission protocol, the architecture seeks to improve interoperability between heterogeneous E-Learning implementations. We also present a general-purpose query language as a building block of the architecture. The language provides a unified query interface for resource repositories, thereby shielding the users from the differences in underlying databases and metadata schemas. To highlight our design, an implementation using LOM, native XML database and XPath is presented. The last part of this paper discusses technical and pedagogical issues of concern regarding the launching of contents from within standardized LMSs

E-Learning Instruction Generation Approach in terms of Experience Economy

With the trend of service innovation and experience economy, innovative services with mass customization is the right way to shift into the Experience Economy. Nowadays, E-Learning services development is limited and digital learning material inadequate is one of the most important issues in this area. By taking rapid instruction prototyping into consideration and implementing the modular architecture that offer mass customization services and rapid, then the E-Learning in terms of Experience Economy will realize rapidly. This study proposes an innovative service concept with efficiently offering reusable learning assets for accelerating learning material development. The innovative approach of E-Learning instruction generation services is illustrated and the conceptual model of proposed service framework is outlined. The major findings of this study are: E-Learning instruction generation model for effectively utilizing course contents in Web 2.0 website; conceptual model for dynamic componentization of learning assets. Finally, discussion direction for further research is proposed

Extending the 5S Framework of Digital Libraries to support Complex Objects, Superimposed Information, and Content-Based Image Retrieval Services

Advanced services in digital libraries (DLs) have been developed and widely used to address the required capabilities of an assortment of systems as DLs expand into diverse application domains. These systems may require support for images (e.g., Content-Based Image Retrieval), Complex (information) Objects, and use of content at fine grain (e.g., Superimposed Information). Due to the lack of consensus on precise theoretical definitions for those services, implementation efforts often involve ad hoc development, leading to duplication and interoperability problems. This article presents a methodology to address those problems by extending a precisely specified minimal digital library (in the 5S framework) with formal definitions of aforementioned services. The theoretical extensions of digital library functionality presented here are reinforced with practical case studies as well as scenarios for the individual and integrative use of services to balance theory and practice. This methodology has implications that other advanced services can be continuously integrated into our current extended framework whenever they are identified. The theoretical definitions and case study we present may impact future development efforts and a wide range of digital library researchers, designers, and developers