The Knowledge Life Cycle for e-learning

In this paper, we examine the semantic aspects of e-learning from both pedagogical and technological points of view. We suggest that if semantics are to fulfil their potential in the learning domain then a paradigm shift in perspective is necessary, from information-based content delivery to knowledge-based collaborative learning services. We propose a semantics driven Knowledge Life Cycle that characterises the key phases in managing semantics and knowledge, show how this can be applied to the learning domain and demonstrate the value of semantics via an example of knowledge reuse in learning assessment management

Case-based analysis in user requirements modelling for knowledge construction

Context: Learning can be regarded as knowledge construction in which prior knowledge and experience serve as basis for the learners to expand their knowledge base. Such a process of knowledge construction has to take place continuously in order to enhance the learners’ competence in a competitive working environment. As the information consumers, the individual users demand personalised information provision which meets their own specific purposes, goals, and expectations. Objectives: The current methods in requirements engineering are capable of modelling the common user’s behaviour in the domain of knowledge construction. The users’ requirements can be represented as a case in the defined structure which can be reasoned to enable the requirements analysis. Such analysis needs to be enhanced so that personalised information provision can be tackled and modelled. However, there is a lack of suitable modelling methods to achieve this end. This paper presents a new ontological method for capturing individual user’s requirements and transforming the requirements onto personalised information provision specifications. Hence the right information can be provided to the right user for the right purpose. Method: An experiment was conducted based on the qualitative method. A medium size of group of users participated to validate the method and its techniques, i.e. articulates, maps, configures, and learning content. The results were used as the feedback for the improvement. Result: The research work has produced an ontology model with a set of techniques which support the functions for profiling user’s requirements, reasoning requirements patterns, generating workflow from norms, and formulating information provision specifications. Conclusion: The current requirements engineering approaches provide the methodical capability for developing solutions. Our research outcome, i.e. the ontology model with the techniques, can further enhance the RE approaches for modelling the individual user’s needs and discovering the user’s requirements

Participatory design of a continuous care ontology : towards a user-driven ontology engineering methodology

The patient room of the future would be able to sense the needs and preferences of the patients and nurses and adapt itself accordingly by combining all the heterogeneous data offered by the different technologies. This goal can be achieved by developing a context-aware framework, which exploits and integrates the heterogeneous data by utilizing a continuous care ontology. The existing ontology engineering methodologies are rather extreme in their choices to include domain experts. On the one hand, there are methodologies that only discuss the scope, use and requirements of the ontology with the domain experts. On the other hand, there are approaches in which the ontology is completely constructed by the domain experts by providing them with user-friendly and collaborative tools. In this paper, a participatory ontology engineering methodology is presented that finds a middle ground between these two extremes. The methodology actively involves social scientists, ontology engineers and stakeholders. The stakeholders participate in each step of the ontology life cycle without having to construct the ontology themselves or attribute a large amount of their time. The applicability of the methodology is illustrated by presenting the co-created continuous care ontology

De-Fragmenting Knowledge: Using Metadata for Interconnecting Courses

E-learning systems are often based on the notion of "course": an interconnected set of resources aiming at presenting material related to a particular topic. Course authors do provide external links to related material. Such external links are however "frozen" at the time of publication of the course. Metadata are useful for classifying and finding e-learning artifacts. In many cases, metadata are used by Learning Management Systems to import, export, sequence and present learning objects. The use of metadata by humans is in general limited to a search functionality, e.g. by authors who search for material that can be reused. We argue that metadata can be used to enrich the interconnection among courses, and to present to the student a richer variety of interconnected resources. We implemented a system that presents an instance of this idea

THE ROLE OF THE SEMANTIC WEB IN STRUCTURING ORGANIZATIONAL KNOWLEDGE

The present paper is a component of an exploratory research project focused on discovering new ways to build, organize and consolidate organizational memory for an economic entity by means of the new a€sSemantic Weba€t technologies and also encloses someorganizational memory, organizational knowledge, semantic web, knowledge management

Geospatial information infrastructures

Manual of Digital Earth / Editors: Huadong Guo, Michael F. Goodchild, Alessandro Annoni .- Springer, 2020 .- ISBN: 978-981-32-9915-3Geospatial information infrastructures (GIIs) provide the technological, semantic,organizationalandlegalstructurethatallowforthediscovery,sharing,and use of geospatial information (GI). In this chapter, we introduce the overall concept and surrounding notions such as geographic information systems (GIS) and spatial datainfrastructures(SDI).WeoutlinethehistoryofGIIsintermsoftheorganizational andtechnologicaldevelopmentsaswellasthecurrentstate-of-art,andreflectonsome of the central challenges and possible future trajectories. We focus on the tension betweenincreasedneedsforstandardizationandtheever-acceleratingtechnological changes. We conclude that GIIs evolved as a strong underpinning contribution to implementation of the Digital Earth vision. In the future, these infrastructures are challengedtobecomeflexibleandrobustenoughtoabsorbandembracetechnological transformationsandtheaccompanyingsocietalandorganizationalimplications.With this contribution, we present the reader a comprehensive overview of the field and a solid basis for reflections about future developments