An ontology for the description of and navigation through philosophical resources

What does it mean for a student to come to an understanding of a philosophical standpoint and can the explosion of resources now available on the web support this process, or is it inclined instead to create more confusion? We believe that a possible answer to the problem of finding a means through the morass of information on the web to the philosophical insights it conceals and can be made to reveal lies in the process of narrative pathway generation. That is, the active linking of resources into a learning path that contextualizes them with respect to one another. This result can be achieved only if the content of the resources is indexed, not just their status as a text document, an image or a video. To this aim, we propose a formal conceptualization of the domain of philosophy, an ontology that would allow the categorization of resources according to a series of pre-agreed content descriptors. Within an e-learning scenario, a teacher could use a tool comprising such an ontology to annotate at various levels of granularity available philosophical materials, and let the students explore this semantic space in an unsupervised manner, according to pre-defined narrative pathways

The generation of e-learning exercise problems from subject ontologies

The teaching/ learning of cognitive skills, such as problem-solving, is an important goal in most forms of education. In well-structured subject areas certain exercise problem types may be precisely described by means of machine-processable knowledge structures or ontologies. These ontologies can readily be used to generate individual problem examples for the student, where each problem consists of a question and its solution. An example is given from the subject domain of computer databases

Model-driven description and validation of composite learning content

Authoring of learning content for courseware systems is a complex activity requiring the combination of a range of design and validation techniques. We introduce the CAVIAr courseware models allowing for learning content description and validation. Model-based representation and analysis of different concerns such as the subject domain, learning context, resources and instructional design used are key contributors to this integrated solution. Personalised learning is particularly difficult to design as dynamic configurations cannot easily be predicted and tested. A tool-supported technique based on CAVIAr can alleviate this complexity through the validation of a set of pedagogical and non-pedagogical requirements. Courseware validation checks intra- and inter-content relationships and the compliance with requirements and educational theories

Towards a competency model for adaptive assessment to support lifelong learning

Adaptive assessment provides efficient and personalised routes to establishing the proficiencies of learners. We can envisage a future in which learners are able to maintain and expose their competency profile to multiple services, throughout their life, which will use the competency information in the model to personalise assessment. Current competency standards tend to over simplify the representation of competency and the knowledge domain. This paper presents a competency model for evaluating learned capability by considering achieved competencies to support adaptive assessment for lifelong learning. This model provides a multidimensional view of competencies and provides for interoperability between systems as the learner progresses through life. The proposed competency model is being developed and implemented in the JISC-funded Placement Learning and Assessment Toolkit (mPLAT) project at the University of Southampton. This project which takes a Service-Oriented approach will contribute to the JISC community by adding mobile assessment tools to the E-framework

Utilising ontology-based modelling for learning content management

Learning content management needs to support a variety of open, multi-format Web-based software applications. We propose multidimensional, model-based semantic annotation as a way to support the management of access to and change of learning content. We introduce an information architecture model as the central contribution that supports multi-layered learning content structures. We discuss interactive query access, but also change management for multi-layered learning content management. An ontology-enhanced traceability approach is the solution

Metadata and ontologies for organizing students’ memories and learning: standards and convergence models for context awareness

Este artículo trata de las ontologías que sirven para la comprensión en contexto y la Gestión de la Información Personal (PIM)y su aplicabilidad al proyecto Memex Metadata(M2). M2 es un proyecto de investigación de la Universidad de Carolina del Norte en Chapel Hill para mejorar la memoria digital de los alumnos utilizando tablet PC, la tecnología SenseCam de Microsoft y otras tecnologías móviles(p.ej. un dispositivo de GPS) para capturar el contexto del aprendizaje. Este artículo presenta el proyecto M2, dicute el concepto de los portafolios digitales en las actuales tendencias educativas, relacionándolos con las tecnologías emergentes, revisa las ontologías relevantes y su relación con el proyecto CAF (Context Awareness Framework), y concluye identificando las líneas de investigación futuras.This paper focuses on ontologies supporting context awareness and Personal Information Management (PIM) and their applicability in Memex Metadata (M2) project. M2 is a research project of the University of North Carolina at Chapel Hill to improve student digital memories using the tablet PC, Microsoft’s SenseCam technology, and other mobile technologies (e.g., a GPS device) to capture context. The M2 project offers new opportunities studying students’ learning with digital technologies. This paper introduces the M2 project; discusses E-portfolios and current educational trends related to pervasive computing; reviews relevant ontologies and their relationship to the projects’ CAF (context awareness framework), and concludes by identifying future research directions

Ontology-based domain modelling for consistent content change management

Ontology-based modelling of multi-formatted software application content is a challenging area in content management. When the number of software content unit is huge and in continuous process of change, content change management is important. The management of content in this context requires targeted access and manipulation methods. We present a novel approach to deal with model-driven content-centric information systems and access to their content. At the core of our approach is an ontology-based semantic annotation technique for diversely formatted content that can improve the accuracy of access and systems evolution. Domain ontologies represent domain-specific concepts and conform to metamodels. Different ontologies - from application domain ontologies to software ontologies - capture and model the different properties and perspectives on a software content unit. Interdependencies between domain ontologies, the artifacts and the content are captured through a trace model. The annotation traces are formalised and a graph-based system is selected for the representation of the annotation traces

The role of institutional repositories in addressing higher education challenges

Over the last decade, Higher Education around the world is facing a number of challenges. Challenges such as adopting new technologies, improving the quality of learning and teaching, widening participation, student retention, curriculum design/alignment, student employability, funding and the necessity to improve governance are considered particularly in many literature. To effectively operate and to survive in this globalization era, Higher Education institutions need to respond those challenges in an efficient way. This paper proposes ways in which institutional data repositories can be utilized to address the challenges found in different literature. Also we discuss which repositories can be shared across the institutions and which need not to be shared in order to address those challenges. Finally the paper discusses the barriers to sharing Higher Education repositories and how those barriers can be addressed

A Word Sense-Oriented User Interface for Interactive Multilingual Text Retrieval

In this paper we present an interface for supporting a user in an interactive cross-language search process using semantic classes. In order to enable users to access multilingual information, different problems have to be solved: disambiguating and translating the query words, as well as categorizing and presenting the results appropriately. Therefore, we first give a brief introduction to word sense disambiguation, cross-language text retrieval and document categorization and finally describe recent achievements of our research towards an interactive multilingual retrieval system. We focus especially on the problem of browsing and navigation of the different word senses in one source and possibly several target languages. In the last part of the paper, we discuss the developed user interface and its functionalities in more detail