Context-adaptive learning designs by using semantic web services

IMS Learning Design (IMS-LD) is a promising technology aimed at supporting learning processes. IMS-LD packages contain the learning process metadata as well as the learning resources. However, the allocation of resources - whether data or services - within the learning design is done manually at design-time on the basis of the subjective appraisals of a learning designer. Since the actual learning context is known at runtime only, IMS-LD applications cannot adapt to a specific context or learner. Therefore, the reusability is limited and high development costs have to be taken into account to support a variety of contexts. To overcome these issues, we propose a highly dynamic approach based on Semantic Web Services (SWS) technology. Our aim is moving from the current data- and metadata-based to a context-adaptive service-orientated paradigm We introduce semantic descriptions of a learning process in terms of user objectives (learning goals) to abstract from any specific metadata standards and used learning resources. At runtime, learning goals are accomplished by automatically selecting and invoking the services that fit the actual user needs and process contexts. As a result, we obtain a dynamic adaptation to different contexts at runtime. Semantic mappings from our standard-independent process models will enable the automatic development of versatile, reusable IMS-LD applications as well as the reusability across multiple metadata standards. To illustrate our approach, we describe a prototype application based on our principles

THE ISSUE OF SEMANTIC MODELING OF THE LEARNING ORGANIZATIONAL MEMORY FOR E-LEARNING

The development of open and long-distance learning – within universities but also withingeographically distributed enterprises –has led to the development of researches focusing on modeling onsemantic bases the learning organizational memory of an e-learning type. This paper reviews the literaturein the field, focusing on defining a generic template of semantic modeling of the content of the learningorganizational memory of the e-learning type, by proposing a study case of semantic representation oflearning objects applied to the economic-financial analysis. The research is both theoretic and applied-deductive in character, starting from a general background regarding learning in general and reachingparticularity by providing an ontology specific to the economic-financial analysis.learning organizational memory, learning object, ontology, metadata, indexing, e-learning,modeling standards, economical and financial analysis.

Towards adaptive e-learning applications based on Semantic Web Services

The current state of the art in supporting E-Learning objectives is primarily based on providing a learner with learning content by using metadata standards like ADL SCORM 2004 or IMS Learning Design. By following this approach, several issues can be observed including high development costs due to a limited reusability across different standards and learning contexts. To overcome these issues, our approach changes this data-centric paradigm to a highly dynamic service-oriented approach. By following this approach, learning objectives are supported based on a automatic allocation of services instead of a manual composition of learning data. Our approach is fundamentally based on current Semantic Web Service (SWS) technology and considers mappings between different learning metadata standards as well as ontological concepts for E-Learning. Since our approach is based on a dynamic selection and invocation of SWS appropriate to achieve a given learning objective within a specific learning context, it enables the dynamic adaptation to specific learning needs as well as a high level of reusability across different learning contexts

Adressing context-awareness and standards interoperability in e-learning: a service-oriented framework based on IRS III

Current technologies aimed at supporting learning goals primarily follow a data and metadata-centric paradigm. They provide the learner with appropriate learning content packages containing the learning process description as well as the learning resources. Whereas process metadata is usually based on a certain standard specification – such as ADL SCORM or the IMS Learning Design – the used learning resources – data or services - are specific to pre-defined learning contexts, and they are allocated manually at design-time. Therefore, a content package cannot consider the actual learning context, since this is only known at runtime of a learning process. These facts limit the reusability of a content package across different standards and contexts. To overcome these issues, this paper proposes an innovative Semantic Web Service-based approach that changes this data- and metadata-based paradigm to a context-adaptive service-oriented approach. In this approach, the learning process is semantically described as a standard-independent process model decomposed into several learning goals. These goals are accomplished at runtime, based on the automatic allocation of the most appropriate service. As a result, we address the dynamic adaptation to specific context and - providing the appropriate mappings to established metadata standards - we enable the reuse of the defined semantic learning process model across different standards. To illustrate the application of our approach and to prove its feasibility, a prototypical application based on an initial use case scenario is proposed

A note on organizational learning and knowledge sharing in the context of communities of practice

Please, cite this publication as: Antonova, A. & Gourova, E. (2006). A note on organizational learning and knowledge sharing in the context of communities of practice. Proceedings of International Workshop in Learning Networks for Lifelong Competence Development, TENCompetence Conference. September 12th, Sofia, Bulgaria: TENCompetence. Retrieved June 30th, 2006, from http://dspace.learningnetworks.orgThe knowledge management (KM) literature emphasizes the impact of human factors for successful implementation of KM within the organization. Isolated initiatives for promoting learning organization and team collaboration, without taking consideration of the knowledge sharing limitations and constraints can defeat further development of KM culture. As an effective instrument for knowledge sharing, communities of practice (CoP) are appearing to overcome these constraints and to foster human collaboration.This work has been sponsored by the EU project TENCompetenc

From collaborative virtual research environment SOA to teaching and learning environment SOA

This paper explores the extension of the CORE VRE SOA to a collaborative virtual teaching and learning environment (CVTLE) SOA. Key points are brought up to date from a number of projects researching and developing a CVTLE and its component services. Issues remain: there are few implementations of the key services needed to demonstrate the CVTLE concept; there are questions about the feasibility of such an enterprise; there are overlapping standards; questions about the source and use of user profile data remain difficult to answer; as does the issue of where and how to coordinate, control, and monitor such a teaching and learning syste

Modeling coherent social systems for learning

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Customisable e-training programmes based on trainees profiles

Dissertation presented at Faculdade de Ciências e Tecnologia of Universidade Nova de Lisboa to obtain the Master degree in Electrical and Computer EngineeringOnline training (e-training) is a major driver to promote the development of competencies and knowledge in enterprises. A lack of customizable e-training programmes based on trainees‟ profiles and of continuous maintenance of the training materials prevents the sustainability of industrial training deployment. This dissertation presents a training strategy and a methodology for building training courses with the purpose to provide a trainee oriented industrial training development. The training strategy intends to facilitate the management of all the training components and tasks to be able to build a training structure focused in a specific planned objective. The methodology for building e-training courses proposes to create customizable training materials in an easier way, enabling various organizations to participate actively on its production. Additionally a customisable training programme framework is presented. It is supported by a compliant ontology-based model able to support adaptable training contents, orchestration service, facilitating the efficiency and acceptance of the e-training programmes delivery