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Learning object semantic description for enhancing reusability
Keywords:
Web-Based Learning, Learning Object, Semantics, ReusabilityAbstract
In the design of activities for Web-Based Education Systems, the concept of Didactic Object or Learning Object, has appeared as the axis of a new paradigm concerned with the reusability of contents and activities, due to its organization from a conceptual point of view, the use of metadata in known formats and the setting of new standards. In this article, the concept of reusability is analyzed within the context of the systems mentioned. In addition, Sowa-Style Conceptual Maps as well as Hypermedia Conceptual Maps are proposed as schemes capable of representing knowledge, since they allow for a clear visualization and tend to enable known automated functionalities accurately. The above mentioned resources tend to complete the information in metadata with regard to the semantic aspect.
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References
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[39] Zanconi, M., Moroni, N., Vitturini, M., Malet, A., Borel, C. y Señas, P. Tecnología computacional y metaaprendizajes. RIBIE-98. 1998.
[2] Berners-Lee, T., Hendler, J. and Miller, E. Integrating Applications on the Semantic Web, Journal of the Institute of Electrical Engineers of Japan, Vol 122 (10), Oct.2002. pp. 676-680.
[3] Boley, H., Tabet, S. and Wagner, G. Design rationale of RuleML: A markup language for semantic web rules. In Semantic Web Working Symposium, 2001
[4] Chan, M. E. Fundamentos del diseño instruccional con e-learning. Conceptualizacion de materiales multimedia. Universitat Oberta de Catalunya. 2003.
[5] Coll, C. Aprendizaje escolar y construcción del conocimiento. Ed. Paidós. 1989.
[6] Dublin Core Metadata Initiative. www.dublincore.org.
[7] Grinstein G. - Levkowits H. Perceptual Issues in Visualization, Springer-Verlag, 1995.
[8] Hollink, L., Little, S. and Hunter, J. Evaluating the application of semantic inferencing rules to image annotation. Proceedings of the 3rd international conference on Knowledge Capture. ACM Press. 2005. pp. 91-98.
[9] IEEE Learning Technology Standards Committee. Learning Object Metadata. IEEE 1484.12.1. 2002.
[10] Johnson, W. and Shaw, E. Using Agents to Overcome Deficiencies in Web-Based Courseware. Proceedings of the AI-ED 97 Workshop on Pedagogical Agents. 1997.
[11] Lester, J., Converse, S., Stone, B., Kahler, S., and Barlow, T. Animated pedagogical agents and problemsolving effectiveness: A large-scale empirical evaluation. Eighth World Conference on Artificial Intelligence in Education. IOS Press, Amsterdam. 1997.
[12] Luger, G. and Stubblefield, W. Artificial Intelligence: Structures and Strategies for Complex Problem Solving. Addison Wesley. 1997.
[13] Lytras, M., Pouloudi, A. and Poulymenakou, A. Dynamic e-Learning setting through advanced semantics: The value justification of a knowledge management oriented metadata schema. International Journal of eLearning, 1(4) 2002. pp. 49-61.
[14] Maedche, A. and Staab, S. Measuring Similarity between Ontologies, Proceedings of the 13th International Conference on Knowledge Engineering and Knowledge Management. Ontologies and the Semantic Web, ACM Press. 2002 . pp.251-263.
[15] Mallen, G. Reflections on Gordon Pask's adaptive teaching concepts and their relevance to modern knowledge systems. Proceedings of the 5th conference on Creativity & cognition. ACM Press. 2005. pp. 86-91.
[16] Mortimer, L. A field guide to learning objects, ASTD and SmartForce. www.learningcircuits.org/2002
[17] Najjar, J., Ternier, S. and Duval, E. The Actual Use of Metadata in ARIADNE: an Empirical Analysis. Proceedings of ARIADNE Conference 2003.
[18] Neven, F. and Duval, E. Reusable learning objects: a survey of LOM-based repositories. In Proceedings of the tenth ACM international conference on Multimedia. ACM Press. 2002. pp. 291–294.
[19] Novak, J. Metalearning and metaknowledge strategies to help students learn how to learn. Cognitive Structure and Conceptual Change. New York. Academic Press.1985.
[20] Novak, J. and Gowin, D. Learning how to learn. Cambridge University Press. 1984.
[21] Polsani, P. Use and abuse of reusable learning objects. Journal of Digital Information, 3(4). 2003.
[22] Sabou, M., Wroe, C., Goble. C. and Mishne, G. Learning domain ontologies for Web service descriptions: an experiment in bioinformatics. Proceedings of the 14th international conference on World Wide Web. ACM Press. 2005. pp. 190-198.
[23] Sarsa, J. and Gracia, L. Caracterizacion de contenidos de e-learning mediante un subconjunto reducido y racional de metadatos. Educa-2004, Barcelona. 2004.
[24] Señas, P. Tesis de Magíster: MCH como herramienta para la Representación de Conocimiento en Agentes Inteligentes. Universidad Nacional del Sur. Dirección: Guillermo Simari. 2000.
[25] Señas, P., Moroni, N., Vitturini, M. y Zanconi, M.: Hypermedia Conceptual Mapping: A Development Methodology. 13th International Conference on Technology and Education. University of Texas at Arlington, Department of Computer Science an Engineering. New Orleans. 1996. pp. 546-551.
[26] Sharable Content Object Referent Model. http://www.adlnet.org.
[27] Sicilia, M. and García, E. On the Concepts of Usability and Reusability of Learning Objects. International Review of Research in Open and Distance Learning 4(2). 2003.
[28] Sicilia, M. and Sánchez-Alonso, S. On the concept of learning object. Design by Contract. 2003.
[29] Sicilia, M. Reusability and reuse of learning objects: myths, realities and possibilities. www.um.es/ead/red/M2/
[30] Sowa, J. Conceptual graphs summary, Conceptual structures: current research and practice, Ellis Horwood. Upper Saddle River, NJ.1992.
[31] Sowa, J. Conceptual Structures: Information Processing in Mind and Machine. A.Wesley. 1984.
[32] Sowa, J. Knowledge representation. Brooks Cole. 2000.
[33] Srivastava, J., Cooley, R., Deshpande, M., and Tan, P.-N. Web usage mining: discovery and applications of usage patterns from web data. In ACM SIGKDD Explorations, volume 1(2), 2000. pp. 12–23.
[34] Verbert, K. and Duval, E. Towards a global architecture for learning objects: a comparative analysis of learning object content models. In Proceedings of the EDMEDIA-2004, World Conference on Educational Multimedia, Hypermedia and Telecommunications. AACE. 2004. pp. 202–208.
[35] W3C XML specification. http://www.w3.org/XML. 1996-2003.
[36] W3C. Semantic Web Activity. www.w3.org/2001/sw
[37] Wiley, D. The Instructional Use of Learning Objects. Association for Educational Communications and Technology, Bloomington. 2001.
[38] Wiley, D. A. The Instructional Use of Learning Objects. Agency for Instructional Technology. 2002.
[39] Zanconi, M., Moroni, N., Vitturini, M., Malet, A., Borel, C. y Señas, P. Tecnología computacional y metaaprendizajes. RIBIE-98. 1998.
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Published
2018-06-06
How to Cite
Señas, P., & Moroni, N. (2018). Learning object semantic description for enhancing reusability. Journal of Computer Science and Technology, 5(04), p. 320–326. Retrieved from https://journal.info.unlp.edu.ar/JCST/article/view/854
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