Pub Date : 1900-01-01DOI: 10.4018/978-1-60566-342-5.CH005
Wen-ying Guo
Selecting appropriate learning services for a learner from a large number of heterogeneous knowledge sources is a complex and challenging task. This chapter illustrates and discusses how Semantic Web technologies can be applied to e-learning system to help learner in selecting appropriate learning course or retrieving relevant information. It firstly presents the main features of e-learning scenario and the ontology on which it is based; then illustrates the scenario ontology with the training domain and the application domain. Finally, it presents Semantic Querying and Semantic Mapping approach.
{"title":"An Ontology-Based e-Learning Scenario","authors":"Wen-ying Guo","doi":"10.4018/978-1-60566-342-5.CH005","DOIUrl":"https://doi.org/10.4018/978-1-60566-342-5.CH005","url":null,"abstract":"Selecting appropriate learning services for a learner from a large number of heterogeneous knowledge sources is a complex and challenging task. This chapter illustrates and discusses how Semantic Web technologies can be applied to e-learning system to help learner in selecting appropriate learning course or retrieving relevant information. It firstly presents the main features of e-learning scenario and the ontology on which it is based; then illustrates the scenario ontology with the training domain and the application domain. Finally, it presents Semantic Querying and Semantic Mapping approach.","PeriodicalId":432805,"journal":{"name":"Methods and Applications for Advancing Distance Education Technologies","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127560634","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-60566-342-5.CH018
S. Grunwald, B. Hoover, G. Bruland
In this chapter the authors describe the implementation of an emerging virtual learning environment to teach GIS and spatial sciences to distance education graduate students. They discuss the benefits and constraints of our mixed architecture with the main focus on the innovative hybrid architecture of the virtual GIS computer laboratory. Criteria that were used to develop the virtual learning environment entailed the following: (i) Facilitating student-instructor, student-computer, and student-student interactivity using a mix of synchronous and asynchronous communication tools; (ii) Developing an interactive online learning environment in which students have access to a suite of passive and active multi-media tools; and (iii) Allowing student access to a mixed web-facilitated / hybrid architecture that stimulates their cognitive geographic skills and provides hands-on experience in using GIS.
{"title":"An eLearning Portal to Teach Geographic Information Sciences","authors":"S. Grunwald, B. Hoover, G. Bruland","doi":"10.4018/978-1-60566-342-5.CH018","DOIUrl":"https://doi.org/10.4018/978-1-60566-342-5.CH018","url":null,"abstract":"In this chapter the authors describe the implementation of an emerging virtual learning environment to teach GIS and spatial sciences to distance education graduate students. They discuss the benefits and constraints of our mixed architecture with the main focus on the innovative hybrid architecture of the virtual GIS computer laboratory. Criteria that were used to develop the virtual learning environment entailed the following: (i) Facilitating student-instructor, student-computer, and student-student interactivity using a mix of synchronous and asynchronous communication tools; (ii) Developing an interactive online learning environment in which students have access to a suite of passive and active multi-media tools; and (iii) Allowing student access to a mixed web-facilitated / hybrid architecture that stimulates their cognitive geographic skills and provides hands-on experience in using GIS.","PeriodicalId":432805,"journal":{"name":"Methods and Applications for Advancing Distance Education Technologies","volume":"793 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134623216","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-60566-342-5.CH013
B. Stewart, D. Briton, Mike Gismondi, Bob Heller, D. Kennepohl, R. McGreal, C. Nelson
AbstrAct Athabasca University—Canada's Open University evaluated learning management systems (LMS) for use by the university. Evaluative criteria were developed in order to ensure that different platforms were tested against weighted criteria representing the needs of the university. Three LMSs (WebCt, LotusNotes, and Moodle) were selected for the evaluation. Moodle was chosen with 11 first place ratings and with only one third place rating. Lotus Notes was second with five first place ratings. Moodle garnered 40% of the total weighted score with Lotus Notes getting 32%, and WebCT 29%. The first place preferences within individual criteria show the following: WebCT 6; LotusNotes 7; and Moodle 58.
{"title":"Choosing MOODLE","authors":"B. Stewart, D. Briton, Mike Gismondi, Bob Heller, D. Kennepohl, R. McGreal, C. Nelson","doi":"10.4018/978-1-60566-342-5.CH013","DOIUrl":"https://doi.org/10.4018/978-1-60566-342-5.CH013","url":null,"abstract":"AbstrAct Athabasca University—Canada's Open University evaluated learning management systems (LMS) for use by the university. Evaluative criteria were developed in order to ensure that different platforms were tested against weighted criteria representing the needs of the university. Three LMSs (WebCt, LotusNotes, and Moodle) were selected for the evaluation. Moodle was chosen with 11 first place ratings and with only one third place rating. Lotus Notes was second with five first place ratings. Moodle garnered 40% of the total weighted score with Lotus Notes getting 32%, and WebCT 29%. The first place preferences within individual criteria show the following: WebCT 6; LotusNotes 7; and Moodle 58.","PeriodicalId":432805,"journal":{"name":"Methods and Applications for Advancing Distance Education Technologies","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127818667","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-60566-342-5.CH002
F. Ferrucci, G. Scanniello, G. Tortora
{"title":"E-World","authors":"F. Ferrucci, G. Scanniello, G. Tortora","doi":"10.4018/978-1-60566-342-5.CH002","DOIUrl":"https://doi.org/10.4018/978-1-60566-342-5.CH002","url":null,"abstract":"","PeriodicalId":432805,"journal":{"name":"Methods and Applications for Advancing Distance Education Technologies","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131731006","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-60566-342-5.CH024
R. McGreal, T. Anderson
Any view of e-learning in Canada must be informed by the uniquely Canadian feature of provincial jurisdiction over education. Therefore any investigation of e-learning in Canada must focus more on specific provincial initiatives in technologically enhanced learning rather than a Canadian overview. A distinctive “Canadian” model does not exist. The provinciality of Canadian e-learning serves to highlight the inability of Canada to sustain national strategies and focus as in other countries due to the fractious nature of federal/provincial relations in education.
{"title":"Research and Practice of E-Learning in Canada 2008","authors":"R. McGreal, T. Anderson","doi":"10.4018/978-1-60566-342-5.CH024","DOIUrl":"https://doi.org/10.4018/978-1-60566-342-5.CH024","url":null,"abstract":"Any view of e-learning in Canada must be informed by the uniquely Canadian feature of provincial jurisdiction over education. Therefore any investigation of e-learning in Canada must focus more on specific provincial initiatives in technologically enhanced learning rather than a Canadian overview. A distinctive “Canadian” model does not exist. The provinciality of Canadian e-learning serves to highlight the inability of Canada to sustain national strategies and focus as in other countries due to the fractious nature of federal/provincial relations in education.","PeriodicalId":432805,"journal":{"name":"Methods and Applications for Advancing Distance Education Technologies","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123585983","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-60566-342-5.CH010
G. Dettori, P. Forcheri, M. G. Ierardi
AbstrAct Learning Objects (LOs) are increasingly considered potentially helpful to improve teachers' work and to spread innovation in the school system. Their technological roots, however, often make them scarcely appealing to the teachers. A key issue to tackle in order to boost their diffusion is to make them closer to actual teacher's work by emphasising pedagogical aspects. To this end, the authors propose a typology of LOs that allows teachers to highlight differences in the pedagogical approach embedded in their productions , hence sharing not only content but also educational competence. Moreover, in order to allow re-user teachers to explicit and share the pedagogical experience gained while re-using some material, they suggest endowing repositories with ad hoc facilities, such as comments and itineraries related to the repository's LOs. Comments would allow people to share narrations of experiences of use, while learning itineraries would point out logical connections of various kinds among small groups of LOs, hence helping the users overcome the content fragmentation induced by the granularity of LOs. These proposals are described and exemplified by drawing from our training experience.
{"title":"Improving the Usefulness of Learning Objects by Means of Pedagogy-Oriented Design","authors":"G. Dettori, P. Forcheri, M. G. Ierardi","doi":"10.4018/978-1-60566-342-5.CH010","DOIUrl":"https://doi.org/10.4018/978-1-60566-342-5.CH010","url":null,"abstract":"AbstrAct Learning Objects (LOs) are increasingly considered potentially helpful to improve teachers' work and to spread innovation in the school system. Their technological roots, however, often make them scarcely appealing to the teachers. A key issue to tackle in order to boost their diffusion is to make them closer to actual teacher's work by emphasising pedagogical aspects. To this end, the authors propose a typology of LOs that allows teachers to highlight differences in the pedagogical approach embedded in their productions , hence sharing not only content but also educational competence. Moreover, in order to allow re-user teachers to explicit and share the pedagogical experience gained while re-using some material, they suggest endowing repositories with ad hoc facilities, such as comments and itineraries related to the repository's LOs. Comments would allow people to share narrations of experiences of use, while learning itineraries would point out logical connections of various kinds among small groups of LOs, hence helping the users overcome the content fragmentation induced by the granularity of LOs. These proposals are described and exemplified by drawing from our training experience.","PeriodicalId":432805,"journal":{"name":"Methods and Applications for Advancing Distance Education Technologies","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123644210","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：