Metadata and Knowledge Management Driven Web-Based Learning Information System Towards Web/E-Learning 3.0

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Colecciones : DIA. Artículos del Departamento de Informática y Automática
Fecha de publicación : jun-2010
[ES][EN] AHKME e-learning system main aim is to provide a modular and extensible system with adaptive and knowledge management abilities for students and teachers.This system is based on the IMS specifications representing information through metadata, granting semantics to all contents in it, giving them meaning. Metadata is used to satisfy requirements like reusability, interoperability and multipurpose. The system provides authoring tools to define learning methods with adaptive characteristics, and tools to create courses allowing users with different roles, promoting several types of collaborative and group learning. It is also endowed with tools to retrieve, import and evaluate learning objects based on metadata, where students can use quality educational contents fitting their characteristics, and teachers have the possibility of using quality educational contents to structure their courses.
Publicado el : martes, 01 de junio de 2010
Lectura(s) : 35
Fuente : Gredos de la universidad de salamenca
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M ETADATA AND K NOWLEDGE M ANAGEMENT D RIVEN W EB -B ASED L EARNING I NFORMATION S YSTEM  T OWARDS W EB /E-L EARNING 3.0 Metadata and Knowledge Management Driven Web-Based Learning Information System Towards Web/E-Learning 3.0 doi:10.3991/ijet.v5i2.1222  H. Rego, T. Moreira, E. Morales and F.J. Garcia University Of Salamanca, Salamanca, Spain    Abstract —AHKME e-learning system main aim is to it provides a semantic representation of the knowledge provide a modular and extensible system with adaptive and through ontologies in which concepts are clearly and knowledge management abilities for students and teachers. unambiguously identified, providing a set of semantic This system is based on the IMS specifications representing relation types which allow representing meaning by information through metadata, granting semantics to all linking concepts together [3][4]. contents in it, giving them meaning. Metadata is used to Here we nt AKHME satisfy requirements like reusability, interoperability and knowledge prreepsreesentation a na d sysmtaenma gtehamte sntu ppboarstesd  bootnh  multipurpose. The system provides authoring tools to define learning methods with adaptive characteristics, and tools to amnedt adamtaa idnesccriobnetrdi bbuyt itohne sI MaSr es:p ectihfiec atiloenars,n iwnhg ich ogbojealcst  create courses allowing users with different roles, promoting management and quality evaluation, where we tried to several types of collaborative and group learning. It is also introduce some intelligence to these processes through endowed with tools to retrieve, import and evaluate learning  objects based on metadata, where students can use quality intelligent agents; the usage of the IMS specifications to educational contents fitting their characteristics, and standardize all the resources of the platform; and the teachers have the possibility of using quality educational ibnettewraecetni ont heofm  aalll loswuibnsgy sttehme s ptlhartfoourgmh  ttho e afdeaepdtb actko  contents to structure their courses. The metadata management and evaluation play an important role in order swtue dekntnso/twe,a chtheres  ctihamrealcyt eriasntidc s caonrdr etcot  nemwa cnaognteemxtesn. t   Aofs  to get the best results in the teaching/learning process. knowledge became a sustainable source of competiti ve Index Terms —e-Learning, Knowledge Management, IMS advantage, as well as a way to connect people to quality Specifications, Metadata Management. kpnerofworlemdagnec ea.s  wIne ll tahs e peoepdluec attoi opneaol plef iienl dordkern otwo lepdegaek  , management and advanced systems can be used to explore I.  I NTRODUCTION  how technologies can leverage knowledge sharing and The Internet is constantly evolving, and nowadays we learning and enhance performance [5][6]. We are trying to live times of change on the web with web 2.0, social implement a system that adapts to students and teachers networking and mass collaboration [1], even showing rcehparreascetenrtiasttiiocns  aanndd  to mnaenawg ecmoennttextsb, y uscinagp turkinnog wleudsgere  already some signs of what Tim Berners-Lee and guru behavior and interaction with the system, allowing Nova Spivak predicted as semantic web, intelligent web or in broader terms Web 3.0 [2].  daencdi siloean rnmiankg ersst rtaot ecghieecs k hwahviec h breesst ouorrc esw, ocrostu rsree sfuolrtsm aitns  One of the areas that is expanding in information h  technology lies in the implementation of systems or dheotwer tmoi andedd recsosn tceexrttsa,in teylppiens go tf hsetumd teon tsd eafnind ec sotnrtaetextgsi.e s on platforms for distance learning. Currently, there are many elearning systems, but the main difficulty lies in imIpno rtatnhicse /imppaapcetr  of wteh e cwailllle d setvarotl utitoon  top rees-eLneta rntihneg  structuring the in line content and information with the existing learning models in order to achieve greater f3i.n0d,  atnh ea noalnyes its oo fd setvaenldoapr dos uar nds ysspteecmi.f icaWtieo nws iilln  ogrivdee r aton  integration and comprehensiveness of the learning overview and context the system and give main focus on environment and by this providing better quality education. At the same time, yet there arent too many tahned  suqbusaylisttye mesv atlhuaat tiporno vtihdre oluegahr nimnge taodbjaetac.t s Fminaanllayg ewmeenllt tools and e-Learning systems for web/e-Learning 3.0, present some conclusions and future work. enabling the practical point of view or preparing to implement the semantic web, mobility of resources, as II. T OWARDS W EB /E-L EARNING 3.0 well as the universality of learning design, allowing  teachers to approach the design process in an intuitive and While the concepts behind Web 2.0 are about social practical way. networking, like myspace [7], twitter [8], facebook [9] and In order to address these needs in learning orkut [10], and mass collaboration where the boundaries environments, information has to be perceived and between authors and the users are slim. The concept processed into knowledge. One of the problems that have abpephliincda tioWnesb  th3a.t0  pisr osvliidgeh tlvya ludeif fteor etnht,e  isu sebra stehdr ooung h wtehbe  emerged from this transformation was how to represent usage of intelligent applications givin h more knowledge. So standardization was indispensable, because g t em a
 
M ETADATA AND K NOWLEDGE M ANAGEMENT D RIVEN W EB -B ASED L EARNING I NFORMATION S YSTEM  T OWARDS W EB /E-L EARNING 3.0 accurate and precise information [11]. The idea behind III.  S TANDARDS AND S PECIFICATIONS C OMPARATIVE this concept is that information should be available A NALYSIS  ashnoytuildm en, ot aonnylwy hbeer ea,v aailnaybhleo wo,n  cboy mtmhiosn  dmesekatnoinpsg  btuht aat lsiot  In order to structure content and information using nowadays pedagogical models there has been the in all types of devices that can somehow display web development of several standards and specifications like icnotnetreonptes.r abTilhitisy  wkihnedr e odiff fecroennct edpte vircaeiss eas ndt hae ppilsiscuatei onosf Sharable Content Object Reference Model  (SCORM) must interact with each other, allowing a freer [13], a project from Advanced Distributed Learning  environment for the final user. The main idea is to use (ADL), which is a kind of a standard integrator, making it technologies like XML, EDF, OWL SPARQL, in order to dependent of the standards it integrates, and the IMS standardize the information on th,e  WEB so it can be specifications developed by the IMS consortium [14], that allows for example to structure the learning process, readable by anyone, being seen as a global database, describe LOs through metadata, design learning units and allowing this way the desired interoperability between courses, evaluate and characterize users. systems. Besides this, Web 3.0 aims a little further with the The use of standards help to achieve more stable  systems, reduces the development and maintenance time, usage of 3D where services such as Second Life and the allows backward compatibility and validation, increases use of personalized avatars will be a common feature of search engine success, makes everything cross systems, theS 3o Dt hwe eobn. e  ofthe main concepts behind Web 3.0 is the among many other advantages [15].  In order to choose the specifications that would best fit semantic, where using semantic technologies, and tolls our needs we started to analyze the support of several powered with semantic understanding we can provide features, like described on Table I where we have valAuas bfleo ri nef-oLremaartniionng t o3 .t0h et hues ercso. ncepts arent too distatanalyzed the IMS Specifications, AICC, SCORM and from Web 3.0 concept since the all idea is to use all thne  Dublin Core [16], since several standards and potenti lity of Web 3.0 on e-Learning. specifications have been developed to structure a pedagogical contents and to allow the characterization of a According to Steve Wheeler e-Learning 3.0 will have at wide variety of learning environments [17]. least four key drivers: Distributed computing; Extended From these standards and specifications we have smart mobile technology; Collaborative intelligent analyzed, we have chosen the IMS specifications, since filtering; 3D visualization and interaction [12]. they allow most of the aspects weve analyzed and that we All these key drives meet the concepts behind Web 3.0. consider important to reach our goals. e-Learning 3.0 aims to reach a wider range and variety of persons being available on different kinds of IV.  AHKME  D ESCRIPTION  pwlialtl fohravmes /tshyes tepomsss,i btihlirtoy utgoh  pedrifsfoenraelnitz e ttohllesi,r lwhrenrien gu saenrds  AHKME, represented on Fig.1, is an e-learning system  ea that is divided in four different subsystems (Learning huasavge e ano f eamsioebri lae ctceecshs ntool ocgoiemsp rweihlel ncseirvtea iinnlfyo rhmaavtei oan . grTehaet  Object Manager and Learning Design, Knowledge impact in e-Learning 3.0, nonetheless the availability of Management, Adaptive, Visualization and Presentation subsystems), that were structured taking into account a itomoplso,r tsaenrt vrioclees,,  srienscoe ura cnese and supcptoirvte  wofi llu saalsgoe  ipsl abye inagn  line of reasoning, where first we have the process of w perspe learning objects creation and management, which is created. followed by the course creation process through the This situation may turn e-Learning into a cross-social learning design . In parallel with these two processes the learning methodology since it will be possible to be knowledge management (KM) subsystem evaluates the applied in all contexts, making collaboration easier. quality of the available learning objects and courses. Then The 3D visualization devices will become more readily they pass through an adaptive process based on the available, with interfaces like the ones, for example, students characteristics to be presented to them. A provided by iPhone or Microsoft Surface, or even the use screenshot of the system frontend is presented on Fig. 2. of 3D avatars.
 
TABLE I.   S TANDARDS AND SPECIFICATIONS COMPARATIVE ANALYSIS  Features IMS AICC SCORM Dublin Core Metadata     Learner Profile     Content Packaging       Question,Test & Interoperability     DR Interoperability   Content structure     Content Communication    Learning Design     Accessibility      Bindings XML      RDF     Learner registration     
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