An Ontology-Based Framework for Bridging Learning Design and Learning Content
Journal of Educational Technology & Society Volume 9, Number 1, ISSN 1176-3647 e-ISSN 1176-3647
The paper describes an ontology-based framework for bridging learning design and learning object content. In present solutions, researchers have proposed conceptual models and developed tools for both of those subjects, but without detailed discussions of how they can be used together. In this paper we advocate the use of ontologies to explicitly specify all learning designs, learning objects, and the relations between them, and show how this use of ontologies can result in more effective (semi-)automatic tools and services that increase the level of reusability. We first define a three-part conceptual model that introduces an intermediate level between learning design and learning objects called the learning object context. We then use ontologies to facilitate the representation of these concepts: LOCO is a new ontology based on IMS-LD, ALOCoM is an existing ontology for learning objects, and LOCO-Cite is a new ontology for the learning object contextual model. We conclude by showing the applicability of the proposed framework in a use case study. (Contains 10 figures and 1 table.)
Knight, C. & Richards, G. (2006). An Ontology-Based Framework for Bridging Learning Design and Learning Content. Journal of Educational Technology & Society, 9(1), 23-37.
Cited ByView References & Citations Map
Chakkrit Snae & Michael Brüeckner, Naresuan University, Thailand
Interdisciplinary Journal of E-Learning and Learning Objects Vol. 3, No. 1 (Jan 01, 2007) pp. 1–17
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