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Knowledge representation in support of adaptable elearning services for all

In general, formal knowledge representation enables computers characterize relevant information related to determined process elements and actors in a domain for specific advanced reasoning. In the eLearning domain, several mechanisms of knowledge representation have been proposed, such as standards, technological specifications and ontologies. Both ontologies and specifications play an important role in eLearning systems because they offer an explicit conceptualisation allowing key concepts and terms relevant to a given domain to be identified and defined in a structure able to facilitate reasoning, use and exchange knowledge between the components and users of its systems and by that, to contribute to the increase of its computational intelligence. In this paper we introduce the importance of the knowledge representation mechanisms to support the generation of adaptable eLearning services for all

Authors would like to thank to: European Commission for its support through the funding of the ALTERNATIVA Project (DCI-ALA/19.09.01/10/21526/245-575/ALFA III(2010)88); the Spanish Science and Education Ministry for the financial support of ARreLS project: Augmented Reality in Adaptive Learning Management Systems for All (TIN2011-23930) and to all involved in the activities supporting the development of the CoSpaces Training System

Procedia Computer Science, 2012, vol. 14, p. 391-402

Elsevier

Author: Sarraipa, Jo√£o
Baldiris Navarro, Silvia Margarita
Fabregat Gesa, Ramon
Jardim-Goncalves, Ricardo
Date: 2012 January 1
Abstract: In general, formal knowledge representation enables computers characterize relevant information related to determined process elements and actors in a domain for specific advanced reasoning. In the eLearning domain, several mechanisms of knowledge representation have been proposed, such as standards, technological specifications and ontologies. Both ontologies and specifications play an important role in eLearning systems because they offer an explicit conceptualisation allowing key concepts and terms relevant to a given domain to be identified and defined in a structure able to facilitate reasoning, use and exchange knowledge between the components and users of its systems and by that, to contribute to the increase of its computational intelligence. In this paper we introduce the importance of the knowledge representation mechanisms to support the generation of adaptable eLearning services for all
Authors would like to thank to: European Commission for its support through the funding of the ALTERNATIVA Project (DCI-ALA/19.09.01/10/21526/245-575/ALFA III(2010)88); the Spanish Science and Education Ministry for the financial support of ARreLS project: Augmented Reality in Adaptive Learning Management Systems for All (TIN2011-23930) and to all involved in the activities supporting the development of the CoSpaces Training System
Format: application/pdf
Citation: https://doi.org/10.1016/j.procs.2012.10.045
ISSN: 1877-0509
Document access: http://hdl.handle.net/10256/14446
Language: eng
Publisher: Elsevier
Collection: MICINN/PN 2012-2014/TIN2011-23930
Reproducció digital del document publicat a: https://doi.org/10.1016/j.procs.2012.10.045
Articles publicats (D-ATC)
Is part of: Procedia Computer Science, 2012, vol. 14, p. 391-402
Rights: Attribution-NonCommercial-NoDerivs 3.0 Spain
Rights URI: http://creativecommons.org/licenses/by-nc-nd/3.0/es/
Subject: Ensenyament assistit per ordinador
Computer-assisted instruction
Tecnologia educativa
Educational technology
Ensenyament virtual
Web-based instruction
Title: Knowledge representation in support of adaptable elearning services for all
Type: info:eu-repo/semantics/article
Repository: DUGiDocs

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