1,720,980 research outputs found
Classificazione a Faccette di Oggetti per l’Apprendimento e Progettazione Didattica
No full textLa diffusione delle tecnologie semantiche e la necessità di disporre di modelli di
classificazione delle risorse didattiche logicamente coerenti e idonei a supportare le attività
di progettazione didattica sono le principali motivazioni alla base del presente progetto di
ricerca
The ontological identity of learning objects: an analysis proposal
No full textIn the recent years, several semantic-based educational projects have been carried out, focusing on improving content retrieval within digital object repositories. Usually these projects are founded on the use of ontologies and semantic markup to represent the knowledge domain, as well as technical and pedagogical content features.
However, from a literature analysis, learning objects (LOs) ontologies appear frequently to be designed more on the basis of the pragmatic convenience of the specific application frame and the developers’ personal intuition than on a rigorous ontological analysis. This approach has as main disadvantage the development of incongruous models which cannot support logical reasoning processes and cannot be easily reused in a different context from that in which they have been designed.
Therefore a preliminary analysis on the ontological identity of learning objects is here proposed in order to support the formulation of a well-founded LO definition, which should be provided before any LO ontology engineering process
Educational Concept Maps: a Knowledge-Based Aid for Instructional Design
No full textThis paper discusses a knowledge-based model for the design and development of units of learning and teaching aids. The idea behind this model originates from both the analysis of the open issues in instructional authoring systems, and the lack of a well-defined process able to merge pedagogical strategies with systems for the knowledge organization of the domain. In particular, it is presented the Educational Concept Map (ECM): a, pedagogically founded (derived from instructional design theories), abstract annotation system that was developed with the aim of guaranteeing the reusability of both teaching materials and knowledge structures. By means of ECMs, it is possible to design lessons and/or learning paths from an ontological structure characterized by the integration of hierarchical and associative relationships among the educational objectives. The paper also discusses how the ECMs can be implemented by means of the ISO/IEC 13250 Topic Maps standard. Based on the same model, it is also considered the possibility of visualizing, through a graphical model, and navigate, through an ontological browser, the knowledge structure and the relevant resources associated to them
Social Semantic Web & Folksontologie: prospettive didattiche
No full textLe reti sociali, così come gli
strumenti di collaborazione finalizzata alla co-creazione dei contenuti, quali ad
esempio i wiki, sono tra gli strumenti più diffusi e che meglio incarnano i concetti di
condivisione e collaborazione folksonomica alla base del web di seconda
generazione. Tuttavia, simili modelli di classificazione soffrono di notevoli limiti
determinati da ambiguità terminologica e semantica, a causa dell’assenza di
controllo e di regole relative al processo di annotazione delle risorse. L’integrazione
dell’approccio folksonomico con il rigore formale dei modelli ontologici, alla base
delle tecnologie del semantic web, offre interessanti prospettive anche in contesti di
apprendimento in rete
An Ontological Model for Learning Content Design
No full textThe rapid development of the World Wide Web and the increasingly use of Information and
Communication Technology (ICT) in learning context in the last few years has brought great opportunities in the
way educational resources can be made available to teachers and learners. On the other hand, some problems
emerged as a result of this proliferation of contents, such as the difficult management and accessibility of these
materials. In response to these problems, new models are needed for the process of learning content design,
based on environment and tools enabling users to capture, represent and share their knowledge. In our opinion,
semantic technologies could support instructional designers and teachers in achieving such goals
Topic Maps for Learning Design
No full textTopic Maps (TM) are an ISO standard whose aim is describing knowledge structures and associating them with information resources. XML Topic Maps (XTM) is an XML-based encoding scheme to represent topic maps and similar knowledge structures. In this poster, TM and XTM are proposed as a knowledge representation system to be exploited in e-learning environments for a suited integration with semantic web technologies. They may be a useful tool to facilitate the design of learning contents and their delivery in different contexts
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