Use of Semantic Networks as Learning Material and Evaluation of the Approach by Students
This article first summarizes reasons why current approaches supporting Open Learning and Distance Education need to be complemented by tools permitting lecturers, researchers and students to cooperatively organize the semantic content of Learning related materials (courses, discussions, etc.) into a fine-grained shared semantic network. This first part of the article also quickly describes the approach adopted to permit such a collaborative work. Then, examples of such semantic networks are presented. Finally, an evaluation of the approach by students is provided and analyzed.
[1] A. Stutt, and E. Motta, "Semantic learning webs," Journal of Interactive
Media in Education, Special Issue on the Educational Semantic Web, No. 10, 2004.
[2] V. Devedzic, "Education and the Semantic Web," International Journal
of Artificial Intelligence in Education, 14, 39-6, 2004.
[3] S. Downes "Learning Objects: resources for distance education
worldwide," International Review of Research in Open and Distance Learning, Vol. 2, No.1, 2001.
[4] IEEE LTSC (IEEE learning technology standards committee glossary)
IEEE P1484.3 GLOSSARY WORKING GROUP, draft standard, 2001.
[5] W. Hodgins, "Out of the past and into the future : standards for
technology enhanced learning," Handbook on Quality and
Standardisation in E-Learning, Ehlers and Pawlowski Eds, Springer
Berlin, 2006, pp. 309-327.
[6] J. Tane, C. Schmitz, G. Stumme, S. Staab, and R. Studer, "The courseware watchdog : an ontology-based tool for finding and
organizing learning material,", Fachtagung Mobiles Lernen und
Forschen, Kassel, 2003.
[7] N.S. Friedland et al., "Project Halo: towards a digital aristotle," AI
Magazine, 25(4), 2004, pp. 29-48.
[8] J.D. Novak, and D.B. Gowin, "Learning how to learn," Cambridge
University Press, 1984.
[9] J.D. Novak, "Reflections on a half century of thinking in science education and research : implications from a twelve-year longitudinal
study of children's learning," Canadian Journal of Science,
Mathematics and Technology Education, 4(1), 2004, pp. 23-41.
[10] B. Scott, and Z. Johnson, "Using Topic Maps as part of learning design -
some history and a case study," Recent Research Developments in
Learning Technologies, Spain, FORMATEX, 2005, pp. 605-609.
[11] J. Leung (2005). Concept maps on various topics. Available:
http://www.fed.cuhk.edu.hk/~johnson/misconceptions/concept_map/concept_maps.html
[12] P. Martin, and M. Eboueya, "For the ultimate accessibility and reusability,"
Handbook of research on learning design and learning
objects : issues, applications and technologies, IGI Global, May 2008.
Available : http://www.webkb.org/doc/papers/LO_handbook07/
[13] P. Martin, "Large-scale cooperatively-built heterogeneous KBs," in
ICCS 2001, Springer LNAI 2120, pp. 231-244.
[14] P. Martin, M. Blumenstein, and P. Deer, "Toward cooperatively-built
knowledge repositories," in ICCS 2005, Springer LNAI 3596, pp.411--424.
[15] J. Euzenat, and P. Shvaiko, Ontology matching. Springer-Verlag, Berlin
Heidelberg (DE), 2007, 341 pages.
[16] J. Euzenat, "Construction collaborative de bases de connaissance et de
documents pour la capitalisation," in Ingénierie et capitalisation des
connaissances, Hermès Science, Paris, France, 2001, pp. 25-48.
[17] P. Martin, "Correction and extension of WordNet 1.7," in ICCS 2003,
Springer LNAI 2746, pp. 160-173.
[18] P. Martin, "Knowledge representation in CGLF, CGIF, KIF, Frame-CG
and Formalized-English," in ICCS 2002, Springer LNAI 2393, pp. 77-
91.
[19] P. Martin (20060. Griffith e-Learning fellowship report. Available:
http://www.webkb.org/doc/papers/GEL06/
[20] I. Horrocks, P. F. Patel-Schneider, F. van Harmelen, "From SHIQ and
RDF to OWL: the making of a Web ontology language," in Web
semantics: science, services and agents on the World Wide Web,
Volume 1, Issue 1, ,2003, pp. 7-26.
[21] N. Shadbolt T. Berners-Lee, and W. Hal, "The Semantic Web revisited,"
in IEEE Intelligent Systems, 21(3) , 2006, pp. 96-101.
[22] S.B. Palmer (2002. A rough guide to Notation3. Available:
http://infomesh.net/2002/notation3/
[23] P. Martin, and P. Eklund, "Embedding Knowledge in Web Documents,"
Computer Networks, The International Journal of Computer and
Telecommunications Networking, Vol. 31 (11-16), 2006, pp. 1403-1419.
[24] V. Uren, S. Buckingham Shum, M. Bachler, and G. Li, "Sensemaking
tools for understanding research literatures : design, implementation and user evaluation," International Journal of Human Computer Studies,
No 64 - 5, 2006, pp. 420-445.
[25] P. Martin (2006). Common errors in the learning journals. Available:
http://www.phmartin.info/wf/journalErrors.html
[26] S. Auer, S. Dietzold, and T. Riechert, "OntoWiki - A tool for social,
semantic collaboration," in ISWC 2006, LNCS 4273, pp. 736-749.
[27] M. Krötzsch, D. Vrandecic, M. Völkel, H. Haller, and R. Studer,
"Semantic wikipedia," Journal of Web Semantics, 5, 2007, pp. 251-
261.
[28] Shipman, F.M., & Marshall, C.C. (1999). Formality considered harmful:
experiences, emerging themes, and directions on the use of formal representations in interactive systems. Computer Supported Cooperative
Work, 8, pp. 333-352.
[1] A. Stutt, and E. Motta, "Semantic learning webs," Journal of Interactive
Media in Education, Special Issue on the Educational Semantic Web, No. 10, 2004.
[2] V. Devedzic, "Education and the Semantic Web," International Journal
of Artificial Intelligence in Education, 14, 39-6, 2004.
[3] S. Downes "Learning Objects: resources for distance education
worldwide," International Review of Research in Open and Distance Learning, Vol. 2, No.1, 2001.
[4] IEEE LTSC (IEEE learning technology standards committee glossary)
IEEE P1484.3 GLOSSARY WORKING GROUP, draft standard, 2001.
[5] W. Hodgins, "Out of the past and into the future : standards for
technology enhanced learning," Handbook on Quality and
Standardisation in E-Learning, Ehlers and Pawlowski Eds, Springer
Berlin, 2006, pp. 309-327.
[6] J. Tane, C. Schmitz, G. Stumme, S. Staab, and R. Studer, "The courseware watchdog : an ontology-based tool for finding and
organizing learning material,", Fachtagung Mobiles Lernen und
Forschen, Kassel, 2003.
[7] N.S. Friedland et al., "Project Halo: towards a digital aristotle," AI
Magazine, 25(4), 2004, pp. 29-48.
[8] J.D. Novak, and D.B. Gowin, "Learning how to learn," Cambridge
University Press, 1984.
[9] J.D. Novak, "Reflections on a half century of thinking in science education and research : implications from a twelve-year longitudinal
study of children's learning," Canadian Journal of Science,
Mathematics and Technology Education, 4(1), 2004, pp. 23-41.
[10] B. Scott, and Z. Johnson, "Using Topic Maps as part of learning design -
some history and a case study," Recent Research Developments in
Learning Technologies, Spain, FORMATEX, 2005, pp. 605-609.
[11] J. Leung (2005). Concept maps on various topics. Available:
http://www.fed.cuhk.edu.hk/~johnson/misconceptions/concept_map/concept_maps.html
[12] P. Martin, and M. Eboueya, "For the ultimate accessibility and reusability,"
Handbook of research on learning design and learning
objects : issues, applications and technologies, IGI Global, May 2008.
Available : http://www.webkb.org/doc/papers/LO_handbook07/
[13] P. Martin, "Large-scale cooperatively-built heterogeneous KBs," in
ICCS 2001, Springer LNAI 2120, pp. 231-244.
[14] P. Martin, M. Blumenstein, and P. Deer, "Toward cooperatively-built
knowledge repositories," in ICCS 2005, Springer LNAI 3596, pp.411--424.
[15] J. Euzenat, and P. Shvaiko, Ontology matching. Springer-Verlag, Berlin
Heidelberg (DE), 2007, 341 pages.
[16] J. Euzenat, "Construction collaborative de bases de connaissance et de
documents pour la capitalisation," in Ingénierie et capitalisation des
connaissances, Hermès Science, Paris, France, 2001, pp. 25-48.
[17] P. Martin, "Correction and extension of WordNet 1.7," in ICCS 2003,
Springer LNAI 2746, pp. 160-173.
[18] P. Martin, "Knowledge representation in CGLF, CGIF, KIF, Frame-CG
and Formalized-English," in ICCS 2002, Springer LNAI 2393, pp. 77-
91.
[19] P. Martin (20060. Griffith e-Learning fellowship report. Available:
http://www.webkb.org/doc/papers/GEL06/
[20] I. Horrocks, P. F. Patel-Schneider, F. van Harmelen, "From SHIQ and
RDF to OWL: the making of a Web ontology language," in Web
semantics: science, services and agents on the World Wide Web,
Volume 1, Issue 1, ,2003, pp. 7-26.
[21] N. Shadbolt T. Berners-Lee, and W. Hal, "The Semantic Web revisited,"
in IEEE Intelligent Systems, 21(3) , 2006, pp. 96-101.
[22] S.B. Palmer (2002. A rough guide to Notation3. Available:
http://infomesh.net/2002/notation3/
[23] P. Martin, and P. Eklund, "Embedding Knowledge in Web Documents,"
Computer Networks, The International Journal of Computer and
Telecommunications Networking, Vol. 31 (11-16), 2006, pp. 1403-1419.
[24] V. Uren, S. Buckingham Shum, M. Bachler, and G. Li, "Sensemaking
tools for understanding research literatures : design, implementation and user evaluation," International Journal of Human Computer Studies,
No 64 - 5, 2006, pp. 420-445.
[25] P. Martin (2006). Common errors in the learning journals. Available:
http://www.phmartin.info/wf/journalErrors.html
[26] S. Auer, S. Dietzold, and T. Riechert, "OntoWiki - A tool for social,
semantic collaboration," in ISWC 2006, LNCS 4273, pp. 736-749.
[27] M. Krötzsch, D. Vrandecic, M. Völkel, H. Haller, and R. Studer,
"Semantic wikipedia," Journal of Web Semantics, 5, 2007, pp. 251-
261.
[28] Shipman, F.M., & Marshall, C.C. (1999). Formality considered harmful:
experiences, emerging themes, and directions on the use of formal representations in interactive systems. Computer Supported Cooperative
Work, 8, pp. 333-352.
@article{"International Journal of Business, Human and Social Sciences:60790", author = "Philippe A. Martin", title = "Use of Semantic Networks as Learning Material and Evaluation of the Approach by Students", abstract = "This article first summarizes reasons why current approaches supporting Open Learning and Distance Education need to be complemented by tools permitting lecturers, researchers and students to cooperatively organize the semantic content of Learning related materials (courses, discussions, etc.) into a fine-grained shared semantic network. This first part of the article also quickly describes the approach adopted to permit such a collaborative work. Then, examples of such semantic networks are presented. Finally, an evaluation of the approach by students is provided and analyzed.
", keywords = "knowledge sharing, knowledge evaluation, e-learning", volume = "2", number = "5", pages = "578-10", }
