Ontology-based Organizational Memory for e-learning

e-learning leads to evolutions in the way of designing a course. Diffused through the web, the course content cannot be the direct transcription of a face to face course content. A course can be seen as an organization in which different actors are involved. These actors produce documents, informati...

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Bibliographic Details
Published in:Educational technology & society 2004-10, Vol.7 (4), p.98-111
Main Authors: Abel, Marie-Helene, Benayache, Ahcene, Lenne, Dominique, Moulin, Claude, Barry, Catherine, Chaput, Brigitte
Format: Article
Language:English
Subjects:
Classification
College Instruction
Colleges & universities
Computer Assisted Instruction
Computer Science Education
Computer Software
Computer Storage Devices
Computer System Design
Content management software
Course Content
Distance Education
Distance learning
Documentation
Domain ontologies
Educational Resources
Educational Technology
Electronic Learning
Foreign Countries
France
Hyperlinks
Indexing
Infinite sets
Information resources
Information Retrieval
Instructional Design
Internet
Knowledge engineering
Knowledge Management
Learning
Memory
Metadata
Online instruction
Ontology
Programming
Programming Languages
Semantic web
Special Issue Articles
Training
Universities
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Summary:e-learning leads to evolutions in the way of designing a course. Diffused through the web, the course content cannot be the direct transcription of a face to face course content. A course can be seen as an organization in which different actors are involved. These actors produce documents, information and knowledge that they often share. We present in this paper an ontology-based document-driven memory which is particularly adapted to an e-learning situation. The utility of a shared memory is reinforced in this kind of situation, because the interactions do not usually occur in the same place and in the same time. First we precise our conception of e-learning and we analyze actors needs. Then we present the main features of our learning organizational memory and we focus on the ontologies on which it is based. We consider two kinds of ontologies: the first one is generic and concerns the domain of training; the second one is related to the application domain and is specific to a particular training program. We present our approach for building these ontologies and we show how they can be merged. Finally we describe the learning memory and the prototype we realized for two course units proposed in our universities.
ISSN:1176-3647
1436-4522
1436-4522