From 2000, mobile Learning (m-Learning) and ubiquitous Learning (u-Learning) has been the hottest research topic in e-learning, and now, integrating ubiquitous learning into mainstream of education and train has been the direction in the area, which demand new generational elearning system. The paper introduces our research efforts in this direction. Based on the key concepts, such as ubiquitous learning object, mini-courseware, a new generational ubiquitous e-learning system is designed, which can be used for new requirements in m-Learning and u-Learning environments. In the system, learning resource related to a course is encapsulated into different ubiquitous learning objects, and mini-courseware can be assembled dynamically with learning resource extracted from these ubiquitous learning objects, accordingly, a mini-courseware player is designed for the situation. Based on these work, a resource based ubiquitous e-Learning system is designed considering pedagogical requirements under m-Learning and u-Learning environment.

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Ubiquitous E-learning System for Dynamic Mini-courseware Assemblying and Delivering to Mobile Terminals

This thesis proposes a reference model and its computational core to support the creation of software applications within educational environments, which address Differences In Learning (DiffInL) and are applicable to both learners and instructors. This work differs from others in that the strength of this model resides on the re-usable character of the reasoning mechanism enabled by the computational environment. The starting point is the definition of agreed learning goals that the learner needs to achieve. In turn, the reference model generates personalised, best-practice teaching and learning materials, suitable for achieving the individual’s learning goals. This reference model consists of MODEL and MANAGEMENT components. The MODEL components store the domain needed to create learners and instructional models, which are required for the creation of Learning Spaces (LeS). The MANAGEMENT component also manages the semantics stored in various model components in order to carry out the configuration of an LeS. The architecture of software applications generated from the reference model is illustrated and contains: Netbeans IDE 8.0.2, JavaServer Faces framework and OWL-API library. We tested this to generate teaching practices for Learning Difficulties (LDif) student. In order to prove the feasibility of creating a software application from the reference model, an example of a particular scenario in a specific educational setting for LDif Students has been shown. This proposed model has successfully proved its ability to address the needs of LDif Students through a corresponding novel and re-usable reasoning mechanism implemented in Web Ontology Language (OWL) and Semantic Web Rule Language (SWRL) computational environments. The reference model has shown its ability to integrate with different disciplines such as psychology, sociology and human-computer interactions. The main contribution to research is the creation of a novel reference computational model which addresses the needs of people with DiffInL. The strength of this model resides on the re-usable character of the reasoning mechanism enabled by the computational environment. The whole framework allows a unified implementation which takes into account classes, constraints, matching, and inference mechanisms for the complete configuration of an LeS.

A reference computational model to manage the semantics of learning environments using SWRL enabled OWL ontologies

The goal of this work is to propose and motivate the usage of Linked Data (realized by means of the Semantic Web Stack) and Situation Awareness techniques in order to support Seamless Learning scenarios. In particular, Linked Data and Semantic Web technologies and methodologies are considered very useful to model and support the continuity of the seamless experience across heterogeneous (in quality, time and space) learning activities. Moreover, Situation Awareness and, in particular, Situation Recognition techniques can be exploited to sustain enhanced forms of ubiquitous access to learning resources and services which enable the improvement of the learning environment by using context-specific elements.

Supporting Seamless Learning with Semantic Technologies and Situation Awareness

The paper focuses on the field of research on next generational e-Learning facility, in which knowledge-enhanced systems are the most important candidates. In the paper, a reference architecture based on the technologies of knowledge engineering is proposed, which has following three intrinsic characteristics, first, education ontologies are used to facilitate the integration of static learning resource and dynamic learning resource, second, based on semantic-enriched relationships between Learning Objects (LOs), it provides more advanced features for sharing, reusing and repurposing of LOs, third, with the concept of knowledge object, which is extended from LO, an implementing mechanism for knowledge extraction and knowledge evolution in e-Learning facilities is provided. With this reference architecture, a prototype system called FekLoma (Flexible Extensive Knowledge Learning Object Management Architecture) has been realized, and testing on it is carrying out.

/pdf/new-e-learning-system-architecture-based-on-knowledge-3w55y2y6mt.pdf

New e-Learning system architecture based on knowledge engineering technology

E-learning systems have increased the prevalence of information and computer technologies in education. U-learning is a modern teaching system based on the use of computer technologies (ubiquitous computing technology) everywhere in the environment of existing wired, wireless, mobile, and sensor systems. The interaction between information, object/device, and user/learner/student is formed at any time, anywhere, and form in the communication environment called u-environment. In u-learning, the presence of information in objects (embeded) and mobility is the highest. Training services are among mobile systems and sensors that can move independently in the environment. The status of the learners is followed due to the characteristics of the server systems and objects. Researches on u-learning are ongoing. Especially u-learning system theory and application methods are being investigated. Most of the researches are about u-learning applications rather than u-learning framework. This chapter focuses on basic features, media, and research in the transition from e-learning to u-learning.

Transition From E-Learning to U-Learning: Basic Characteristics, Media, and Researches

The emergence of ubiquitous learning requires new methods of generating and management of learning materials. In order to meet the needs of learning resources enquiry, resources reorganization and collaborative knowledge building, it calls for a new style of learning content management system in ubiquitous environment, which is the ubiquitous learning content management system (ULCMS). In the new type of learning environment, the description of ubiquitous learning resources and the construction of the semantic relationship between learning objects are the foundation of resources enquiry, resources reorganization and collaborative knowledge building. This research will construct a new ubiquitous learning content management system, focus on the learning resource ontology description and the semantic relationship construction between learning objects, and propose a semantic-oriented ubiquitous learning object model (SULOM).

Semantic-oriented Ubiquitous Learning object model

Sharing, re-purposing of learning resources are directions of e-learning system, and the developing semantic technology has potential to provide more advanced solutions for these requirements. There have been many research efforts in this direction. However, existing solutions have many weaknesses on resources usability and system availability. The paper proposes a feasible architecture for constructing learning resource sharing system with semantic technology, and ontology-based hierarchy semantic model and method to construct course ontology are described. The approach has been validated with prototype system.

http://ksei.bnu.edu.cn/upload/paper/Research%20on%20Learning%20Resource%20Sharing%20System%20with%20Ontology-based%20Hierarchy%20Semantic%20Model.pdf

Research on Learning Resource Sharing System with Ontology-Based Hierarchy Semantic Model

In recent years, Podcast technology has got more and more attention in the evolving Web technologies, and it has been a key member of Web 2.0 technologies. The technology has great potential effect on education, and there have some application research activities, especially in distance education and e-Learning environment. How can this technology affect China education system? How can this technology be suitable for hardworking academician? The paper focuses on the research of how to integrate Podcast technology into university scenarios, including the topics of requirements investigation of learners for this technology in campus, and the methods of integrating this technology into curriculums for academicians. This is an ongoing research activity, and the paper introduces our research endeavor in this direction and also research results we've got.

Jiangjian Ma

Papers

Semantic-oriented Ubiquitous Learning object model

Research on Learning Resource Sharing System with Ontology-Based Hierarchy Semantic Model

Research on applying Podcast technology for on-campus students