being used in many other applications to explicitly declare the knowledge embedded in them. However, not only are ontologies useful for applications in which knowledge plays a key role, but they can also trigger a major change in current Web contents. This change is leading to the third generation of the Web—known as the Semantic Web—which has been defined as “the conceptual structuring of the Web in an explicit machine-readable way.”1 This definition does not differ too much from the one used for defining an ontology: “An ontology is an explicit, machinereadable specification of a shared conceptualization.”2 In fact, new ontology-based applications and knowledge architectures are developing for this new Web. A common claim for all of these approaches is the need for languages to represent the semantic information that this Web requires—solving the heterogeneous data exchange in this heterogeneous environment. Here, we don’t decide which language is best of the Semantic Web. Rather, our goal is to help developers find the most suitable language for their representation needs.

/pdf/ontology-languages-for-the-semantic-web-90f8gpqdsc.pdf

Ontology languages for the Semantic Web

Universities worldwide are pausing in an attempt to contain COVID-19's spread. In February 2019, universities in China took the lead, cancelling all in-person classes and switching to virtual classrooms, with a wave of other institutes globally following suit. The shift to online platform poses serious challenges to medical education so that understanding best practices shared by pilot institutes may help medical educators improve teaching. Provide 12 tips to highlight strategies intended to help on-site medical classes moving completely online under the pandemic. We collected 'best practices' reports from 40 medical schools in China that were submitted to the National Centre for Health Professions Education Development. Experts' review-to-summary cycle was used to finalize the best practices in teaching medical students online that can benefit peer institutions most, under the unprecedented circumstances of the COVID-19 outbreak. The 12 tips presented offer-specific strategies to optimize teaching medical students online under COVID-19, specifically highlighting the tech-based pedagogy, counselling, motivation, and ethics, as well as the assessment and modification. Learning experiences shared by pilot medical schools and customized properly are instructive to ensure a successful transition to e-learning.

https://www.tandfonline.com/doi/pdf/10.1080/10872981.2020.1854066

Twelve tips for teaching medical students online under COVID-19.

Problem statement: E-learning is gaining more acceptance as days pass because it provides learning opportunity any time and in any place. Different people have different preferences in terms of learning style such as reading text, listing audio or video, speaking and communication. To support these different learning preferences, there is need for multiple e-learning delivery methods and teaching techniques. Furthermore, there are many stakeholders of e-learning systems such as system developers, administrators, instructors, instructional designers, multimedia designers, online facilitators, independent evaluators. Whose views are important indicators for a complete e-learning system evaluation, but the most important views of e-learning quality are user view, developer’s view and manger’s view. Approach: The main aim of this study is to propose a new technique to evaluate e-learning website quality from developer’s view. To achieve our objective an extensive study on related resources was conducted. Our technique adopts the weights of quality characteristics which are obtained by carefully selected questionnaires’ from professional developers. We also present the evaluation process using AHP technique and the result of trial evaluation for validation of our technique Result: We proposed four quality characteristics named Service Content, System Functionality, Information Technology and System Reliability. We further, proposed 11 sub-characteristics with its attributes by following the structure of standard IOS/IEC 912. Conclusion: Our results show that the proposed technique could be useful and effective for ensuring that high quality systems are developed.

A Technique for Quality Evaluation of E-Learning from Developers Perspective

CIRS publishes original research on a variety of topics of relevance to the Middle East in general and to the Gulf region in particular.

/pdf/web-based-learning-in-qatar-and-the-gcc-states-1j6fz8h4jg.pdf

Web-Based Learning in Qatar and the GCC States

With the availability of high bandwidth wireless channels such as 3G-telecommunication infrastructure and wireless LAN, mobile learning (M-learning) is becoming more feasible now. M-learning can be considered as an intersection of online learning and mobile computing. Through wireless devices (such as mobile telephones, Personal Digital Assistants - PDAs, tablet PC, and laptops) and wireless applications, M-learning supports an integrated access to Web content and services in education anytime and anywhere. This paper describes the analysis, design, architecture, and experimental development of "Wireless Course Management System (WCMS)", that provides a wireless access to course information content. The system allows the use of the wireless Web as a medium to administer, and deliver course content, to support wireless course management, tests and student wireless communications.

/pdf/towards-the-development-of-an-m-learning-system-a-new-stage-dx49563anb.pdf

Towards the Development of an M-Learning System: A New Stage to Enhance Higher Education

E-learning is being increasing viewed as an important activity in the field of distance and continuing education. Web-based courses offer obvious advantages for learners by making access to educational resource very fast, just-in-time and relevant, at any time or place. In this study, based on our previous work, we present a framework for our web-based e-learning system using the Semantic Web technology. In addition we present an approach for implementing a Semantic Web-based e-learning system, which focus on the RDF data model, OWL ontology language and RAP for parsing RDF documents. Also the use of RAP – a Semantic Web toolkit for developing our application is discussed in more details.

/pdf/a-web-based-e-learning-system-using-semantic-web-framework-37krr5n5tj.pdf

Jihad M. Jaam

Papers

A Web-Based E-Learning System Using Semantic Web Framework