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Proceedings ArticleDOI

A metadata framework for generating Web-based learning materials

26 Jan 2004-pp 249-254
TL;DR: The e-Math interaction agent that dynamically automates personalized Web-based learning materials and explains its metadata framework approach.
Abstract: Today, an increasing number of universities use distance learning systems. However, such systems may be dull and unhelpful for students studying on their own, because the learning materials are the same for every student. To overcome this problem, it is necessary to provide learning materials that are not only well designed, but also personalized. A metadata and semantic Web approach is effective for such personalization. Since 2001, we have been developing and utilizing a multimedia e-Learning system, called e-Math, for economical mathematics. The goal of our e-Math system is to attain ever more natural interactions between a system and a student. To automate the interactions and learning materials in the e-Math system, we have adopted a metadata framework approach. We have also introduced an inference engine and a knowledge base in our implementation of the interaction agent in the e-Math system. This paper describes the e-Math interaction agent that dynamically automates personalized Web-based learning materials and explains its metadata framework.
Citations
More filters
01 Jan 2012
TL;DR: This document surveys a number of adaptive e-learning systems and analyzes the components and needs of Adaptive e- learning systems using the Semantic Web environment.
Abstract: Semantic Web is emerging and maturing as a powerful extension of today's Web. In this environment, both humans and machines (like agents) can exchange data more efficiently. The shared understanding of this environment is based on an ontology backbone, used to model semantics and relations between various concepts. The e-learning domain is one of many domains that can benefit from the Semantic Web advantages. In this document, we survey a number of adaptive e-learning systems and analyze the components and needs of adaptive e-learning systems using the Semantic Web environment.

6 citations


Cites background from "A metadata framework for generating..."

  • ...However, these resources are not machine understandable and therefore a manual search would most likely result in an overloading amount of inaccurate information....

    [...]

  • ...Keywords: Adaptive e-learning, Semantic Web, Ontologies....

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Dissertation
01 Apr 2011
TL;DR: The results demonstrated that the mCALS framework can potentially be used by students in different locations and situations, and appropriate learning materials can be selected to them, in order to enhance their learning experiences.
Abstract: The focus of this thesis is the study of mobile learning, specifically learning in different locations and under various contextual situations, from the perspective of university students. I initially derived and designed a theoretical mobile context-aware learning schedule (mCALS) framework from an extensive literature review. Its objective is to recommend appropriate learning materials to students based on their current locations and circumstances. The framework uses a learning schedule (i.e. electronic-based diary) to inform the location and available time a student has for learning/studying at a particular location. Thereafter, a number of factors are taken into consideration for the recommendation of appropriate learning materials. These are the student’s learning styles, knowledge level, concentration level, frequency of interruption at that location and their available time for learning/studying. In order to determine the potential deployment of the framework as a mobile learning application by intended users, I carried out three types of feasibility studies. First, a pedagogical study was conducted using interviews to explore together with students (a) what their learning requirements were when studying in a mobile environment, (b) whether the framework could potentially be used effectively to support their studies and, (c) using this user-centred understanding, refined user requirements of the framework. Second, a diary study was conducted where I collected data and analysed the usability feasibility of the framework by (a) determining whether students could plan their daily schedule ahead and keep to it, (b) ascertaining which learning contexts were important and, (c) establishing which learning materials were appropriate under which situations. Two validation studies were conducted. The first one was an online experiment utilising Java learning objects. Participants of this study were suggested appropriate learning objects to study with, based on their amount of available time, current motivation level for learning and their proficiency level of Java. The second validation study was an investigation into high-quality Java learning objects available in the public domain. Finally, a technical design of the framework was carried out to determine whether the framework at present could realistically be implemented using current mobile technologies. The data analyses of the feasibility studies show that (a) a learning schedule approach is successful to an extent in obtaining location and available time information to indicate accurate values of these contexts, (b) different learners may require different personalisation strategies when selecting appropriate learning materials for them in mobile environments, and (c) the mCALS framework is particularly well-suited for self-regulated students. I also proposed a set of suggestion rules which can be used to recommend appropriate Java learning materials to students in different contexts. The validation studies show that 1) the proposed suggestion rules are effective in recommending appropriate materials to learners in their situation, in order to enhance their learning experiences, and 2) there are a sufficiently large number of high-quality LOs available in the public domain that can be incorporated for use within my framework. Finally, the development of mCALS has been considered from three perspectives – pedagogical, usability and technical. These perspectives consist of critical components that should be considered when developing and evaluating mobile learning software applications. The results demonstrated that the mCALS framework can potentially be used by students in different locations and situations, and appropriate learning materials can be selected to them, in order to enhance their learning experiences.

6 citations

Posted Content
01 Apr 2009
TL;DR: Three methodologies that I practise in business mathematics lectures are reported on, which are to solve a problem visually to the extent possible, not only using existing algebraic methods but also a visual method that includes mathematical software, such as Maple and Mathematica.
Abstract: The purpose of this paper is to report on three methodologies that I practise in business mathematics lectures. In business mathematics, a problem to find is more important than a problem to prove. Thus, my target is a problem to find. The first methodology is to solve a problem visually to the extent possible, not only using existing algebraic methods but also a visual method that includes mathematical software, such as Maple and Mathematica. In business mathematics today, problem solving using the visual approach is more important than that using the algebraic approach because business requires the speedy modeling of the target and prompt analysis of the model. Thus we can say that the visual solution skill is also required as digital literacy in the business mathematics field. Therefore, lecturers are recommended to take greater advantage of this new visual approach. The second methodology is to practise Polya’s famous heuristics, described in his book, “How to Solve It”. It is particularly important for students to first write down the given data and the unknown to understand a word problem. The third methodology is to have students construct rule databases in their heads to make a deduction. Using deduction, they can easily find the connection between the given data and the unknown to devise a solution plan. Based on my experience with deductive database system construction, I think that the procedures used in a deductive system can be applied to students’ solution procedures. In my lectures, I repeatedly teach students deductive patterns. Thinking patterns using these three methodologies are helpful in cultivating students’ ability to solve future problems by themselves.

3 citations


Cites background from "A metadata framework for generating..."

  • ...I am a computer scientist and have developed several e-Learning systems for business mathematics (Shirota 2004; Shirota 2004; Shirota 2004; Shirota 2005; Shirota 2006)....

    [...]

Patent
14 Jun 2018
TL;DR: A stylesheet data structure includes a plurality of stylesheet records, each comprising an ontology concept field, a presentation instruction field, and a presentation identifier field as discussed by the authors, which are used to render an instance of a first component of the first concept in an annotation with an associated ontology.
Abstract: A stylesheet data structure includes a plurality of stylesheet records, each comprising an ontology concept field, a presentation instruction field, and a presentation identifier field. Techniques for ontology driven animation includes receiving a request to render an instance of a first concept in an annotation with an associated ontology. It is determined whether a stylesheet file includes a first stylesheet record that indicates the first concept, wherein the first stylesheet record also indicates a first presentation identifier. If so, then an instance of a first component of the first concept is rendered according to a presentation instruction indicated in a second stylesheet record that also indicates the first presentation identifier. In some embodiments, the instance of the first component of the first concept is an instance of the first concept and the second stylesheet record is the first stylesheet record.

1 citations

01 Jan 2004
TL;DR: It is confirmed that XML, XSLT, and WSLT users have adopted the “no-nonsense” “bespoke” approach to learning.
Abstract: 近年の大学教育におけるWeb教材利用の拡大は顕著であるが,他方,そのWeb教材作成の 手間及び専門知識の習得に時間が掛かり,教育現場の問題となっている。我々は,XML, XSLTなどのセマンティックWebの技術を用いて教材の自動生成をはかり,この問題を解決 しようと考え,e-Mathシステム EBLバージョンを開発している。本システムの特長は,教師 が最低限の,文章題に関するメタレベル記述を記載し,それをシステムに入力すると,自動的 に XMLファイルが生成され,指定の XSLTを通してWebブラウザ上に教材が表示される点 である。一般に数学教材のWeb化は,数式の生成表示が困難なため,他のWeb教材に比較し て困難と言える。その問題を解決するため,本システムでは数式処理システム Maple及び, 数式表現生成システム Equation Serverを利用している。これらの機能により,教師は数学の細 かい計算及び,その数式表現のWeb化に伴う煩雑な作業から解放され,さらに,コンピュー タ知識がない教師でも仮想キャラクタを用いた学生との会話機能をもつWeb教材が自動生成 可能となった。本論文では,学生の視点からの本システム利用方法,及び,教師の視点からの 教材作成方法を説明した後,本システムの構成と機能を概説する。また,本研究のロードマッ プと関連研究についても言及する。 キーワード:セマンティックWeb,XML,XSLT,Web教材,自動生成,知識ベース, 数式処理,経済最適化問題

1 citations

References
More filters
01 Jan 2004
TL;DR: The Resource Description Framework (RDF) as mentioned in this paper is a general-purpose language for representing information in the Web. This specification defines a vocabulary for this purpose and defines other built-in RDF vocabulary initially specified in the RDF Model and Syntax Specification.
Abstract: The Resource Description Framework (RDF) is a general-purpose language for representing information in the Web. This specification describes how to use RDF to describe RDF vocabularies. This specification defines a vocabulary for this purpose and defines other built-in RDF vocabulary initially specified in the RDF Model and Syntax Specification. Status of this Document This document has been reviewed by W3C Members and other interested parties, and it has been endorsed by the Director as a W3C Recommendation. W3C's role in making the Recommendation is to draw attention to the specification and to promote its widespread deployment. This enhances the functionality and interoperability of the Web. This is one document in a set of six (Primer, Concepts, Syntax, Semantics, Vocabulary, and Test Cases) intended to jointly replace the original Resource Description Framework specifications, RDF Model and Syntax (1999 Recommendation) and RDF Schema (2000 Candidate Recommendation). It has been developed by the RDF Core Working Group as part of the W3C Semantic Web Activity (Activity Statement, Group Charter) for publication on 10 February 2004. Changes to this document since the Proposed Recommendation Working Draft are detailed in the change log. http://www.w3.org/TR/2004/REC-rdf-schema-20040210/ (1 of 19)04/05/2004 12:04:32 RDF Vocabulary Description Language 1.0: RDF Schema The public is invited to send comments to www-rdf-comments@w3.org (archive) and to participate in general discussion of related technology on www-rdf-interest@w3.org (archive). A list of implementations is available. The W3C maintains a list of any patent disclosures related to this work. This section describes the status of this document at the time of its publication. Other documents may supersede this document. A list of current W3C publications and the latest revision of this technical report can be found in the W3C technical reports index at http://www.w3.org/TR/.

2,282 citations

01 Jan 2004
TL;DR: This specification describes how to use RDF to describe RDF vocabularies and defines other built-in RDF vocabulary initially specified in the RDF Model and Syntax Specification.

1,316 citations

01 Jan 1999
TL;DR: This specification defines the syntax and semantics of XSLT, which is a language for transforming XML documents into other XML documents, which enhances the functionality and interoperability of the Web.
Abstract: This specification defines the syntax and semantics of XSLT, which is a language for transforming XML documents into other XML documents. XSLT is designed for use as part of XSL, which is a stylesheet language for XML. In addition to XSLT, XSL includes an XML vocabulary for specifying formatting. XSL specifies the styling of an XML document by using XSLT to describe how the document is transformed into another XML document that uses the formatting vocabulary. XSLT is also designed to be used independently of XSL. However, XSLT is not intended as a completely general-purpose XML transformation language. Rather it is designed primarily for the kinds of transformations that are needed when XSLT is used as part of XSL. Status of this document This document has been reviewed by W3C Members and other interested parties and has been endorsed by the Director as a W3C Recommendation. It is a stable document and may be used as reference material or cited as a normative reference from other documents. W3C's role in making the Recommendation is to draw attention to the specification and to promote its widespread deployment. This enhances the functionality and interoperability of the Web. The list of known errors in this specification is available at http://www.w3.org/1999/11/REC-xslt-19991116errata. Comments on this specification may be sent to xsl-editors@w3.org; archives of the comments are available. Public discussion of XSL, including XSL Transformations, takes place on the XSL-List mailing list. The English version of this specification is the only normative version. However, for translations of this document, see http://www.w3.org/Style/XSL/translations.html. A list of current W3C Recommendations and other technical documents can be found at http://www.w3.org/TR. This specification has been produced as part of the W3C Style activity. ii XML to PDF by RenderX XEP http://www.renderx.com, XSL to PDF and XSL to Postscript formatter

1,271 citations

Journal ArticleDOI
TL;DR: This survey aims at providing a glimpse at the past, present, and future of this upcoming technology and highlights why it is expected that knowledge discovery and data mining can benefit from RDF and the Semantic Web.
Abstract: Universality, the property of the Web that makes it the largest data and information source in the world, is also the property behind the lack of a uniform organization scheme that would allow easy access to data and information. A semantic web, wherein different applications and Web sites can exchange information and hence exploit Web data and information to their full potential, requires the information about Web resources to be represented in a detailed and structured manner. Resource Description Framework (RDF), an effort in this direction supported by the World Wide Web Consortium, provides a means for the description of metadata which is a necessity for the next generation of interoperable Web applications. The success of RDF and the semantic web will depend on (1) the development of applications that prove the applicability of the concept, (2) the availability of application interfaces which enable the development of such applications, and (3) databases and inference systems that exploit RDF to identify and locate most relevant Web resources. In addition, many practical issues, such as security, ease of use, and compatibility, will be crucial in the success of RDF. This survey aims at providing a glimpse at the past, present, and future of this upcoming technology and highlights why we believe that the next generation of the Web will be more organized, informative, searchable, accessible, and, most importantly, useful. It is expected that knowledge discovery and data mining can benefit from RDF and the Semantic Web.

1,112 citations

Book
01 Jan 1962
TL;DR: The Pattern of Two Loci is applied as a guide to a general method for solving the problem of superposition in theCartesian Pattern.
Abstract: PATTERNS. The Pattern of Two Loci. The Cartesian Pattern. Recursion. Superposition. TOWARD A GENERAL METHOD. Problems. Widening the Scope. Solutions. Appendix. Bibliography. Index.

775 citations