Semantic Wiki: a collaborative tool for instructional content design
28 May 2012-Journal of e-learning and knowledge society (Italian e-Learning Association)-Vol. 8, Iss: 2, pp 113-122
TL;DR: The paper will outline the application perspectives and the strategies to adopt, in order to facilitate meaningful learning processes, and the potential advantages that Semantic Wikis would bring from the point of view of knowledge management, as well as for the re-use of learning resources.
Abstract: The rapid evolving of web technologies has brought to the increasingly diffusion of applications making the Web an interactive social network environment. The World Wide Web Consortium and several research centers are working on the integration of such technologies into the project of a Semantic Web. Consequently, e-learning systems and tools supporting instructional content design could take advantage of these advancements. In this scenario, according to a social-constructivist approach, the authors discuss the adoption of Semantic Wiki as a collaborative environment to design educational contents. The paper will outline the application perspectives and the strategies to adopt, in order to facilitate meaningful learning processes, and the potential advantages that Semantic Wikis would bring from the point of view of knowledge management, as well as for the re-use of learning resources.
Citations
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TL;DR: This paper proposes, and discusses, a smarter university model, derived from the one designed for the development of smart cities, and a design model is proposed for the evolution of universities.
Abstract: In this paper we analyze the current situation of education in universities, with particular reference to the European scenario. Specifically, we observe that recent evolutions, such as pervasive networking and other enabling technologies, have been dramatically changing human life, knowledge acquisition, and the way works are performed and people learn. In this societal change, universities must maintain their leading role. Historically, they set trends primarily in education but now they are called to drive the change in other aspects too, such as management, safety, and environment protection. The availability of newer and newer technology reflects on how the relevant processes should be performed in the current fast changing digital era. This leads to the adoption of a variety of smart solutions in university environments to enhance the quality of life and to improve the performances of both teachers and students. Nevertheless, we argue that being smart is not enough for a modern university. In fact, universities should better become smarter. By "smarter university" we mean a place where knowledge is shared between employees, teachers, students, and all stakeholders in a seamless way. In this paper we propose, and discuss a smarter university model, derived from the one designed for the development of smart cities. A design model is proposed for the evolution of universities.The model fosters cooperation among employees, teachers, students, and stakeholders.The model fosters knowledge sharing.The model is compliant with the smart cities model.
147 citations
TL;DR: This paper investigates how the raise of big data and cognitive computing systems is going to redesign the labor market, also impacting on the learning processes, and depicts a model of a smart university, which relies on the concepts that are at the basis of the novel smart-cities development trends.
Abstract: In this paper, we investigate how the raise of big data and cognitive computing systems is going to redesign the labor market, also impacting on the learning processes. In this respect, we make reference to higher education and we depict a model of a smart university, which relies on the concepts that are at the basis of the novel smart-cities development trends. Thus, we regard education as a process so that we can find specific issues to solve to overcome existing criticisms, and provide some suggestions on how to enhance universities performances. We highlight inputs, outputs, and dependencies in a block diagram, and we propose a solution built on a new paradigm called smarter-university, in which knowledge grows rapidly, is easy to share, and is regarded as a common heritage of both teachers and students. Among the others, a paramount consequence is that there is a growing demand for competences and skills that recall the so called T-shape model and we observe that this is pushing the education system to include a blend of disciplines in the curriculums of their courses. In this overview, among the wide variety of recent innovations, we focus our attention on cognitive computing systems and on the exploitation of big data, that we expect to further accelerate the refurbishment process of the key components of the knowledge society and universities as well.
35 citations
Cites background from "Semantic Wiki: a collaborative tool..."
...For example, the availability of broadband as a resource is essential to ensure that business is more competitive and to reduce the digital divide between citizens; the availability of low-frequency shortrange technologies represent an essential resource for enabling the development of the IoT [11,12], as well as semantic technologies (see [13] and references therein for an example of their use in education)....
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TL;DR: The review shows that little evidence exists on monitoring vague QoS specifications of web services and providing ability for monitoring QoS that is specified vaguely in SLA could give new insights and implications to web services field.
Abstract: Monitoring Quality of Service (QoS) compliance is an important procedure in web service environment. It determines whether users' expectations are met, and becomes the vital factor for them to decide whether to continue paying for the service or not. The monitoring is performed by checking the actual services performance against the QoS stated in Service Level Agreement (SLA). In relation to that, the need for monitoring vague QoS specifications in SLA has become more apparent nowadays. This paper reviews the published literature on web services QoS monitoring. A total of 60 selected articles were systematically analyzed. There were 23 of the articles selected through restrictive search criteria while the other 37 were selected based on unrestrictive search criteria. The review shows that little evidence exists on monitoring vague QoS specifications of web services. Providing ability for monitoring QoS that is specified vaguely in SLA could give new insights and implications to web services field. This paper concludes with some recommended future works to construct the theory and perform the empirical research.
16 citations
Cites background from "Semantic Wiki: a collaborative tool..."
...2012), education (Coccoli et al. 2012), knowledge sharing (Wang and Takahashi 2012), information searching (Lee et al....
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...The web semantic has been growing since its inception, and attracted an increasing users’ interest from the fields of biomedical (Hettne et al. 2012), education (Coccoli et al. 2012), knowledge sharing (Wang and Takahashi 2012), information searching (Lee et al. 2012) and many others....
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TL;DR: The approach, based on standard Social Semantic Web formats and technology, represents a feasible and effectively applicable compromise between answering to the individual requirements of curriculum management at a particular medical school and using proprietary systems.
Abstract: Background: Curriculum mapping, which is aimed at the systematic realignment of the planned, taught, and learned curriculum, is considered a challenging and ongoing effort in medical education. Second-generation curriculum managing systems foster knowledge management processes including curriculum mapping in order to give comprehensive support to learners, teachers, and administrators. The large quantity of custom-built software in this field indicates a shortcoming of available IT tools and standards. Objective: The project reported here aims at the systematic adoption of techniques and standards of the Social Semantic Web to implement collaborative curriculum mapping for a complete medical model curriculum. Methods: A semantic MediaWiki (SMW)-based Web application has been introduced as a platform for the elicitation and revision process of the Aachen Catalogue of Learning Objectives (ACLO). The semantic wiki uses a domain model of the curricular context and offers structured (form-based) data entry, multiple views, structured querying, semantic indexing, and commenting for learning objectives (“LOs”). Semantic indexing of learning objectives relies on both a controlled vocabulary of international medical classifications (ICD, MeSH) and a folksonomy maintained by the users. An additional module supporting the global checking of consistency complements the semantic wiki. Statements of the Object Constraint Language define the consistency criteria. We evaluated the application by a scenario-based formative usability study, where the participants solved tasks in the (fictional) context of 7 typical situations and answered a questionnaire containing Likert-scaled items and free-text questions. Results: At present, ACLO contains roughly 5350 operational (ie, specific and measurable) objectives acquired during the last 25 months. The wiki-based user interface uses 13 online forms for data entry and 4 online forms for flexible searches of LOs, and all the forms are accessible by standard Web browsers.
The formative usability study yielded positive results (median rating of 2 (“good”) in all 7 general usability items) and produced valuable qualitative feedback, especially concerning navigation and comprehensibility. Although not asked to, the participants (n=5) detected critical aspects of the curriculum (similar learning objectives addressed repeatedly and missing objectives), thus proving the system’s ability to support curriculum revision. Conclusions: The SMW-based approach enabled an agile implementation of computer-supported knowledge management. The approach, based on standard Social Semantic Web formats and technology, represents a feasible and effectively applicable compromise between answering to the individual requirements of curriculum management at a particular medical school and using proprietary systems. [J Med Internet Res 2013;15(8):e169]
6 citations
TL;DR: The authors present an on- going research project, named Semantic-WikiSUN, which aims to investigate innovative strategies for learning and teaching computer science in the context of higher education, based on the use of semantic-wiki to support the sharing and acquiring of knowledge in this specific knowledge domain.
Abstract: This paper discusses the use of a collaborative learning environment, specifically designed for computer science education. In particular, we investigate how students (may) meaningfully learn computer science and how web technologies (may) support them in this process. For a comprehensive view of the problem, different instructional theories are considered, as well as specific requirements for computer science education, driving the research to the adoption of semantic technologies and to the definition of a specific semantic-wiki-based framework. In this scenario, the authors present an on- going research project, named Semantic-WikiSUN, which aims to investigate innovative strategies for learning and teaching computer science in the context of higher education. It is based on the use of semantic-wiki to support the sharing and acquiring of knowledge in this specific knowledge domain, enabling the application of basic pedagogical principles.
5 citations
Additional excerpts
...However, as highlighted in previous works (see, e.g., Coccoli et al., 2012), in the authors’ opinion, wikis suffer from some limitations in terms of knowledge sharing, mainly due to the fact that wiki contents are not easily machine understandable....
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...In a preliminary study, results of students’ activity in Semantic Wiki-SUN have already been published (Coccoli et al., 2012); currently a deeper experimentation is still running....
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References
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Book•
01 Jan 1999
TL;DR: New developments in the science of learning as mentioned in this paper overview mind and brain how experts differ from novices how children learn learning and transfer the learning environment curriculum, instruction and commnity effective teaching.
Abstract: New developments in the science of learning science of learning overview mind and brain how experts differ from novices how children learn learning and transfer the learning environment curriculum, instruction and commnity effective teaching - examples in history, mathematics and science teacher learning technology to support learning conclusions from new developments in the science of learning.
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01 Jan 2014
TL;DR: The Taxonomy of Educational Objectives as discussed by the authors is a taxonomy of educational objectives that is based on the concepts of knowledge, specificity, and problems of objectives, and is used in our taxonomy.
Abstract: List of Tables and Figures. Preface. Foreword. SECTION I: THE TAXONOMY, EDUCATIONAL OBJECTIVES AND STUDENT LEARNING. 1. Introduction. 2. The Structure, Specificity, and Problems of Objectives. SECTION II: THE REVISED TAXONOMY STRUCTURE. 3. The Taxonomy Table. 4. The Knowledge Dimension. 5. The Cognitive Process Dimension. SECTION III: THE TAXONOMY IN USE. 6. Using the Taxonomy Table. 7. Introduction to the Vignettes. 8. Nutrition Vignette. 9. Macbeth Vignette. 10. Addition Facts Vignette. 11. Parliamentary Acts Vignette. 12. Volcanoes? Here? Vignette. 13. Report Writing Vignette. 14. Addressing Long-standing Problems in Classroom Instruction. APPENDICES. Appendix A: Summary of the Changes from the Original Framework. Appendix B: Condensed Version of the Original Taxonomy of Educational Objectives: Cognitive Domain. References. Credits. Index.
9,708 citations
Book•
01 Jan 2001
TL;DR: The Taxonomy of Educational Objectives as mentioned in this paper is a taxonomy of educational objectives that is based on the concepts of knowledge, specificity, and problems of objectives, and is used in our taxonomy.
Abstract: List of Tables and Figures. Preface. Foreword. SECTION I: THE TAXONOMY, EDUCATIONAL OBJECTIVES AND STUDENT LEARNING. 1. Introduction. 2. The Structure, Specificity, and Problems of Objectives. SECTION II: THE REVISED TAXONOMY STRUCTURE. 3. The Taxonomy Table. 4. The Knowledge Dimension. 5. The Cognitive Process Dimension. SECTION III: THE TAXONOMY IN USE. 6. Using the Taxonomy Table. 7. Introduction to the Vignettes. 8. Nutrition Vignette. 9. Macbeth Vignette. 10. Addition Facts Vignette. 11. Parliamentary Acts Vignette. 12. Volcanoes? Here? Vignette. 13. Report Writing Vignette. 14. Addressing Long-standing Problems in Classroom Instruction. APPENDICES. Appendix A: Summary of the Changes from the Original Framework. Appendix B: Condensed Version of the Original Taxonomy of Educational Objectives: Cognitive Domain. References. Credits. Index.
7,339 citations
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2,193 citations
01 Jan 1963
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"Semantic Wiki: a collaborative tool..." refers background in this paper
...According to several researches such as, e.g., the work of Ausubel (1963), Novak (2001) and the National Academy of Sciences (NAS, 2000), 6 XML: http://www.w3.org/XML/....
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...Consequently, and according to the model of social constructivism (Varisco, 2002), teachers and students can cooperate, at design-time, thus enabling the generation of meaningful learning processes (Ausubel, 1963)....
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