Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Marking the National Curriculum: a new model for semantic mark-up
KTH, School of Computer Science and Communication (CSC), Numerical Analysis and Computer Science, NADA.
Center for IT in Northern Sweden, Umeå.
2005 (English)In: Innovation and the Knowledge Economy: Issues, Applications and Case Studies, Amsterdam: IOS Press , 2005, 1731-1738 p.Chapter in book (Other academic)
Abstract [en]

The use of information structure and metadata for the National Curriculum becomes more and more crucial as the demands for advanced eLearning services increases. In a Swedish pilot project a simple information model was developed and tested on the National Curriculum. An implementation of a common XML based Mark-up Language called TEI was used for the first approach. An alternative model where three different kinds of metadata where identified and separated using RDF, XML and Annotea as core technologies was used for the second approach. Two approaches where tested and evaluated against five criteria. It was found that XML-based mark-up languages like TEI fail in cases where complex metadata and a combination of several metadata models are required. In conclusion we argue for the importance of separating information structure, descriptive metadata (including semantics) and catalogue metadata.

Place, publisher, year, edition, pages
Amsterdam: IOS Press , 2005. 1731-1738 p.
Series
Information and Communication Technologies and the Knowledge Economy, 2
National Category
Computer Science
Identifiers
URN: urn:nbn:se:kth:diva-8295ISBN: 978-1-58603-563-1 (print)OAI: oai:DiVA.org:kth-8295DiVA: diva2:13576
Note
QC 20100903Available from: 2008-04-29 Created: 2008-04-29 Last updated: 2010-09-03Bibliographically approved
In thesis
1. Modularization of the Learning Architecture: Supporting Learning Theories by Learning Technologies
Open this publication in new window or tab >>Modularization of the Learning Architecture: Supporting Learning Theories by Learning Technologies
2008 (English)Doctoral thesis, comprehensive summary (Other scientific)
Abstract [en]

This thesis explores the role of modularity for achieving a better adaptation of learning technology to pedagogical requirements. In order to examine the interrelations that occur between pedagogy and computer science, a theoretical framework rooted in both fields is applied.

During the twentieth century, the focus of pedagogical research and practice has gone from behaviourism, via cognitivism, to learning theory based on constructivism. Changes in learning objectives and an increasing cognitive complexity of learning tasks are likely to have contributed to this evolvement. This puts new requirements on the design and implementation of pedagogical instruction (instructional design) and its application to learning technology. Using instructional design together with technology requires the pedagogical process to be predetermined, which is partly contradicted by the nature of constructivism. Many constructivist approaches require social interaction and dynamic learning environments that can adapt to changes that are required by different pedagogical approaches. Those requirements have been met using modular approaches for content, i.e., learning objects, implemented in non-modular web-based virtual learning environments (VLE), like learning management systems (LMS).

This thesis argues that modularity promotes adaptability and adaptivity, but that the current practice of using learning objects and LMSes is too restricted to fulfill the increasing needs for flexibility. The reasons are that the learning object concept is still too ill-defined to function as a component framework, and there are complex and unsolved issues regarding the representation of pedagogical instructions. This is especially complicated from a constructivist perspective where pedagogical instructions cannot always be assumed to be predetermined, which needs to be encountered for by technology.

This thesis contributes to the research field by suggesting a modular approach that includes both digital learning content and VLEs. This was accomplished by suggesting a taxonomy and an abstract model for learning objects, which address both functional and technical properties. Furthermore, six action areas are suggested in order to enhance the technical quality of learning objects.

Using the abstract model as a basis, the software architecture of learning objects was addressed in order to separate data, logics and presentation – including the separation of the representation of pedagogical process from the components that implement it. This facilitates the combination of modularity and representation of pedagogical instruction that utilizes machine-processable semantics, enabling the utilization of modularity at composition time as well as at run-time. This approach has resulted in a SOA-based architecture framework that has been used as blueprint for implementing two prototypes of modular VLEs, using different technology platforms. The objective was to verify the taxonomy, the abstract model, and the architecture framework. The experiments have shown that it is possible to incorporate learning content and the VLE into the same modular framework in order to provide the flexibility needed for learning technology to better adapt to changing pedagogical requirements.

The experiments have also shown how pedagogical processes benefit from being represented using machine-processable semantics in being able to better utilize the flexibility offered by modularity in keeping the components of the VLE together by representing context and structure. This has been illustrated by adding semantic annotations that were used to dynamically connect pedagogical instruction to annotated learning objects, using machine-processable semantics.

Place, publisher, year, edition, pages
Stockholm: KTH, 2008. vii, 121 p.
Series
Trita-CSC-A, ISSN 1653-5723 ; 2008:06
Keyword
Computer Science, Technology Enhanced Learning, e-learning, Semantic Web, Service Orientation, Learning Object, Virtual Learning Environment
National Category
Computer Science
Identifiers
urn:nbn:se:kth:diva-4712 (URN)978-91-7178-943-3 (ISBN)
Public defence
2008-05-20, F3, KTH, Lindstedtsvägen 26, Stockholm, 10:00
Opponent
Supervisors
Note
QC 20100903Available from: 2008-04-29 Created: 2008-04-29 Last updated: 2010-09-03Bibliographically approved

Open Access in DiVA

No full text

Other links

http://www.frepa.org/wp/go.php?http://www.frepa.org/papers/paulsson-echallenges-2005-published.pdf

Search in DiVA

By author/editor
Paulsson, Fredrik
By organisation
Numerical Analysis and Computer Science, NADA
Computer Science

Search outside of DiVA

GoogleGoogle Scholar

isbn
urn-nbn

Altmetric score

isbn
urn-nbn
Total: 69 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf