Designing Collaborative E-Learning Environments based upon Semantic Wiki: From Design Models to Application Scenarios
Designing Collaborative E-Learning Environments based upon Semantic Wiki: From Design Models to Application Scenarios
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基于语义Wiki设计协作电子学习环境：从设计模型到应用场景
DOI：
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发表时间：
2011-10
期刊：
影响因子：
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通讯作者：
Ronghuai Huang
中科院分区：
文献类型：
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作者：
Yanyan Li;Mingkai Dong;Ronghuai Huang
引言电子学习已经成为最流行的教学和学习方法之一，通过拉伸空间和时间的障碍。在过去十年中开发了各种电子学习系统。学习管理系统能够支持不同粒度和形式化程度的在线培训，重点是设计过程、执行和评估的某些方面的自动化（Acqua，2009年）。学习内容管理系统期望提供基于标准的内容存储库，允许学习者捕获、存储、交付和管理学习资源（Goethel等人，2002）（Jari等人，2003年）。此外，泛在学习环境近年来得到越来越多的关注，其旨在提供可互操作的、普适的和无缝的学习架构，以连接、集成和共享学习资源的三个主要维度：学习协作者、学习内容和学习服务（Cheng et al.，2005）（Yang，2006）。然而，大多数网络学习系统都是独立的，学习资源是无序的，孤立的，异构的，并且没有一个共同的全局上下文的可用资源。虚拟学习社区是一个网络空间，在这个空间中，分散在不同地理位置的学习者和知识提供者为实现学习目标而进行个人学习和协作学习。虽然还没有关于什么是虚拟学习社区的协议，但它已得到广泛的认可，虚拟学习社区是基于知识的社会实体，知识是其成功的关键（Bhatt，2001）（Malhotra，2000）。虚拟学习社区中的一项重要活动是协作。许多虚拟学习社区努力吸引新成员或鼓励成员学习和贡献知识。然而，这样的协作环境通常不被常规学习环境支持（Hage等人，2008年）。E-learning 2.0的出现受到Web 2.0流行的启发，Web 2.0越来越强调社会学习和使用社交软件，如博客，维基等（罗森，2009年）。传统的电子学习系统是基于使用互联网技术交付给学生的教学包。学生的作用包括从阅读中学习和准备作业。相比之下，E-learning 2.0是围绕协作建立的，它假设知识是社会构建的。学习通过关于内容的对话和关于问题和行动的基础互动进行。Misanchuk等人（2001年）提出的战略重点是促进沟通，社会互动和参与支架学习。因此，设计和开发一个先进的学习环境，以实现e-learning 2.0，鼓励学习者积极参与资源贡献，使资源的访问和利用方便，并促进更好的互动和协作是可取的。语义Web是一种新兴的Web技术，其目标是使基于Web的异构资源能够被人类和机器理解和重用。语义知识在异构资源的组织和管理中扮演着越来越重要的角色。已经进行了一些研究以利用语义网技术来支持电子学习（Kolovski等人，2003）（Stojanovic等人，2001）（Sampson等人，2004年）。维基是众所周知的在线百科全书或网站，提供了大量的信息来源，并允许每个人贡献自己的知识和经验的任何主题（克拉克，2006年）。但维基百科本质上是通过超链接连接的网站的集合，其中包含许多手工制作的，冗余的，不一致的列表和链接，其内容的含义不是机器理解和机器处理的，因此查找和比较来自不同页面的信息是具有挑战性和耗时的。…
Introduction E-Learning has become one of the most popular teaching and learning methods by stretching the spatial and temporal barriers. Various e-learning systems have been developed in the past decade. Learning Management Systems are able to support online training with different levels of granularity and formalization, which focus on automation of some aspects of the design process, execution and assessment (Acqua, 2009). Learning Content Management System expects to provide standard-based content repositories that allow learners to capture, store, deliver, and manage learning resources (Goecks et al., 2002)(Jari et al., 2003). Furthermore, ubiquitous learning environment gains more and more attention in recent years, which aims to provide an interoperable, pervasive, and seamless learning architecture to connect, integrate, and share three major dimensions of learning resources: learning collaborators, learning contents, and learning services (Cheng et al., 2005)(Yang, 2006). However, almost the e-learning systems are self-independent and the learning resources are disordered, isolated, and heterogeneous, and there is no common overarching context for the available resources. Virtual learning communities are cyberspaces in which individual and collaborative learning is implemented by groups of geographically dispersed learners and providers of knowledge to accomplish their goals of learning. Though there are no agreements on what constitutes a virtual learning community, it has gained widespread acceptance that virtual learning communities are knowledge based social entities where knowledge is the key to their success (Bhatt, 2001)(Malhotra, 2000). An important activity in a virtual learning community is the collaboration. Many virtual learning communities strive to attract new members or encourage members to learn and to contribute knowledge. Nevertheless, such collaboration environment is generally not supported by conventional learning environments (Hage et al., 2008). E-learning 2.0 emerges inspired by the popularity of Web 2.0, which places increased emphasis on social learning and use of social software such as blogs, wikis, and etc. (Rosen, 2009). Conventional e-learning systems were based on instructional packets that were delivered to students using Internet technologies. The role of students consisted in learning from the reading and preparing assignments. By contrast, E-learning 2.0 is built around collaboration, which assumes that knowledge is socially constructed. Learning takes place through conversations about content and grounded interaction about problems and actions. Misanchuk et al. (2001) propose strategies focus on promoting communication, social interaction and participation to scaffold learning. Therefore, it is desirable to design and develop a sophisticated learning environment to achieve e-learning 2.0, encouraging learners' active involvement of resource contribution, enabling convenient resources accessing and utilization, and facilitating better interaction and collaboration. Semantic Web is the emerging landscape of new web technologies aiming at web-based heterogeneous resources that would be understandable and reusable by both humans and machines. Semantic knowledge is playing an increasing important role in order to have heterogeneous resources well organized and managed. Some researches have been done to utilize semantic web technologies to support e-learning (Kolovski et al., 2003)(Stojanovic et al., 2001) (Sampson et al., 2004). Wikis are well-known as online encyclopedias or websites that provide a vast source of information and allow each individual to contribute his own knowledge and experience on any topic (Clark, 2006). But a wiki is essentially a collection of Web sites connected via hyperlinks, which contain many hand-made, redundant, inconsistent lists and links and the meaning of its content is not machine-understood and machineprocessable, so finding and comparing information from different pages is challenging and time-consuming. …
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DOI：
10.1016/j.websem.2007.11.003
发表时间：
2008-02
期刊：
J. Web Semant.
影响因子：
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作者：
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DOI：
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