Six Scenarios of Exploiting an Ontology Based, Mobilized Learning Environment

Six Scenarios of Exploiting an Ontology Based, Mobilized Learning Environment

Gábor Kismihók (Corvinus University of Budapest, Hungary), Ildikó Szabó (Corvinus University of Budapest, Hungary) and Réka Vas (Corvinus University of Budapest, Hungary)
Copyright: © 2012 |Pages: 16
DOI: 10.4018/jmbl.2012010104
OnDemand PDF Download:
No Current Special Offers


In this article, six different exploitation possibilities of an educational ontology based, mobilized learning management system are presented. The focal point of this system is the educational ontology model. The first version of this educational ontology model serves as a foundation for curriculum development and adaptive knowledge testing. The extended educational ontology model is the foundation of a personnel selection and training system, developed by the OntoHR project. This system reveals the candidates’ competence gap and the missing learning outcomes of their qualifications in the light of a particular job role (Information System Analyst). Within the frame of the Contsens project, the educational ontology model supports a context sensitive and location based learning content delivery. The results of these projects can be combined in an educational ontology based, mobilized selection and learning management system, built on transparent content and location dependent curricula.
Article Preview

Ontologies And Adaptive Learning Content Delivery

Adaptivity and semantic technology are used in several ways in educational content delivery. These ways include interoperability, collaboration and context aware content management. Examples show that one way of using ontologies in a learning system is supporting interoperability between particular educational platforms and systems (Aroyo et al., 2006; Moreale & Vargas-Vera, 2004). When it comes to collaboration the notions of ontology based applications in eLearning systems show that semantic-enabled annotation and knowledge management systems provide flexible, real-time support for collaborative learning tasks (Yang, Chen, & Shao, 2004).

Context awareness can be treated as a problem of processing sensory information coming from mobile devices and transforming this information into a well defined context, which can be done in several ways, including ontologies and clustering maps (Flanagan, 2005). Furthermore, ontologies can also be useful for context identification and reasoning (Hu & Moore, 2007), thus there are also attempts to use ontologies for modelling not only the learner’s context but also the content’s context in order to provide more user specific services in ubiquitous learning environments (Yang, Huang, Chen, Tseng, & Shen, 2006).

Complete Article List

Search this Journal:
Open Access Articles
Volume 14: 4 Issues (2022): 2 Released, 2 Forthcoming
Volume 13: 4 Issues (2021)
Volume 12: 4 Issues (2020)
Volume 11: 4 Issues (2019)
Volume 10: 4 Issues (2018)
Volume 9: 4 Issues (2017)
Volume 8: 4 Issues (2016)
Volume 7: 4 Issues (2015)
Volume 6: 4 Issues (2014)
Volume 5: 4 Issues (2013)
Volume 4: 4 Issues (2012)
Volume 3: 4 Issues (2011)
Volume 2: 4 Issues (2010)
Volume 1: 4 Issues (2009)
View Complete Journal Contents Listing