Semantic Modelling for E-Learning Coordination

Semantic Modelling for E-Learning Coordination

Atilla Elçi (Hasan Kalyoncu University, Turkey), Duygu Çelik Ertuğrul (Istanbul Aydin University, Turkey) and Alev Elçi (Aksaray University, Turkey)
DOI: 10.4018/978-1-5225-0466-5.ch011
OnDemand PDF Download:
No Current Special Offers


This chapter reports a metadata model for e-learning coordination based on content semantics grounded on Semantic Web concepts. To start with, e-learning models are surveyed identifying process content, such as phases, activities, data schema, rules and relations, so on, as relevant for a coordination model. The study looks into the mechanism of e-learning environment and how e-learning processes can be classified for purposes of activity coordination. A metadata model for coordination of e-learning is being sought as expressed in Semantic Web concepts and transcribed using the related languages like OWL, RDF, SPARQL and others. A learner centric proposal is advanced which augments the IEEE Learning Technology Standards Committee's industry leader Learning Technology System Architecture. Examples are worked out and future research directions are identified. This is a continuing research project on application of Semantic Web initiative in e-learning; i.e., design and development of markup and annotation tools, relevant ontologies and intelligent agents in meeting learner needs.
Chapter Preview


Open, flexible and distributed learning activities are named variously, including:

  • e-Learning,

  • Web-Based Learning (WBL),

  • Web-Based Instruction (WBI),

  • Web-Based Training (WBT),

  • Internet-Based Training (IBT),

  • Distributed Learning (DL),

  • Advanced Distributed Learning (ADL),

  • Distance Education (DE),

  • Distance Learning (DL),

  • dlearning,

  • D-Learning,

  • Online Learning (OL),

  • Mobile Learning (or m-Learning) or Nomadic Learning,

  • Remote Learning,

  • Off-site Learning,

  • a-Learning (anytime, anyplace, anywhere learning),

  • Virtual learning.

Also, of late, terms such as:

  • Instructional Technology,

  • Learning Technologies,

  • Learning Management System,

  • Massive open online courses (MOOCs) precise definitions of such terms can be found in the literature (see, for example: ACM eLearn; CDLP; CMC, 2008; Imperial; LTSC, 1996; Moore, 1996; Tsai & Machado, 2002; and Wiki, 2014).

While we concede to that there is considerable difference among some of these in one or more of the issues involving pedagogy, learner purpose, computerized application, stake-holder parties involved, tools used, technology required, and timing and scheduling, we tend to regard e-learning as an all-encompassing generic term. This is quite in line with our predisposition in this chapter for we wish to consider e-learning in its generic form equally akin to any flavor of it. We will dig into e-learning deeper.

Complete Chapter List

Search this Book: