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Management and integration of virtual enterprise information on grid spaces through semantic web ontologies
Published in Manuel Martínez, Raimar Scherer, eWork and eBusiness in Architecture, Engineering and Construction, 2020
A. Gehre, P. Katranuschkov, R.J. Scherer
The heterogeneity of the requirements the metadata has to meet itself is an essential aspect for the definition of the metadata model. The classification proposed for Learning Objects Metadata in (Downes 2004) is generally applicable here and demonstrates the purposes metadata can serve. Beside the common use of bibliographic (e.g. naming, creation) and technical metadata (e.g. location, data format) Downes defines also classification metadata (e.g. keywords, coverage), evaluation metadata (e.g. rankings), educational metadata (e.g. which educational profile is served), relational metadata (e.g. see-also, defined-by), interaction metadata (e.g. actions supported) as well as rights metadata (access conditions). However, a model that captures all these aspects in a single ontological system would be of considerable complexity and therefore fairly inflexible to changes and further extensions. A similar problem provides the existence of different competitive de facto standards for metadata. For example, the Dublin Core standard for bibliographic metadata (Dublin Core 2004) and the IEEE-LOM standard (IEEE 2002) have several differences in the definitions that cannot be readily resolved in a unifying model.
The Generalized Intelligent Framework for tutoring (GIFT)
Published in Christopher Best, George Galanis, James Kerry, Robert Sottilare, Fundamental Issues in Defense Training and Simulation, 2013
Robert A. Sottilare, Keith W. Brawner, Benjamin S. Goldberg, Heather K. Holden
The purpose of the domain module is to define and structure domain knowledge (for example, instructional content, domain-relevant tasks, problem sets, common questions and common misconceptions). Several standards exist that represent domain knowledge: the Institute of Electrical and Electronics Engineers, Inc. (IEEE) Learning Object Metadata (LOM); Sharable Content Object Reference Model (SCORM); and Instrument and Measurement Society (IMS) content packaging (Boneu, 2011). GIFT is being designed to interface with any or all of these standards in order to gather domain-specific content.
Survey of E-Learning Standards
Published in Ibrahiem M. M. El Emary, Anna Brzozowska, Shaping the Future of ICT, 2017
Manal Abdullah, Nashwa AbdelAziz Ali
The most important purpose of learning standards can be divided into five categories as following (Mohamed, 2015): Metadata—Learning content and catalogs must be labeled in a consistent way to support the indexing, storage, discovery (search), and retrieval of learning objects by multiple tools across multiple repositories. Several initiatives are creating metadata standards: The Learning Object Metadata, or LOM of IEEE Learning Technology Standards, and the Dublin Core Metadata.Content packaging—Content packaging specifications and standards allow courses to be transported from one learning system to another. The initiatives dealing with content packaging include the IMS Global Learning Consortium (IMS) Content Packaging specification, the IMS Simple Sequencing specification, and the Advanced Distributed Learning (ADL) Sharable Content Object Reference Model (SCORM).Learner profile—Learner profile information can include personal data, learning plans, learning history, accessibility requirements, certifications and degrees, assessments of knowledge, and the status of participation in current learning. The most important effort to standardize learner profile information is the IMS Learner Information Package (LIP) specification.Learner registration—Learner registration information allows learning delivery and administration components to know what offerings should be made available to a learner and provides information about learning participants to the delivery environment. There are two initiatives currently dealing with these requirements: the IMS Enterprise Specification and the Schools Interoperability Framework, which supports the exchange of this type of data in a K–9 environment.Content communication—When content is launched, there is a need to communicate learner data and previous activity information to the content. Work going on is the ADL's Sharable Content Object Reference Model (SCORM) project based on the CMI specification of the Aviation Industry Computer-Based Training Committee (AICC).
Identifying organisational learning needs: an approach to the semi-automatic creation of course structures for software companies
Published in Behaviour & Information Technology, 2020
André Menolli, Huander Tirone, Sheila Reinehr, Andreia Malucelli
There are several metadata specifications for LOs in the literature. Usually, metadata are defined by standards associations like IEEE (1484.12.1 Standard for Learning Object Metadata) and ISO (SC 36 WG 2 – Information Technology for Learning, Education, and Training), which have created working groups to develop proposals for object structuring and categorisation (metadata), aiming to support the proper recovery and reuse of LO cataloging. Thus, this metadata represents a way to organise data from LOs so as to allow communication between different computing environments, as well as accessibility and usability, and ensure interoperability. Some examples of specification standards are: LOM describes important LOs features with the purpose of facilitating the search and use of LOs for instantiation by learners and instructors or automated software processes (IEEE 2002).Sharable Content Object Reference Model (SCORM) focuses on the interoperability and reusability of LOs. SCORM introduced the complex idea of sequencing, which is a set of rules that specifies the order in which a learner should follow content objects (ADL 2004).Dublin Core Metadata Initiative (DCMI) was developed by NISO (National Information Standards Organisation) and contains fifteen elements to describe learning resources (NISO 2007).