Developing an Ontology-based Personalized Curriculum Content Sequencing in e-Learning
碩士 === 中原大學 === 資訊管理研究所 === 96 === Curriculum content sequencing is about managing a learning route to help users reaching a learning goal. A conventional learning route consists of ordered contents mostly made by using a single teaching material. In an e-learning system, amount of teaching material...
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| Format: | Others |
| Language: | zh-TW |
| Published: |
2008
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| Online Access: | http://ndltd.ncl.edu.tw/handle/21395620775975294828 |
| Summary: | 碩士 === 中原大學 === 資訊管理研究所 === 96 === Curriculum content sequencing is about managing a learning route to help users reaching a learning goal. A conventional learning route consists of ordered contents mostly made by using a single teaching material. In an e-learning system, amount of teaching materials are resemble. Similar contents can substitute mutually for making a flexible learning route. Since the inconsistency exists in materials editing and cataloging, composing these contents from multiple sources leads the sequencing complexity. However, most e-learning systems lack sequencing knowledge to guide participants how a sequence is composing. This study utilizes a knowledge intensive approach to model content sequencing and course materials into ontological concepts. The semantic rules are used to describe relationships between instances. The facts such as a specific curriculum sequence and teaching materials are regarded as asserted knowledge to complete the knowledge base. An example of math course in compulsory education is developed by using Web ontology Language (OWL) and Semantic Web Rule Language (SWRL). Empirical lessons show: (1) the ontology and semantic rules address content sequencing by modeling general and abstract views that can be reused by other similar curriculums; and (2) the knowledge stakeholders are responsible to maintain the knowledge base that leads the content sequencing guidance system reliable and durable.
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