Access the full text.
Sign up today, get DeepDyve free for 14 days.
S. Siqueira, M. Braz, R. Melo (2004)
Composing Frameworks to Achieve an ELearning Framework
R. Clark (1989)
Developing Technical Training: A Structured Approach for the Development of Classroom and Computer-Based Instructional Materials
S. Bechhofer (2009)
OWL: Web Ontology Language
M.D. Merrill
ID2 research group: instructional transaction theory: an instructional design model based on knowledge objects
Ian Kegel, R. Lange, J. Manion, Jon Mason, Edward Matlack, Ralf Matlack, Cynthia Mazow, W. Mcdonald, Bill Melton, B. Muramatsu, Kevin Riley, Robby Robson, Randy Saunders, James Schoening, Katherine Sinitsa, Gayle Stroup, D. Suthers, J. Tonkel, Brendon Towle, John Tyler, Tom Wason, Eamonn Webster, Steve White (2002)
Draft Standard for Learning Object Metadata
S. Siqueira, M. Braz, R. Melo (2003)
E-learning environment based on framework compositionProceedings 3rd IEEE International Conference on Advanced Technologies
S.W.M. Siqueira, M.H.L.B. Braz, R.N. Melo
From scenarios to a generic architecture for education and training systems
M. Merrill, David Twitchell (1971)
Instructional Design Theory
R. Koper (2001)
Modeling units of study from a pedagogical perspective: the pedagogical meta-model behind EML
Y. Ayers, A. Cohen, D. Bulterman, not Cwi (2001)
Synchronized Multimedia Integration Language (SMIL) 2.0
David Merrill, David Wiley (2000)
Knowledge objects and mental modelsProceedings International Workshop on Advanced Learning Technologies. IWALT 2000. Advanced Learning Technology: Design and Development Issues
Ambjörn Naeve (1997)
The Garden of Knowledge as a Knowledge Manifold A Conceptual Framework for Computer Supported Subjective Education
Natasha Noy (2001)
Ontology Development 101: A Guide to Creating Your First Ontology
David Wiley (2000)
Connecting learning objects to instructional design theory: A definition, a metaphor, and a taxonomy
L.B. Baruque, F. Porto, R.N. Melo
Applying learning theory in the design of learning objects
J. Heflin, J. Hendler, S. Luke, C. Gasarch, Q. Zhendong, L. Spector, D. Rager
Simple HTML Ontology Extensions (SHOE)
L.B. Baruque, F. Porto, R.N. Melo
Towards an instructional design methodology based on learning objects
C. Hamel, D. Ryan-Jones (2002)
Designing Instruction with Learning Objects.Journal on Educational Technology, 3
D. Wiley (2000)
Learning object design and sequencing theory
B.S. Bloom, D.R. Karthwohl
Taxonomy of Educational Objectives Handbook 1: Cognitive Domain
R.F. Rodrigues
Formatting and controlling of hypermedia presentations with temporal adaptation mechanisms
M. Greaves
DARPA Agent Markup Language (DAML)
S. Siqueira, M. Braz, R. Melo (2003)
Web technology for education and training14th International Workshop on Database and Expert Systems Applications, 2003. Proceedings.
D. Sampson, Miltiadis Lytras, Gerd Wagner, P. Díaz (2004)
Ontologies and the semantic web for E-learningJournal on Educational Technology, 7
C. Barritt, D. Lewis
Reusable LO strategy: definition, creation process, and guidelines for building
W3C (World Wide Web Consortium)
Resource description framework (RDF)
P. Polsani (2006)
Use and Abuse of Reusable Learning ObjectsJ. Digit. Inf., 3
M. Merrill, Zhongming Li, Mark Jones (1990)
Second generation instructional design (ID 2 )Educational Technology archive, 30
M.D. Merrill, Z. Li, M.K. Jones
Limitations of the first generation instructional design ID1
S. Siqueira, R. Melo, M. Braz (2004)
Increasing the Semantics of Learning ObjectsInt. J. Comput. Process. Orient. Lang., 17
Inc. IMS Global Learning Consortium
IMS learning design information model
Purpose – This paper seeks to present a modeling approach for e‐learning content, describing how to structure e‐learning content and also represent it in OWL DL. Design/methodology/approach – This paper presents three different layers of information that should be considered in e‐learning and conceptual models to guide the representation of e‐learning content. This proposal is based on existing standards and experience gained in previous works. It is also shown how to structure and represent the content embedded in learning objects (LOs). Findings – Besides providing a better structuring of the e‐learning content, content reuse and exploratory navigations over content through the semantic relationships between information (mainly information objects (IOs) and conceptual units) are promoted. Research limitations/implications – A visual tool to allow a better exploration of the e‐learning content is already being developed. However, it is essential to develop optimized storing and retrieving mechanisms that would make this approach more interesting. Practical implications – When compared with other approaches such as those based on semantic models and deductive models, the decrease in complexity makes acceptance and adoption of this approach by teachers and instructional designers easier. Originality/value – This paper fulfils an identified three‐level information need for e‐learning content and presents a new modeling approach. Besides structuring the e‐learning content, the model is also represented in OWL DL. It allows an easier/richer implementation of e‐learning content.
International Journal of Web Information Systems – Emerald Publishing
Published: Sep 28, 2007
Keywords: E‐learning; Learning; Information; Modelling
Read and print from thousands of top scholarly journals.
Already have an account? Log in
Bookmark this article. You can see your Bookmarks on your DeepDyve Library.
To save an article, log in first, or sign up for a DeepDyve account if you don’t already have one.
Copy and paste the desired citation format or use the link below to download a file formatted for EndNote
Access the full text.
Sign up today, get DeepDyve free for 14 days.
All DeepDyve websites use cookies to improve your online experience. They were placed on your computer when you launched this website. You can change your cookie settings through your browser.