Pagrindinis informacinių technologijų (IT) naudojimo mokymuisi tikslas – didinti mokymosi kokybę ir efektyvumą, lengvinti besimokančiojo ir mokytojo darbą. Galima išskirti dvi IT taikymo ugdymui kryptis: 1) kai naudojant IT siekiama gerinti tradicinius metodus 2) kai sukuriami nauji metodai, kuriuos taikyti įmanoma tik naudojant IT. Abiem atvejais svarbus mokytojų gerosios patirties dalijimasis, mokymosi metodų įvaldymas. Disertacinis darbas skirtas metodinių išteklių ir mokymosi metodų naudojimo problemoms, kylančioms dėl informacijos nepakankamumo mokymosi objektų (MO) metaduomenų saugyklose, spręsti. Išanalizuoti ir palyginti pagrindiniai MO metaduomenų standartų modeliai, naudojami skaitmeniniams mokymosi ištekliams formaliuoju būdu aprašyti. Ištirti MO metaduomenų standartų taikymo modelių sudarymo moksliniai ir praktiniai principai. Išanalizuoti turinio MO kūrimo modeliai, kurie užtikrina MO suderinamumą. Atliktas empirinis tyrimas leido nustatyti tolesnę tyrimo kryptį ir turėjo įtakos išplėsto MO metaduomenų taikomojo modelio kūrimui. Metaduomenų taikomojo modelio projektavimo procesą sudaro šie etapai: 1) metodinių išteklių ir mokymosi metodų objektų aprašančių metaduomenų elementų aibių išskyrimas; 2) valdomųjų žodynų, skirtų metaduomenų elementams aprašyti, formavimas siekiant užtikrinti metaduomenų suderinamumą; 3) metodinių išteklių ir mokymosi metodų objektų aprašančių metaduomenų lyginamoji analizė; 4) išplėsto MO metaduomenų modelio išbaigimas ir diegimas... [toliau žr. visą tekstą] / The key aim of using information technology (IT) in learning is to increase the learning quality and efficiency, to facilitate a learner’s and a teacher’s work. We can distinguish two main directions of IT application in training: (1) if applying IT we strive to improve the traditional methods; (2) if new methods are developed that are applicable only if IT is used. In both cases, sharing the good experience of teachers and mastering of the learning methods are of great importance. The research work is meant for solving the problems of using methodological resources and learning methods, which arise due to insufficiency of information in the metadata repositories of learning object (LO). The main models of LO metadata standards, used to describe digital learning resources in a formal way, have been analyzed and compared. Scientific and practical principles for applied model design of LO metadata standards have been explored. The content LO developing models that ensure LO compatibility have been considered. The empirical research performed enabled us to determine a further trend of research and influenced the creation of an extended LO metadata applied model. The design process of a metadata applied model consists of the following phases: 1) determination of sets of metadata elements that describe methodological resources and learning method objects, 2) composition of controlled vocabularies, aimed at description of metadata elements, with a view to ensure the compatibility... [to full text]

The key aim of using information technology (IT) in learning is to increase the learning quality and efficiency, to facilitate a learner’s and a teacher’s work. We can distinguish two main directions of IT application in training: (1) if applying IT we strive to improve the traditional methods; (2) if new methods are developed that are applicable only if IT is used. In both cases, sharing the good experience of teachers and mastering of the learning methods are of great importance. The research work is meant for solving the problems of using methodological resources and learning methods, which arise due to insufficiency of information in the metadata repositories of learning object (LO). The main models of LO metadata standards, used to describe digital learning resources in a formal way, have been analyzed and compared. Scientific and practical principles for applied model design of LO metadata standards have been explored. The content LO developing models that ensure LO compatibility have been considered. The empirical research performed enabled us to determine a further trend of research and influenced the creation of an extended LO metadata applied model. The design process of a metadata applied model consists of the following phases: 1) determination of sets of metadata elements that describe methodological resources and learning method objects, 2) composition of controlled vocabularies, aimed at description of metadata elements, with a view to ensure the compatibility... [to full text] / Pagrindinis informacinių technologijų (IT) naudojimo mokymuisi tikslas – didinti mokymosi kokybę ir efektyvumą, lengvinti besimokančiojo ir mokytojo darbą. Galima išskirti dvi IT taikymo ugdymui kryptis: 1) kai naudojant IT siekiama gerinti tradicinius metodus 2) kai sukuriami nauji metodai, kuriuos taikyti įmanoma tik naudojant IT. Abiem atvejais svarbus mokytojų gerosios patirties dalijimasis, mokymosi metodų įvaldymas. Disertacinis darbas skirtas metodinių išteklių ir mokymosi metodų naudojimo problemoms, kylančioms dėl informacijos nepakankamumo mokymosi objektų (MO) metaduomenų saugyklose, spręsti. Išanalizuoti ir palyginti pagrindiniai MO metaduomenų standartų modeliai, naudojami skaitmeniniams mokymosi ištekliams formaliuoju būdu aprašyti. Ištirti MO metaduomenų standartų taikymo modelių sudarymo moksliniai ir praktiniai principai. Išanalizuoti turinio MO kūrimo modeliai, kurie užtikrina MO suderinamumą. Atliktas empirinis tyrimas leido nustatyti tolesnę tyrimo kryptį ir turėjo įtakos išplėsto MO metaduomenų taikomojo modelio kūrimui. Metaduomenų taikomojo modelio projektavimo procesą sudaro šie etapai: 1) metodinių išteklių ir mokymosi metodų objektų aprašančių metaduomenų elementų aibių išskyrimas; 2) valdomųjų žodynų, skirtų metaduomenų elementams aprašyti, formavimas siekiant užtikrinti metaduomenų suderinamumą; 3) metodinių išteklių ir mokymosi metodų objektų aprašančių metaduomenų lyginamoji analizė; 4) išplėsto MO metaduomenų modelio išbaigimas ir diegimas... [toliau žr. visą tekstą]

The collection and the use of data on the internet with e-learning purposes are tasks made by many people every day, because of their role as teachers or students. The web provides several data sources with relevant information that could be used in educational environments, but the information is widely distributed, or poorly structured. Also, resources on the web are diverse, sometimes with high quality, but sometimes not. These situations involve a difficult search of e-learning resources, and therefore a lot of time invested, because the search process – typing, reasoning, selecting, using resources, bookmarking, and so forth - is completely executed by humans, despite that some of them can be executed by computers. Linked data provides designed practices for organizing, and for discovering information using the processing power of computers. At the same time, the community of linked data provides data sets that are already connected, and this information could be consumed by people anytime as resources with e-learning purposesThe current article presents the findings of a master thesis that address the linked data techniques and also the techniques used by students when searching e-learning resources, using internet. The resources used by the students, as well as the sources preferred, will be comparing with the current resources offered by the linked data community. Likewise, the strategies and techniques selected by the students will be taken into account, in order to establish the basic requirements of an e-learning collaborative environment prototype.The outline of the thesis is:Chapter 2 discusses the research methodology as well as the constructing and administering the research survey in which the current thesis based the requirements elicitation. Chapter 3 lays the groundwork for the rest of the thesis by presenting the principles and terminology of linked data, as well as related work about the internet in education, availability of e-learning resources, and surveys about the use of the internet in e-learning resources searchingChapter 4 presents the investigation of the methods used by student for exploring and discovering e-learning resources through the data analysis and interpretation of the survey. Chapter 5 Introduces to the prototype design. It includes the prototype idea, the requirements specification using the data analysis of the survey, and the architecture of the e-learning collaborative environment using the assumptions reached in the literature review and the dereferencable URIs found in the linked open data cloud diagram. The design of components in the environment will be addressed in terms of UML diagrams. Chapter 6 Validates the requirements of the prototype.Chapter 7 Tackles conclusions of the master thesis project in order to find incomes for further research in the area. This chapter also shows the contributions e-learning world evaluation is based on the benefits indentified by using this approach and gives indications of what future work can be done to improve the results. The findings address the decision-making process for designing a new era of e-learning environments that enhance the selection of e-learning resources, taking into account the technology available, and the information around the World Wide Web.

Afin de rendre les objets pédagogiques (OP) accessibles, réutilisables et adaptables, il est nécessaire de les modéliser. Outre la forme et la structure, il faut aussi décrire la sémantique des OP. Ainsi, nous proposons un schéma de modélisation d'OP d'après la norme LOM (Learning Object Metadata), en utilisant un modèle de données de type RDF (Ressource Description Framework). Pour encoder, échanger et réutiliser les métadonnées structurées d'OP, nous avons implémenté l'application RDF4LOM (RDF for LOM). Le recours aux outils du Web sémantique nous permet de proposer le prototype d'une plateforme sémantique d'apprentissage (SLCMS), qui valorise à la fois les ressources internes, les OP modélisés avec RDF, ainsi que les ressources externes (wikis, blogs ou encore agendas sémantiques). L'architecture du SLCMS est basée sur un Noyau sémantique capable d'interpréter les métadonnées et de créer des requêtes intelligentes. Pour la description des contraintes sémantiques et des raisonnements sur les OP, nous utilisons les ontologies. Grâce à des ontologies précises et complètes, les OP seront « interprétables » et « compréhensibles » par les machines. Pour le module Quiz sémantique, nous avons modélisé l'ontologie Quiz et l'ontologie LMD. La plateforme sémantique d'apprentissage permet la recherche d'OP pertinents, la génération de parcours personnalisés pour les apprenants et, en perspective, l'adaptabilité aux styles d'apprentissage. / In order to make Learning Objects (LO) accessible, reusable and adaptable, it is necessary to model them. Besides form and structure, one must also define the semantics associated with a given LO. Thus, we propose a modeling scheme for LOs that respects the LOM (Learning Object Metadata) standard and which uses a RDF-based (Resource Description Framework) data model. In order to encode, exchange and reuse such structured metadata for LOs, we have developed the RDF4LOM (RDF for LOM) application. By using Semantic Web tools, we are able to deliver a prototype of a semantic learning platform (SLCMS) that enhances internal resources, LOs modeled with RDF as well as external resources (semantic wikis, blogs or calendars). The architecture of this SLCMS is based upon a semantic Kernel whose role is to interpret metadata and create intelligent queries. We use ontologies, for the description of semantic constraints and reasoning rules concerning the LOs. By means of accurate and complete ontologies, the LOs will be machine-interpretable and also machine-understandable. For the semantic Quiz module, we have developed the Quiz and LMD ontologies. The semantic learning platform enables searching for appropriate LOs, generating personalized learning paths for learners and, as en evolution, adaptation to learning styles.

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