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Bibliografia
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Keywords
SEMANTIC WEB, E-LEARNING, ONTOLOGIES, WIKI, COMMUNITIES OF PRACTICE, REPRESENTATION OF KNOWLEDGE, BLOG, LEARNING OBJECTS, KNOWLEDGE MANAGEMENT

ONTOLOGIES, LEARNING OBJECTS AND COMMUNITIES OF PRACTICES: NEW EDUCATIONAL PARADIGMS FOR E-LEARNING

Università degli Studi di Padova
Abstract
The research project aims to fuse the most current and innovative instances, on both a national and international level, concerning e-learning and the semantic web by experimenting their possible application in the field of Education Sciences through the construction of specific “domain ontologies” on the topics of didactic planning, educational communication, assessment and evaluation.
Ontologies are shared knowledge structures, formalized by scientific communities through semantic description languages that can be understood both by people and by software. Initially conceived to resolve problems of formalization, retrieval and sharing of knowledge from the Web, we believe that today their role as conceptual and operative instruments able to favour and support learning processes, is worth studying. This approach should allow, on the one hand the provision of an “ontological” structure which mirrors the conceptual nuclei shared by an academic community, and on the other, adequate management of problems relating to metadating and retrieval of materials and learning objects for teaching.
The idea of a Semantic Web is gaining ground and indeed it aims to go beyond metadating for the efficient searching of documents. This is only possible if the learner can “filter” them through one or more ontological structures which allow him/her to interpret them and place them within a conceptual framework which gives them meaning. Many of these instances are often found in >>>

Principal Investigator
Luciano Galliani Università degli Studi di PADOVA
Research Objectives
The research project has been developed in a previous PRIN 2003 on e-learning (“E-learning in university education. Didactic models and pedagogic criteria” coordinated by N. Paparella) that has recently come to an end and entailed the participation of many researchers that are now engaged in the current project. Working upon the definition of a possible pedagogic criteriology, one of the local research units, (Padova's local unit: "Technological platforms, learning modules and representation-research of knowledge” coordinated by Prof. Luciano Galliani) lead to the elaboration of a semantic network about concepts of “Planning”, “Communication”, and “Evaluation”. This part of the project, denominated “EduOnto”, had the immediate aim of building an ontology suitable for describing the actors, processes and technologies of educational sciences, and had as a final result, the setting up of a Learning Object Repository that uses the ontological base for their own “intelligent” consultation.

The aim of the current research therefore is to extend and integrate the achieved results through the construction, experimentation and evolution of an integrated learning environment denominated “EduOntoWiki", that:

- is backed up by an ontological structure relative to educational sciences based upon an active consent of specific communities of practice;
- has a didactic value: through the navigation of ontologies as well as the selection >>>

Timescale
24 months
National and international background
The e-learning paradigm has reached an important epistemological crossroads: there is a need to integrate the current dialogic-informative model, which allows us to interact with people and surf documents on the web, with a model based on the contextual knowledge domains on which we operate: the Semantic Web (Berners-Lee et al., 2001).
The applied research, in particular in the field of education technology, is moving in two directions:
1. the development of solutions for the information exchange, and in general, for the intelligent knowledge management;
2. the development of a collaborative/cooperative approach in knowledge building.

The widespread use of the web in educational contexts is due to the ease with which learning resources can be retrieved and shared: the recent introduction of Learning Objects means that the contents which reside in the different systems used in e-learning platforms need to become re-usable, accessible and interoperable. Each object therefore needs to be described beforehand through unambiguous formalisms (so-called metadata) whose meaning is shared by most communities of possible users, who in this way will be able to retrieve them more easily. If we then assume that the learning process is never confined to the materials used in an online course, but that it is also fruit of the interaction among the members of the group, we must try to provide a support 'scaffolding' (Devedšiæ, 2003) which will >>>