Semantic Web Technology in e-Learning (eLearning3.0)
Carole Cholai
e-Learning
e-Learning continues to develop alongside the World Wide Web [1]. As we see World Wide Web continue to develop from static web to interactive web, web technology continues to impact and influence technological systems, including e-learning systems. e-Learning education was developed for the ability to utilize audio and video for remote learning.
We see the digital move from use of audio and video technology to an even more collaborative and interactive learning system in the same way that the world wide web has moved from static web (Web 1.0) to interactive (Web2.0)
Learning Management Systems
Learning Management Systems (LMS) are software systems that have resolved out from concepts of e-Learning. It allows for the delivery of training courses where it is administered, tracked, documented and provides a online learning environment. The first LMS was developed in the 1990’s by SoftArc called FirstClass and was used by the United Kingdom’s Open University. It delivered online learning all across Europe and the first fully featured LMS was called EKKO, developed and released by Norway’s NKI Distance Education Network in 1991.
Many learning institutions and organisations who deliver training to masses, whether professional training or higher education are incorporating LMSs and e-learning as essential tools. Many of the top universities continue to enhance their teaching processes by utilising LMS and many more universities around the world continue to also.
LMS can also be referred to as Course Management Systems (CMS), Computer-assisted Learning (CAL) and Online Learning. It can be a full-on system where the whole course is delivered through the LMS, but in most cases it supports traditional classroom learning, to become a blended learning tool.
Examples of LMS’s include: Blackboard, eCollege, Learn.com, Moodle, ETutor, Claroline, eFront and Joomla. Blackboard is most popular in USA for most acadamic institutions – another is Moodle, which is open-source and is most preferred globally.
How successful a LMS is dependent to user satisfaction both to student and instructor. Studies have been carried out to investigate factors relating to how students and instructors experiences with utilising LMS.
Al-Busaidi & Al-Shihi (2012) in their studies noted that quality of the system, quality of the information, management support and training were some of the factors that had significant in how satisfied they were with using a LMS. The user-experience is important in improving systems and as we see developments in LMS take place – semantic web technology can play a massive role in advancing LMS to adapt to user satisfaction.
eLearning 2.0
Most LMS, we can say are e-Learning2.0 systems, as they have incorporated Web2.0 technology in terms of utilising more of the collaborative tools, of online forums, chats, document sharing capabilities for a greater interactive experience and sessions. Those who are considered introvert found themselves to be more interactive in online forums than in classroom learning as they could speak freely without having to face their peers while talking. Studies shown that greater interactive and collaborative work with peers through LMS contributed to achieve higher learning outcomes.
Semantic Web Technology
Semantic Web, or Web3.0 or the executable web is considered an expansion of Web2.0. The web has evolved from being ‘static web’ back in the 1990’s when Tim Berners-Lee developed it to becoming an interactive web with the explosion and use of social media. In 1989, Tim Berners-Lee developed what is now the World Wide Web (WWW) and also developed the three fundamental web technologies: HTML, URI and HTTP and the first web browser (worldwideweb.app), the first webserver – httpd and the first website (which was a website about itself).
Since then the web has evolved on and has reached its timeline of an interlap of Web2.0, Web3.0 and Web4.0 – Web3.0 being the executable web or learning web and Web4.0, the Intelligent Web.
Many are familiar with Web2.0 and its features but Web3.0 or Semantic Web needs more clear understanding as its development is not directly linked to the end user application layer in a way, but its contribution towards the web evolution occurs ‘behind the scenes’ or in the background to eventually increase the satisfaction of user-experience.
Web 3.0 Framework and Formats
XML and RDF are two important technologies for the development of Semantic Web. RDF in Web3.0 like HTML is to the web – XML creates tags or labels for each web page or section of it and RDF gives meaning to what these tags or labels are so to make sense to the computer to learn more about what the information is about. Currently as it is, information is understood by humans for their consumption, but to the computer, it is just a set of patterns of bits and bytes.
Semantic Web utilises these technologies of XML, RDF, ontologies to give meaning and understanding to the information.
Every piece of information contains data (metadata – data about data) , this data has links and these links form relationships. The relationships from these links puts it into context and gives meaning being able to term the computer as ‘intelligent’ – it is able to figure out the relationships and links on its own. Software agents are capable of intelligent reasoning and can produce logical solutions to user task.
Semantic Web converts “display only” data to meaningful information by using meta data.
eg. Previously a photo taken is taken – the only additional information you know about the file is the format it is in ie. jpg, bmp, gif. With Semantic – information such as the resolution, what shutter speed, ISO, Camera type – all this information is now available. With this increase of data knowledge, it helps machine learning process. Discoveries of relationships can be made from unrelated data which can be automatically combined.
eLearning 3.0
With understanding semantic web technology, a picture of the opportunities of web3.0 with e-Learning should be thought of and considered. It can be able to provide support for the development of the training course through supplying list of additional resources when new information is required for the facilitator, assist in proper record keeping and assessment. It will support the learner in scheduling timetables on calendar and content related to study will be received and adapted to learner’s needs and requirements. Customized and personalized for both learner and teacher through advanced document management and intelligent solutions. Full Information and resources be made available for both parties through intelligent web searching
Some of the implications of eLearning3.0 is that Web3.0 is dependent on Web2.0 Technologies – the more we interact, the more the computer learns. Tagging, blogging and SEO activities are part of the Web2.0 which brings value to Web3.0 and the biggest one, as machine learning continues, the issue of data security emerges – How far deep do we allow the computer to look at metadata, how much privacy of data can we allow to be taken away. Semantic web continues to lead systems to greater heights with advanced machine learning techniques to provide users and in this case, learners with a greater personalized experience of learning.
Symantic web opens a door to advanced Learning Management Systems (Rubens et al., 2014) which can give both student and teacher a personalized and customized experience enabling them to perform at high standards considering that the technology that Symentac web offers provides according to their requirements which may potentially minimize time factors of sourcing information and gaining a greater learning and teaching experience.
Poster
References
Al-Busaidi, K. A., & Al-Shihi, H. (2012). Key factors to instructors’ satisfaction of learning management systems in blended learning. Journal of Computing in Higher Education, 24(1), 18-39. doi:10.1007/s12528-011-9051-x
Piñeiro Torres, B., & García González, A. (2017, 2017). Evolution of the Semantic Web Towards the Intelligent Web: From Conceptualization to Personalization of Contents. Paper presented at the Media and Metamedia Management, Cham.
Rego, H., Moreira, T., Morgado, E. M., & García-Peñalvo, F. (2010). Metadata and Knowledge Management driven Web-based Learning Information System towards Web/e-Learning 3.0. iJET, 5, 36-44.
Robin, D. M. (2011). Web 3.0: Implications for Online Learning. TechTrends, 55(1), 42-46. doi:10.1007/s11528-011-0469-9
Rubens, N., Kaplan, D., & Okamoto, T. (2014, 2014). E-Learning 3.0: Anyone, Anywhere, Anytime, and AI. Paper presented at the New Horizons in Web Based Learning, Berlin, Heidelberg.
Sikos, L. F. (2014). Metadata and the Semantic Web. In L. F. Sikos (Ed.), Web Standards: Mastering HTML5, CSS3, and XML (pp. 233-292). Berkeley, CA: Apress.
Zdravkova, K., Ivanović, M., & Putnik, Z. (2012). Experience of integrating web 2.0 technologies. Educational Technology Research and Development, 60(2), 361-381. doi:10.1007/s11423-011-9228-z
