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44
Querying the semantic web with preferences
- ISWC
, 2006
"... Abstract. Ranking is an important concept to avoid empty or overfull and unordered result sets. However, such scoring can only express total orders, which restricts its usefulness when several factors influence result relevance. A more flexible way to express relevance is the notion of preferences. ..."
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Cited by 36 (5 self)
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Abstract. Ranking is an important concept to avoid empty or overfull and unordered result sets. However, such scoring can only express total orders, which restricts its usefulness when several factors influence result relevance. A more flexible way to express relevance is the notion of preferences. Users state which kind of answers they ‘prefer ’ by adding soft constraints to their queries. Current approaches in the Semantic Web offer only limited facilities for specification of scoring and result ordering. There is no common language element to express and formalize ranking and preferences. We present a comprehensive extension of SPARQL which directly supports the expression of preferences. This includes formal syntax and semantics of preference expressions for SPARQL. Additionally, we report our implementation of preference query processing, which is based on the ARQ query engine.
Adaptive learning resources sequencing in educational hypermedia systems
- Educational Technology & Society
, 2005
"... Adaptive learning resources selection and sequencing is recognized as among the most interesting research questions in adaptive educational hypermedia systems (AEHS). In order to adaptively select and sequence learning resources in AEHS, the definition of adaptation rules contained in the Adaptation ..."
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Cited by 28 (1 self)
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Adaptive learning resources selection and sequencing is recognized as among the most interesting research questions in adaptive educational hypermedia systems (AEHS). In order to adaptively select and sequence learning resources in AEHS, the definition of adaptation rules contained in the Adaptation Model, is required. Although, some efforts have been reported in literature aiming to support the Adaptation Model design by providing AEHS designers direct guidance or semi-automatic mechanisms for making the design process less demanding, still it requires significant effort to overcome the problems of inconsistency, confluence and insufficiency, introduced by the use of rules. Due to the problems of inconsistency and insufficiency of the defined rule sets in the Adaptation Model, conceptual “holes ” can be generated in the produced learning resource sequences (or learning paths). In this paper, we address the design problem of the Adaptation Model in AEHS proposing an alternative sequencing method that, instead of generating the learning path by populating a concept sequence with available learning resources based on pre-defined adaptation rules, it first generates all possible learning paths that match the learning goal in hand, and then, adaptively selects the desired one, based on the use of a decision model that estimates the suitability of learning resources for a targeted learner. In our simulations we compare the learning paths generated by the
Reasoning and ontologies for personalized e-learning in the semantic web
- Educational Technology & Society
, 2004
"... The challenge of the semantic web is the provision of distributed information with well defined meaning, understandable for different parties. Particularly, applications should be able to provide individually optimized access to information by taking the individual needs and requirements of the user ..."
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Cited by 17 (0 self)
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The challenge of the semantic web is the provision of distributed information with well defined meaning, understandable for different parties. Particularly, applications should be able to provide individually optimized access to information by taking the individual needs and requirements of the users into account. In this paper we propose a framework for personalized e-Learning in the semantic web and show how the semantic web resource description formats can be utilized for automatic generation of hypertext structures from distributed metadata. Ontologies and metadata for three types of resources (domain, user, and observation) are investigated. We investigate a logic-based approach to educational hypermedia using TRIPLE, a rule and query language for the semantic web. keywords: Educational hypermedia, Semantic web, Ontologies, Adaptive hypermedia, Reasoning on the semantic web.
Reasoning Methods for Personalization on the Semantic Web
- ANNALS OF MATHEMATICS, COMPUTING & TELEFINFORMATICS
, 2004
"... The Semantic Web vision of a next generation Web, in which machines are enabled to understand the meaning of information in order to better interoperate and better support humans in carrying out their tasks, is very appealing and fosters the imagination of smarter applications that can retrieve, pro ..."
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Cited by 9 (5 self)
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The Semantic Web vision of a next generation Web, in which machines are enabled to understand the meaning of information in order to better interoperate and better support humans in carrying out their tasks, is very appealing and fosters the imagination of smarter applications that can retrieve, process and present information in enhanced ways. In this vision, a particular attention should be devoted to personalization: By bringing the user's needs into the center of interaction processes, personalized Web systems overcome the one-size-fits-all paradigm and provide individually optimized access to Web data and information. In this paper, we provide an overview of recent trends for establishing personalization on the Semantic Web: Based on a discussion on reasoning with rule- and query languages for the Semantic Web, we outline an architecture for service-based personalization, and show results in personalizing Web applications.
Model-Driven Navigation Design for Semantic Web Applications with the UML-Guide
"... this paper, we describe an extension to the UML-Guide for model driven navigation design of Semantic Web applications. The UML-Guide is used to specify platform independent navigation guides in web applications. We describe an OWL model for state machines which serves as a metamodel for semantic ..."
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Cited by 8 (0 self)
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this paper, we describe an extension to the UML-Guide for model driven navigation design of Semantic Web applications. The UML-Guide is used to specify platform independent navigation guides in web applications. We describe an OWL model for state machines which serves as a metamodel for semantic web descriptions of the navigation guides on the Semantic Web
GLAM : A generic layered adaptation model for adaptive hypermedia systems
- Adaptive Hypermedia and Adaptive Web-Based Systems International Conference, AH 2006
, 2006
"... Abstract. This paper introduces GLAM, a system based on situation calculus and meta-rules, which is able to provide adaptation by means of selection of actions. It is primarily designed to provide adaptive navigation. The different levels of conception, related to different aspects of the available ..."
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Cited by 5 (5 self)
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Abstract. This paper introduces GLAM, a system based on situation calculus and meta-rules, which is able to provide adaptation by means of selection of actions. It is primarily designed to provide adaptive navigation. The different levels of conception, related to different aspects of the available metadata, are split in different layers in GLAM, in order to ease the conception of the adaptation system as well as to increase the potential use of complex adaptation mechanisms. GLAM uses meta-rules to handle these layers.
Adaptive Educational Hypermedia Systems in Technology Enhanced Learning: A Literature Review
"... This literature review focuses on the educational benefits afforded to learners by Technology Enhanced Learning Environments (TELE) which adapt and personalize the learning experience. More specifically it focuses on Adaptive Educational Hypermedia Systems (AEHS) that incorporate Learning Styles. Ad ..."
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Cited by 5 (1 self)
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This literature review focuses on the educational benefits afforded to learners by Technology Enhanced Learning Environments (TELE) which adapt and personalize the learning experience. More specifically it focuses on Adaptive Educational Hypermedia Systems (AEHS) that incorporate Learning Styles. Adaptive approaches to learning offer alternatives to the traditional “Onesize-fits-all” approach and have driven the development of dynamic educational environments. The use of such environments can deliver educational benefits as educational offerings are personalised based upon various characteristics of individual learners.
Using Ontologies for eLearning Personalization
"... Abstract. 1 Learning is a cognitive activity that differs from student to student. Most of the eLearning systems do not take into account individual aspects of students, ignoring the different needs that are specific to existing cognitive profiles. In this paper, we present an approach to eLearning ..."
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Abstract. 1 Learning is a cognitive activity that differs from student to student. Most of the eLearning systems do not take into account individual aspects of students, ignoring the different needs that are specific to existing cognitive profiles. In this paper, we present an approach to eLearning personalization based on an ontology. We developed a student model that is integrated with an ontology, enabling the personalization system to guide the student’s learning process. The developed model monitors the student’s progress so that it can update the concepts known by the student and decides which concepts s/he should learn next. 1
SOCIAL NAVIGATION FOR SEMANTIC WEB APPLICATIONS USING SPACE MAPS
, 2007
"... Abstract. In this paper we deal with personalized navigation in an open information space. Our aim is to support effective orientation in increasing amount of information accessible through the Web. We present a method for personalized navigation based on social navigation where the information spac ..."
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Abstract. In this paper we deal with personalized navigation in an open information space. Our aim is to support effective orientation in increasing amount of information accessible through the Web. We present a method for personalized navigation based on social navigation where the information space is represented by an ontology. Navigational information is obtained by following user footsteps. It is attached to information fragment mapped to the user goal and to description of this goal using an ontology. This information is used later to show the way to similar goals. We use ontology representation of the information space that supports the effective navigation and the navigational ability to deal with frequent changes of information content in open environments. We demonstrate the proposed method in the context of developed software tool PENA for personalized navigation support in labor supply domain.
Towards Adaptation in E-Learning 2.0
, 2010
"... Web 2.0 is potentially a great force that can generate a vast wealth of knowledge, based on the collection of information from different individuals and communities, effectively representing a collective intelligence. This paper presents several essential steps from of an overall study on shaping ne ..."
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Web 2.0 is potentially a great force that can generate a vast wealth of knowledge, based on the collection of information from different individuals and communities, effectively representing a collective intelligence. This paper presents several essential steps from of an overall study on shaping new ways of learning and teaching, by using the synergetic merger of three different fields: Web 2.0, e-learning, and adaptation (in particular, personalization to the learner). These novel teaching and learning ways – the latter the focus of this paper- are reflected in and finally adding to various versions of the My Online Teacher 2.0 (MOT 2.0) adaptive system. In particular, this paper focuses on a study of how to more effectively use and combine the recommendation of peers and content adaptation to enhance the learning outcome in e-learning systems based on Web 2.0. In order to better isolate and examine the effects of peer recommendation and adaptive content presentation, we designed experiments inspecting collaboration between individuals based on recommendation of peers who have greater knowledge, and compare this to adaptive content recommendation, as well as to ‘simple ’ learning in a system with a minimum of Web 2.0 support.