metadata

Abstract: Using keyword search to find relevant objects in digital libraries often results in way too large result sets. Based on the metadata associated with such objects, the faceted search paradigm allows users to structure and filter the result set, for example, using a publication type facet to show only books or videos. These facets usually focus on clear-cut characteristics of digital items, however it is very difficult to also organize the actual semantic content information into such a facet. The Semantic GrowBag approach, presented in this paper, uses the keywords provided by many authors of digital objects to automatically create light-weight topic categorization systems as a basis for a meaningful and dynamically adaptable topic facet. Using such emergent semantics enables an alternative way to filter large result sets according to the objects’ content without the need to manually classify all objects with respect to a pre-specified vocabulary. We present the details of our algorithm using the DBLP collection of computer science documents and show some experimental evidence about the quality of the achieved results.

 metadata;  categories;  facets;  semantic;  tags;  

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Abstract: The prevalence of metadata and technologies supporting metadata have failed to achieve their anticipated objectives (shared data, loose coupling, productivity, intelligence) because they represent an unrealistic, or at least incomplete, picture of the concept "metadata". Three emergent assumptions typically adopted by designers using metadata are identified, assumptions that contain the seeds of the inevitable failure of such designs. We also suggest a number of methodologies to extricate the architect (and more critically, partner architects) from such dogma.

 Data mining;  knowledge discovery;  metadata;  meta data;  ontologies (artificial intelligence);  

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Abstract: tadata standards Metadata is data about data that helps us to achieve better search results. Instead of hoping that a full text search through a learning resource will find the author`s name nejdl for example, we can annotate the resource with a metadata description "author is nejdl". While this seems plausible, we also easily realize the two major 2 difficulties this method holds: the technical realisation of "attaching metadata at a resource, and the standardisation of descriptions in order to avoid misunderstanding by using different attributes for the same purpose like "author is nejdl", "creator is nejdl" or "written by nejdl". Let us first take a look on the idea of using specific vocabularies or schemas for metadata to describe digital resources. One of the most common metadata schemes on the web today is the "Dublin Core Schema" (DC) by the DCMI. The Dublin Core Metadata Initiative (DCMI) [9] is an organization dedicated to promoting the widespread adoption of interoperable

 metadata;  Edutella;  

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Abstract: Meta-data is the fundamental building block of the Semantic Web. However, the meta-data concept is too loosely defined to provide architectural guidelines for its use. This paper analyzes important uses of meta-data in the e-learning domain, from a pedagogical and philosophical point of view, and abstracts from them a set of fundamental architectural requirements for Semantic Web meta-data. It also describes some flexible generic techniques for working with meta-data, following these requirements. Finally, the paper describes a Semantic Web-based e-learning architecture based in these requirements and techniques currently under development at the Knowledge Management Research Group at CID (Centre for user oriented IT Design) at KTH, the Royal Institute of Technology in Stockholm. This architecture builds on Edutella, a peer-to-peer meta-data exchange network, and a technique called conceptual modeling using the Conzilla concept browser, a new kind of knowledge management tool for conceptual navigation and exploration.

 metadata;  eLearning;  Edutella;  Knowledge Manifolds;  

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Abstract: This white paper analyzes some of the reasons why e-learning has failed, thus far, to deliver on its promise of anytime, anywhere learning. We focus on online self-study courseware as the best example of e-learning content implementation to date and uncover some underlying challenges to adoption of initiatives such as interactivity, a learning- and learner-centered model, learning objects, the emerging e-learning standards and the use of metadata to solve the search and retrieval problem. We recommend a renewed focus on ontologies as machine representations of knowledge domains, and a blended meta data management model as critical parts of an emerging e-learning infrastructure.

 Ontologies;  metadata;  eLearning;  knowledge management;  

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Abstract: In the last few years the (semi-) automatic sequencing of course material has become an important research issue, particularly the standardization of metadata for educational resources. Sequencing can help to generate hypermedia documents which, at their best. match the learner’s needs. To perform (semi-) automatic course sequencing, a knowledge library as well as modular resources can be used. Both must be described by metadata. First, metadata standards (IEEE Learning Objects Metadata, Instructional Management Systems Global Learning Consortium, Dublin Core) are analyzed with regard to course sequencing. As an application example, Multibook, an adaptive hypermedia system used to teach multimedia technology, is described. Multibook uses metadata to create course sequences semi-automatically. In this article we explain how a knowledge library can be used to create exercises automatically. We give an example of how courses can be sequenced in general by analyzing the creation of exercises. An evaluation of our system shows the advantages and drawbacks of the automatic course sequencing approach.

 metadata;  eLearning;  Dublin Core Metadata;  IEEE LOM;  

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Abstract: Sorry no abstract available for this article

 metadata;  

Abstract: “People are our most important assets”. Intellectual capital has become the primary factor of production. To raise their “corporate IQ”, managers treat workers as if they were customers of learning. This article explores why people learn much more about their jobs in the coffee room than in the classroom. It hypothesizes that equipping people intellectually to prosper will become a corporate discipline every bit as important as marketing or finance. Web services will mark the advent of workflow learning in real-time organizations.

 metadata;  eLearning;  peer-to-peer learning;  knowledge management;  

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