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Semantic Tools to Support the Construction and Use of Concept-Based Learning Spaces
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Author(s): Terence R. Smith (University of California at Santa Barbara, USA)and Marcia Lei Zeng (Kent State University, USA)
Copyright: 2009
Pages: 19
Source title:
E-Learning for Geographers: Online Materials, Resources, and Repositories
Source Author(s)/Editor(s): Philip Rees (University of Leeds, UK), Louise MacKay (University of Leeds, UK), David Martin (University of Southampton, UK)and Helen Durham (University of Leeds, UK)
DOI: 10.4018/978-1-59904-980-9.ch011
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Abstract
We describe a digital learning environment (DLE) organized around sets of concepts that represent a specific domain of knowledge. A prototype DLE developed by the Alexandria Project currently supports teaching at the University of California at Santa Barbara. Its distinguishing strength is an underlying abstract model of key aspects of any concept and its relationship to other concepts. Similar models of concepts are evolving simultaneously in a variety of disciplines. Our strongly-structured model (SSM) of concepts is based on the viewpoint that scientific concepts and their interrelationships provide the most powerful level of granularity with which to support effective access and use of knowledge in DLEs. The SSM integrates a taxonomy (or thesaurus), metadata (or attribute-value pairs), domain-specific mark-up languages, and specific models for learning scientific concepts. It is focused on attributes of concepts that include objective representations, operational semantics, use, and interrelationships to other concepts. The DLE integrates various semantic tools facilitating the creation, merging, and use of heterogeneous learning materials from distributed sources, as well as their access in terms of our SSM of concepts by both instructors and students. Evidence indicates that undergraduate instructional activities are enhanced with the use of such integrated semantic tools.
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