Toward principles for the design of ontologies used for knowledge sharing
International Journal of Human-Computer Studies - Special issue: the role of formal ontology in the information technology
CYC: a large-scale investment in knowledge infrastructure
Communications of the ACM
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Journal on Educational Resources in Computing (JERIC)
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The description logic handbook: theory, implementation, and applications
The description logic handbook: theory, implementation, and applications
Data & Knowledge Engineering
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ICALT '06 Proceedings of the Sixth IEEE International Conference on Advanced Learning Technologies
Special purpose ontologies and the representation of pedagogical knowledge
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International Journal of Intelligent Systems
Rule-Based reasoning for building learner model in programming tutoring system
ICWL'11 Proceedings of the 10th international conference on Advances in Web-Based Learning
Identifying patterns in learner's behavior Using Markov chains and n-gram models
CSCC'11 Proceedings of the 2nd international conference on Circuits, Systems, Communications & Computers
Representing instructional design methods using ontologies and rules
Knowledge-Based Systems
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Instructional theories have been defined as practice-oriented theories offering explicit guidance on how to help people learn that offer situation-specific methods. The descriptions of many instructional theories include recommendations or rules that can be subject to modeling in formal knowledge representation languages. Further, recent work in the application of ontologies to learning technology has made openly available formal representation schemas for activity sequences and learning resource descriptions, based on evolving standards. Combining these with the representation of instructional-design theories provides a framework for developing rule-based, instructional theory-aware support tools for different practical purposes. These purposes include (partially) checking the compatibility of learning designs with instructional theories in authoring tools, using methods as query criteria in learning resource repositories, and the generation of tentative learning activities for some given instructional design methods. This paper addresses the main epistemological issues and the representation of the main elements of instructional models using the formal ontology language OWL, which can be used in conjunction with the SWRL rule language for the purposes described. Following existing conceptualizations, methods and conditions are modeled in a generic way able of capturing a plurality of views.