Taking teaching context into account for semantic annotation patterns

Authors:
Faiçal Azouaou;Cyrille Desmoulins
Affiliations:
CLIPS- IMAG, Université Joseph Fourier, Grenoble, France;CLIPS- IMAG, Université Joseph Fourier, Grenoble, France
Venue:
EC-TEL'06 Proceedings of the First European conference on Technology Enhanced Learning: innovative Approaches for Learning and Knowledge Sharing
Year:
2006

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Abstract

In this article, starting from MemoNote pattern functionalities enabling teacher to memorize semantic and personal annotations, our objective is to extend them with context-aware capabilities. MemoNote uses annotation patterns to deduce annotation semantics from the form chosen by the teacher. We specify the annotation context, its capture from elements of the teaching situation and we model it with ontologies. Annotation context model is then directly integrated into the previous pattern formalism in MemoNote, in order to obtain context-aware pattern. Therefore, MemoNote can deduce annotation semantics from the annotation form depending on the current context.