RQL: a declarative query language for RDF
Proceedings of the 11th international conference on World Wide Web
Adaptive HyperText and Hypermedia
Adaptive HyperText and Hypermedia
AHA! The adaptive hypermedia architecture
Proceedings of the fourteenth ACM conference on Hypertext and hypermedia
Information Sciences: an International Journal
Towards a semantics-based approach in the development of geographic portals
Computers & Geosciences
An e-learning framework supporting personalization and collaboration
Proceedings of the 3rd International Conference on Ubiquitous Information Management and Communication
Dynamic Composition of Curriculum for Personalized E-Learning
Proceedings of the 2006 conference on Learning by Effective Utilization of Technologies: Facilitating Intercultural Understanding
The emerge of semantic geoportals
OTM'05 Proceedings of the 2005 OTM Confederated international conference on On the Move to Meaningful Internet Systems
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Online Curriculum Portals aim to support networks of instructors and learners by providing a space of convergence for enhancing peer-to-peer learning interactions among individuals of an educational institution. To this end, effective, open and scalable e-learning systems are required to acquire, store, and share knowledge under the form of learning objects (LO). In this paper, we are interested in exploiting the semantic relationships that characterize these LOs (e.g., prerequisite, part-of or see-also) in order to capture and access individual and group knowledge in conjunction with the learning processes supported by educational institutions. To achieve this functionality, Semantic Web (e.g., RDF/s) and declarative query languages (e.g., RQL) are employed to represent LOs and their relationships (e.g., LOM), as well as, to support navigation at the conceptual e-learning Portal space. In this way, different LOs could be presented to the same learners, according to the traversed schema navigation paths (i.e., learning paths). Using the Apache Jetspeed framework we are able to generate and assemble at run-time portlets (i.e., pluggable web components) for visualizing personalized views as dynamic web pages. Last but not least, both learners and instructors can employ the same Portal GUI for updating semantically described LOs and thus support an open-ended continuum of learning. To the best of our knowledge, the work presented in this paper is the first Online Curriculum Portal platform supporting the aforementioned functionality.