運用知識本體技術管理個人數位學習路徑

Applying Ontological Techniques to Manage Personal Learning Paths in e-Learning

林值億(Chi-Yi Lin)

指導教授 ： 戚玉樑

中原大學/商學院/資訊管理學系/碩士(2007年)

https://doi.org/10.6840/cycu200700795

摘要

數位學習環境的使用者，常遭遇「學習平台間教材不能共用」、「學習過程缺乏適當地引導」及「無法滿足學習者個別化學習需求」等問題。 SCORM2004數位學習標準的發展，雖然初步解決了上述的問題，但由於學習物件缺乏語意概念表達能力，以及對平台環境的依存性較高，使SCORM2004的個人學習資源在及學習路徑管理的自由度較為不足。為了加強學習物件在網路概念層次的識別度、提升個人學習成效、加強個人學習路徑管理的彈性以因應不同教學策略的需求，達到網路資源跨平台共用等目的，本研究提出一個以專家領域概念及認知順序為導引的個人學習路徑管理架構。透過建立結合專家概念的學習路徑知識本體，提供教材規畫與學習過程的知識導引；使用知識本體管理學習資源，建立學習路徑及內部資源管理的推論規則；利用知識本體紀錄學習狀態，推論符合個人學習需求的學習路徑；透過知識本體類別實例的屬性，建立與實體資源的對應，達到學習資源在分散式環境共用的目的。實證方面，我們參考九年一貫國小一上數學領域的課程綱要，運用SWRL規則針對學習者與概念、課程、學習單元、學習能力指標之間存在的顯性與隱性關係進行推論，找出關聯的事實外，並透過情境驗證的方式達成研究預期的目的。

關鍵字

數位學習 ； 學習路徑 ； SWRL ； 知識本體

並列摘要

The users of the e-learning environment often encounter some difficulties, for examples, can not share the learning materials and reuse these between the learning management systems, lacking of the guiding in the learning processes, can not satisfy with the learners for personalized learning requirements and etc. Although the development of SCORM2004 has initially solved these problems, the option of individual learning resources of SCORM2004 is still insufficient in the learning path management due to the learning object lacks the ability to express the semantic concepts and highly depends on solid supports from the platform. In order to meet the requirement of different teaching demands and share the cross-platform network resources, it is required to improve the identification of the learning object on the concept level, the individual study efficiency and the flexibility of individual learning paths management. This study proposed a personal learning paths management framework based on the domain concepts and the cognitive sequences of the experts. The purpose of this study is divided into 4 parts: 1.Providing the guide for the learning processes and the teaching materials via building the learning paths ontology with the combination of the expert’s concepts. 2. Using the ontology to manage the learning resources and build the inferential rules to manage the learning paths and the internal resources. 3.Using the ontology to record the learning status of the learner and infer the learning paths to meet the learning requirements of the learner. 4.Using the property of the instance of the ontology to build the counterparty with the real resources to achieve the objective of sharing the learning resources between the distributed e-Learning environment. In this paper, it takes mathematics curriculum guidelines of the 1st grade as a practical case to inspect this framework. It investigate the explicit and the implicit relationships between the learners, the concepts, the courses, the learning objects and the academic competence indicators to evaluate the prototype. The study reveals the personal learning path management framework can achieve the goal to enhance the identification of the learning object on the concept level, to promote personal learning efficiency and enhance the flexibility of learning paths management to accordance with the demand of the different kinds of teaching tactics and share the cross-platform learning resources.

並列關鍵字

Ontology ； SWRL ； Learning path ； e-Learning

參考文獻

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