數位學習知識本體之研究

A Study of The Ontology of e-Learning

林聖峰

指導教授 ： 莊謙本博士 ； 李進寶博士

國立臺灣師範大學/科技學院/工業教育學系/博士(2004年)

摘要

隨著網際網路的快速發展，學習內容的傳遞速度已不可同日而語，影響所及，傳統的學校教育方式也興起了重大變革。因此，具有跨越時空學習限制的數位學習儼然已成為新興的學習管道；透過數位學習，不僅學習內容的來源更多元與快速，並能節省教育成本、提升教育品質、增加學習效率，進而達到終身學習的目的。
數位學習確實在學習科技上扮演重要角色，從研究者的角度，認為有必要探討其背後的知識本體，包含數位學習發展演進等，並且從國內數位學習發展計畫、數位學習人才培育及數位學習產業發展等，都引發研究者的研究動機。深思數位學習發展的知識基礎為何？這些知識是否可以構成一個知識本體？對現在與未來的數位學習發展又有何益處？因此，本研究之目的是在建構一個數位學習知識本體。
本研究經過完整的知識建構過程，即溝通分享、塑模、本體化及應用四個階段。建構出數位學習的知識本體，並將此知識本體應用於三家廠商，藉此提升本研究的實用性。
本研究所發展的數位學習知識本體的領域與範圍，在第一層有三個領域知識分別是內容、服務及技術。而第二層的領域知識分別是，內容的部分是：商業管理類(有10 項次層知識)、語言學習類( 5項次層知識)、電腦技能類( 5項次層知識)、生活百科類( 5項次層知識)、學校課程類( 5項次層知識)；技術的範圍是：學習平臺( 7項次層知識)、產業標準( 3項次層知識)、協同工具( 7項次層知識)、編輯工具( 8項次層知識)；服務的範圍是：學習入口( 8項次層知識)、代管服務( 8項次層知識)、企業顧問( 7項次層知識)、課程代製( 3項次層知識)。
最後本研究邀請三家廠商實際應用此數位學習知識本體工具，所獲得的結果是：數位內容廠商應用於本身已發展的數位教材知識結構分析上及數位學習專業人才培育課程規劃上。數位技術應用於本身已開發軟體工具的歸納與功能分析上。數位服務廠商應用於本身已應用服務領域上。三家廠商確定本研究所發展的工具具有實用性之外更發現該企業未來發展的方向。

關鍵字

數位學習 ； 知識本體

並列摘要

The fast development of Internet has accelerated the speed of transmission of learning content, which is beyond that in the past. Also, by the influence of Internet, traditional academic education has been in revolution, e Learning has become a popular learning method due to the growth of the information technology and Internet. Not only e Learning can provide a variety source of information quickly but also can provide a better educational quality with less expense. Furthermore, e- Learning improves the learning efficiency, which may help to lifelong learning.
In this study ,we have four session of the ontology building process .There are 1、sharing ;2、Modeling ;3、anthologize and 4、Appling after the e-learning ontology had been constructor we send it to three e-learning business organize for using the e-learning ontology in their products final we modify the e-earning ontology and make it more useful . In this study, we develop the e-Learning Ontology. There are three Domain Knowledge in the ontology structure, which is content、skill and service. The Content domain has 5 sub-domains :Business( has 10 Items Sub-knowledge )、Language( has 5 Items Sub-knowledge )、Computer Skill( has 5 Items Sub-knowledge )、Life Style( has 5 Items Sub-knowledge )、Academy( has 5 Items Sub-knowledge ). The Skill domain has4 sub-domains :Learning Platform、e-Learning Standard、Collaboration Tools and Authoring Tools. The Service domain has 4 sub-domains : e-learning portal、Hosting、Consultant、Custom Content .
Finally, We send the e-learning ontology platform to three e-learning Businesses organizes for test it. The 3 Business organizes are master in the different domain of e-learning products. The first organize (master in e-learning contents) use the e-learning ontology platform to organize their e-earning content product, and make it to be an e-earning content ontology on their own. The second organize (master in e-learning skill tools) use the e-learning ontology platform to explain all their e-learning skill tools’ function and characteristic .The last organize (master in e-learning services) uses the e-learning ontology platform to explain the service items. The result is, we can make sure that the e-learning ontology may use in the e-learning organize and they can find their some other way in the future through the e-learning ontology.

並列關鍵字

e-Learning ； Ontology

參考文獻

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