Comments on: Are there compelling use cases for using semantic technolgoies in teaching and learning? http://blogs.cetis.org.uk/sheilamacneill/2009/01/23/are-there-compelling-use-cases-for-using-semantic-technolgoies-in-teaching-and-learning/ Cetis blog Mon, 07 Oct 2013 10:54:02 +0000 hourly 1 http://wordpress.org/?v=4.1.22 By: Semantic web (07/02/09) « pintiniblog http://blogs.cetis.org.uk/sheilamacneill/2009/01/23/are-there-compelling-use-cases-for-using-semantic-technolgoies-in-teaching-and-learning/#comment-561 Sun, 27 Dec 2009 14:38:36 +0000 http://blogs.cetis.org.uk/sheilamacneill/?p=141#comment-561 […] catalogue dans le linked data (source: Figoblog, 21/01/09) A propos du catalogue suédois LIBRIS. – Are there compelling use cases for using semantic technolgoies in teaching and learning? (source: JISC Cetis, 26/01/09) “On Monday the SemTech project had a face to face meeting in […]

]]> By: Su White http://blogs.cetis.org.uk/sheilamacneill/2009/01/23/are-there-compelling-use-cases-for-using-semantic-technolgoies-in-teaching-and-learning/#comment-560 Fri, 13 Feb 2009 14:29:48 +0000 http://blogs.cetis.org.uk/sheilamacneill/?p=141#comment-560 I would particularly like to follow this through in terms of taking the questions

1 what are the most important challenges in HE today?
2 how might semantic tech be part of the solution?
3 what are the current barriers to semantic technology adoption?
4 what areas of semantic technology require investing additional effort in?

and incorporating at the difference between soft semantics and hard semantics.

I suggested to you (Sheila) that we perhaps submit a proposal to run a joint workshop with the ALT community. It would be good to work to cultivate the community a little before any actual workshop

]]> By: Tavis Reddick http://blogs.cetis.org.uk/sheilamacneill/2009/01/23/are-there-compelling-use-cases-for-using-semantic-technolgoies-in-teaching-and-learning/#comment-559 Wed, 28 Jan 2009 21:24:27 +0000 http://blogs.cetis.org.uk/sheilamacneill/?p=141#comment-559 Maybe a strength of the semantic web will be in creating new ‘worlds’, generated from multiple resources of different types, which can be explored and tested. These ‘worlds’ may be very small and constrained, but have their own rules which can be based on any semantic system.
In further education, challenges may include engaging students who are disaffected, who have different learning style preferences and needs.
If the knowledge representing course content is held in a semantic web structure, questions, activities and simulations may be generated with the appropriate technology (for example, a modular framework of XSLT and CSS).
The abstraction of knowledge from its representation allows great flexibility in selecting, combining and rendering it, as well as a separation of concerns which would allow different professionals to concentrate on specialisms such as knowledge base population, graphic design, question design, and learning technology development.

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