基于学习活动的课程群知识库的构建研究
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摘要
教育资源建设是教育信息化的基础,是需要长期建设与维护的系统工程。课程资源是教育资源的重要组成部分,构建可重用性高、互操作性好的标准化课程资源是教育信息化中重要的一环。
本论文通过对课程群结构、学习对象技术、学习设计规范、XML技术、领域本体和RDF资源描述框架的研究分析,结合国际和国内教育行业的教学现状提出了一个层次化的课程群构建框架。在整个框架中引入学习对象概念,将每一层都看成是学习对象,并把底层的知识点定义为最小学习对象,它包含40±5分钟的学习内容,而将高层定义为复合型学习对象,尝试借助学习对象的特性来提高课程群知识的重用性、互操作性,尝试借助学习设计把教学内容与教学方法有机结合,以提高学习对象的教学功能。
课程群框架通过采用学习对象、学习设计规范、领域本体等技术,运用XML语法把课程群知识表示成具有规范结构和通用的文本文件,从而达到灵活机动的构建教学所需的可重用性高、互操作性好、针对性强、易于更新、易于组织的课程群的要求。
本论文介绍了课程和课程群的概念、ICAI系统的设计思想,并给出了两个应用课程群框架的试验示例,试验结果表明文中提供的框架是实用而有效的,为智能辅助教学系统的功能设计与开发提供了有价值的参考。
Teaching resources construction is not only the basis of education informatization but also a systematic project needing long-term construction. Curriculum resources are the important constitution of teaching resources. It is indispensable to construct the standardized curriculum resources with high reusability and operability to education informatization.
Through the research and analysis on curriculum group structure, learning object technology, learning design standard, XML technology, realm corpus and framework of RDF resources description, a framework of curriculum group construction is put forward. In this framework, the concept of learning object is introduced, each layer is regarded as learning object, and the bottom knowledge points are defined as the minimum learing objects which include 40±5 minutes learning contents, and the other layers are defined as composite learning objects which try to improve the reusability and mutual operability of curriculum group knowledge through the characteristics of learning objects and which try to combine teaching contents and teaching methods through learning design in order to improve the teaching function of learning objects.
Adopting such technologies as learning object, learning design standard and realm corpus, curriculum group framework uses XML grammar to represent curriculum group knowledge into common text file with standard structure to meet the construction requirement of curriculum group with high reusability, great mutual operability, strong relevance and easy innovation and organization.
This paper introduces the concepts of curriculum and curriculum group, the design idea of ICAI system, and presents two experiments and illustrations of practical curriculum group framework. The experiments show that the framework provided in the paper is practical and effective, which provides beneficial reference for the functional design and development of intelligent assisted teaching system.
本论文通过对课程群结构、学习对象技术、学习设计规范、XML技术、领域本体和RDF资源描述框架的研究分析,结合国际和国内教育行业的教学现状提出了一个层次化的课程群构建框架。在整个框架中引入学习对象概念,将每一层都看成是学习对象,并把底层的知识点定义为最小学习对象,它包含40±5分钟的学习内容,而将高层定义为复合型学习对象,尝试借助学习对象的特性来提高课程群知识的重用性、互操作性,尝试借助学习设计把教学内容与教学方法有机结合,以提高学习对象的教学功能。
课程群框架通过采用学习对象、学习设计规范、领域本体等技术,运用XML语法把课程群知识表示成具有规范结构和通用的文本文件,从而达到灵活机动的构建教学所需的可重用性高、互操作性好、针对性强、易于更新、易于组织的课程群的要求。
本论文介绍了课程和课程群的概念、ICAI系统的设计思想,并给出了两个应用课程群框架的试验示例,试验结果表明文中提供的框架是实用而有效的,为智能辅助教学系统的功能设计与开发提供了有价值的参考。
Teaching resources construction is not only the basis of education informatization but also a systematic project needing long-term construction. Curriculum resources are the important constitution of teaching resources. It is indispensable to construct the standardized curriculum resources with high reusability and operability to education informatization.
Through the research and analysis on curriculum group structure, learning object technology, learning design standard, XML technology, realm corpus and framework of RDF resources description, a framework of curriculum group construction is put forward. In this framework, the concept of learning object is introduced, each layer is regarded as learning object, and the bottom knowledge points are defined as the minimum learing objects which include 40±5 minutes learning contents, and the other layers are defined as composite learning objects which try to improve the reusability and mutual operability of curriculum group knowledge through the characteristics of learning objects and which try to combine teaching contents and teaching methods through learning design in order to improve the teaching function of learning objects.
Adopting such technologies as learning object, learning design standard and realm corpus, curriculum group framework uses XML grammar to represent curriculum group knowledge into common text file with standard structure to meet the construction requirement of curriculum group with high reusability, great mutual operability, strong relevance and easy innovation and organization.
This paper introduces the concepts of curriculum and curriculum group, the design idea of ICAI system, and presents two experiments and illustrations of practical curriculum group framework. The experiments show that the framework provided in the paper is practical and effective, which provides beneficial reference for the functional design and development of intelligent assisted teaching system.
引文
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[3] 齐东旭. 我国高校现代远程教育面临的问题[J]. 教育探索,2002,(8). 25-27
[4] 刘 名 卓 , 张 琴 珠 . 信 息 技 术 与 个 性 化 教 学 模 式 探 讨 [J]. 现 代 教 育 技术,2005,(1).11-14
[5]雷体南,李鸿科. 网络环境下课堂教学过程设计与实践的探索[J]. 教育信息化,2005,(15).46-48
[6]傅钢善,秦磊,申雪峰. 我国高校网络教育现状分析[J]. 中国医学教育技术,2004,(2).102-106
[7] 蒋国珍 , 张伟远 . 我国高校开展远程教育的现状分析 [J]. 中国远程教育,2002,(5).35-41
[8] 教 育 信 息 化 技 术 标 准 委 员 会 . 教 育 资 源 建 设 规 范 [EB/OL]. http://www.celtsc.edu.cn/680751c665875e93/680751c665876863/655980b28d446e905efa8bbe89c48303-celts-41, 2002-09-05
[9]王庆,黄燕,吴平. 智能代理和学习对象的集成——一种应用于在线教学的设计思想[J]. 计算机应用研究,2005,(12).226-229
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[13]Advanced Distributed Learning. Sharable Content Object Reference Model 2004 3rd Edition[EB/OL]. http://www.adlnet.gov/scorm/index.aspx, 2004
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[18]范兆雄. 课程资源系统分析[J]. 西北师大学报(社会科学版), 2002, (5): 110-113
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[23]M.David Merrill.Component Display Theory.comp.uark.edu,1996
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[38] Akmal B.Chaudhri, Awais Rashid, Roberto Zicari. XML Data Management -- Native XML and XML-Enabled Database Systems [M]. 北京: 清华大学出版社. 2006.
[39] W3C.RDF Primer Recommendation.www.w3.org, 1998
[40] IEEE.Learning Object Metadata RDF binding. kmrnada.kth.se,2002-08-26
[41] StuderR,Benjamins VR,Fensel D.Knowledge Engineering, Principles and Methods. Data and Knowledge Engineering, 1998,25(12):161-197
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[43] FEBSELD.Ontology-based knowledge management[J].IEEE Computer, 2002,35(11):56-59
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[46]GUARINON.Formal ontology,concept analysis and knowledge representation[J].International Journal of Human-Computer Studies, 1995,43(3):625-640
[47]P. Karampiperis, and D. Sampson, Designing Learning Services for Open Learning Systems utilizing IMS Learning Design, Paper presented at the 4th IASTED International Conference on web-based Education, Grindelwald, Switzerland, 2005.
[48] RELOAD project, http://www.reload.ac.uk/
[49]J. Dalziel, Implementing Learning Design: The Learning Activity Management System (LAMS). LAMS workshop
[50] RELOAD project, http://www.reload.ac.uk/ldplayer.html
[51]O.C. Santos, J. G. Boticario, C. Barrera, Authoring a Collaborative Task Extending the IMS-LD to be Performed in a Standard-based Adaptive Learning Management System Called ALFANET, In conjunction with the International Conference on Web Engineering (ICWE’04), 2004.
[52]Rasseneur, D., Jacoboni, P., and Tchounikine, P., Using and enhancing anormalized IMS-LD description to support learners in their appropriation of a distance-learning curriculum, IEEE International Conference on Advanced Learning Technologies, Finland, 30 Aug. - 1 Sept. 2004, pp. 575 – 579.
[53] D. Hernández Leo, J.I. Asensio Pérez, Y. Dimitriadis, M.L. Bote Lorenzo, I.M Jorrín Abellán, E.D. Villasclaras Fernández, Reusing IMS-LD Formalized Best Practices in Collaborative Learning Structuring, Advanced Technology for Learning ,2(3), Octubre-2005.
[54] A. Inaba and R. Mizoguchi, Learning Design Palette: An Ontology-aware Authoring System for Learning Design,” International Conference on Computers in Education (ICCE2004), Melbourne, Australia, Nov. 30-Dec. 3, 2004
[55] 刘升平, 武浩, 詹子鹏等译. 资源描述框架(RDF):概念与抽象语法 推荐标准[EB/OL]. http://www.transwiki.org/cn/rdfconcepts.htm, 2007-7-14
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[2] 陈至立.努力办好让人民群众满意的教育 促进社会主义和谐社会建设[J]. 求是,2007,(10). 8-12
[3] 齐东旭. 我国高校现代远程教育面临的问题[J]. 教育探索,2002,(8). 25-27
[4] 刘 名 卓 , 张 琴 珠 . 信 息 技 术 与 个 性 化 教 学 模 式 探 讨 [J]. 现 代 教 育 技术,2005,(1).11-14
[5]雷体南,李鸿科. 网络环境下课堂教学过程设计与实践的探索[J]. 教育信息化,2005,(15).46-48
[6]傅钢善,秦磊,申雪峰. 我国高校网络教育现状分析[J]. 中国医学教育技术,2004,(2).102-106
[7] 蒋国珍 , 张伟远 . 我国高校开展远程教育的现状分析 [J]. 中国远程教育,2002,(5).35-41
[8] 教 育 信 息 化 技 术 标 准 委 员 会 . 教 育 资 源 建 设 规 范 [EB/OL]. http://www.celtsc.edu.cn/680751c665875e93/680751c665876863/655980b28d446e905efa8bbe89c48303-celts-41, 2002-09-05
[9]王庆,黄燕,吴平. 智能代理和学习对象的集成——一种应用于在线教学的设计思想[J]. 计算机应用研究,2005,(12).226-229
[10]祝智庭. 网络教育技术标准研究[J]. 电化教育研究, 2001, (1). 8-10
[11]IEEE LTSC. IEEE Standard for Learning Object Metagata[EB/OL]. http://www.ieeeltsc.org/standards/1484-12-1-2002/, 2007-04-05
[12]IEEE LTSC. IEEE Standard for Learning Technology—Extsnsible Markup Language (XML) Schema Definition Language Binding for Learning Object Metadata[EB/OL]. http://www.ieeeltsc.org/standards/1484-12-3-2005/, 2007-04-05
[13]Advanced Distributed Learning. Sharable Content Object Reference Model 2004 3rd Edition[EB/OL]. http://www.adlnet.gov/scorm/index.aspx, 2004
[14]R.W.泰勒著, 黄炳煌译. 课程与教学的基本原理[M]. 桂冠图书公司,1981, 133-136
[15]Warren,Tomey 著, 江山野译. 简明国际教育百科全书·课程[M]. 北京: 教育科学出版社, 1991, 156-166
[16]吴刚平. 动态平衡课程资源[J]. 中国教育报, 2003, 15(7): 86-89
[17]吴刚平. 课程资源的理论构想[J]. 教育研究, 2001, (9): 74-80
[18]范兆雄. 课程资源系统分析[J]. 西北师大学报(社会科学版), 2002, (5): 110-113
[19]徐继存, 段兆兵, 陈琼. 论课程资源的开发与利用[J]. 学科教育, 2002, (2): 2-3
[20]Guarino N.Welty C. A Formal Ontology of Properties[J]. In: Dieg R.Corby Oeds. The Proceeding of the 12th Internation conference on Knowledge Engineering and Knowledge Management (EKAW‘2000), Springer Verlag, 2000, 97-112
[21]Peder Jocobsen. Reusable Learning Objects. www.elearningmag.com, 1999
[22]M.David Merrill.Instructional Transaction Theory(ITT):Instructional Design Based on Knowledge Objects.id2.usu.edu,1998
[23]M.David Merrill.Component Display Theory.comp.uark.edu,1996
[24]Wiley,D.Connecting learning objects to instructional design theory:A definition,ametaphor,and ataxonomy. www.reusability.org/read/chapters/wiley.doc,2001
[25]Cliveshepherd.E-learning's Greatest Hits and LODA: Learning Object Design Assistant. www.trainingpressreleases.com,2004
[26]Karenbelfer.Educational Technology&Learning,www.etl.te chbc.ca, 2001
[27]教育部教育信息化技术标准委员会,学习对象元数据:信息模型规范. www.celtsc.edu.cn, 2003
[28]University of ALBERTA. Learning Objects. www.atl.ualberta.ca,2000
[29]ISO Information and documentation. The Dublin Core metadata elementset Version 1.1. dublincore.org, 1999
[30]教育信息化技术标准委员会. 内容包装:信息模型规范. www.celtsc.edu.cn, 2002
[31] 教 育 信 息 化 技 术 标 准 委 员 会 . 基 础 教 育 教 学 资 源 元 数 据 规 范 . www.celtsc.edu.cn, 2002-07
[32] IMS Global Learning Consortium. Learning Design Specification [EB/OL]. http://www.imsglobal. org/learningdesign/, 2004.
[33] IMS Global Learning Consortium, IMS Simple Sequencing Specification[EB/OL]. http://www.imsglobal.org/simplesequencing/
[34]J. Thousand, A. Villa, and A. Nevin (Eds), “AN OVERVIEW OF COOPERATIVE LEARNING,” Creativity and Collaborative Learning; Brookes Press, Baltimore, 1994.
[35] Chris Jackson,Adam Cooper Learning Object Structur e. TRIBAL Technology, 2004-12-22
[36] 杨开城. 课程开发模式的新构想[J]. 中国电化教育,2004,(1): 133-135
[37] Benoit Marchal. XML by Example,Second Edition [M]. 北京: 清华大学出版社. 2002.
[38] Akmal B.Chaudhri, Awais Rashid, Roberto Zicari. XML Data Management -- Native XML and XML-Enabled Database Systems [M]. 北京: 清华大学出版社. 2006.
[39] W3C.RDF Primer Recommendation.www.w3.org, 1998
[40] IEEE.Learning Object Metadata RDF binding. kmrnada.kth.se,2002-08-26
[41] StuderR,Benjamins VR,Fensel D.Knowledge Engineering, Principles and Methods. Data and Knowledge Engineering, 1998,25(12):161-197
[42] GUARINON.Semanticmat ching:formal ontological distinctions for information organization, Extration and Integration[A].I n:Information Extraction:a Multidisciplinary Approach to an Emerging Information Technology[C]. Frascati:Springer Varlag, 1997
[43] FEBSELD.Ontology-based knowledge management[J].IEEE Computer, 2002,35(11):56-59
[44] GUARNON.Formal ontology and information systems[A] In: Proceedings of FOIS’98[C] Trento: IOSpress,1998
[45]WACHEH,VGELET,VISSERU,etal.Ontology-based integration of information-asurvey of existing approaches[A]. In:Proceedi ngs of IJCAI’01 Workshop onOntologies and Information Sharing[C].San Francisco: Morgan Kaufmann, 2001
[46]GUARINON.Formal ontology,concept analysis and knowledge representation[J].International Journal of Human-Computer Studies, 1995,43(3):625-640
[47]P. Karampiperis, and D. Sampson, Designing Learning Services for Open Learning Systems utilizing IMS Learning Design, Paper presented at the 4th IASTED International Conference on web-based Education, Grindelwald, Switzerland, 2005.
[48] RELOAD project, http://www.reload.ac.uk/
[49]J. Dalziel, Implementing Learning Design: The Learning Activity Management System (LAMS). LAMS workshop
[50] RELOAD project, http://www.reload.ac.uk/ldplayer.html
[51]O.C. Santos, J. G. Boticario, C. Barrera, Authoring a Collaborative Task Extending the IMS-LD to be Performed in a Standard-based Adaptive Learning Management System Called ALFANET, In conjunction with the International Conference on Web Engineering (ICWE’04), 2004.
[52]Rasseneur, D., Jacoboni, P., and Tchounikine, P., Using and enhancing anormalized IMS-LD description to support learners in their appropriation of a distance-learning curriculum, IEEE International Conference on Advanced Learning Technologies, Finland, 30 Aug. - 1 Sept. 2004, pp. 575 – 579.
[53] D. Hernández Leo, J.I. Asensio Pérez, Y. Dimitriadis, M.L. Bote Lorenzo, I.M Jorrín Abellán, E.D. Villasclaras Fernández, Reusing IMS-LD Formalized Best Practices in Collaborative Learning Structuring, Advanced Technology for Learning ,2(3), Octubre-2005.
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