Authors: Lilia Cheniti Belcadhi; Serge Garlatti
Addresses: PRINCE Research Group, ISITCom Sousse University, GP 1, 4011 H-Sousse, Tunisia ' Telecom Bretagne Technopôle Brest-Iroise, CS 83818, 29238 Brest Cedex 3, France
Abstract: Ontologies have emerged as one of the most popular and widely accepted tools in Technology-Enhanced Learning (TEL) supporting knowledge representation and learning content creation. In this paper, we are interested in semantic web technologies and ontologies to deliver peer assessment as part of Inquiry Based Learning (IBL) environment. We focus in particular on Problem Based Learning (PBL) scenarios, which are often based on the use of social media, to enable collaboration and communication between learners. We aim to deliver formative peer assessment activities as part of PBL activities adapted to learner specific context, profile and progress in the learning process. Detailed scenarios descriptions are proposed and semantic models are specified to produce peer assessment activities. A heavyweight peer assessment ontology is described as part of an inquiry learning ontology and linked to other semantic models. A semantic web framework is finally proposed to integrate the defined semantic models.
Keywords: inquiry based learning; problem based learning; PBL; technology enhanced learning; peer assessment; social media; semantic web; linked data; ontologies; semantic models.
International Journal of Technology Enhanced Learning, 2014 Vol.6 No.4, pp.297 - 320
Available online: 21 Apr 2015 *Full-text access for editors Access for subscribers Purchase this article Comment on this article