A Content Structure Ontology Model for the SCORM CAM

Lan-fang Zhang; Fang-fang Su; Bo Zhang; Xin-hua Zhu
February 2012
International Journal of Digital Content Technology & its Applic;Feb2012, Vol. 6 Issue 3, p101
Academic Journal
The SCORM Content Aggregation Model (CAM) is a distance e-learning technical specification for sharing the learning resources among different tools and systems, which is defined in the Extensible Markup Language (XML). Because the XML can not support the definition of formal semantics, the semantic information in the SCORM CAM is only interpreted by means of natural language. For raising the reusability and interoperability of learning resources, this paper presents a Content Structure Ontology Model for the SCORM CAM. This ontology model consists of Concept Taxonomy and a set of constraint Axiom. Among them, The Concept Taxonomy is an element structure that describes the elements of the SCORM CAM conceptual model. The constraint Axiom describes the semantic constraints of elements in the Hierarchies. The Element Hierarchy is derived from the SCORM CAM XML-Schema Model and the Axioms are derived from the semantic information of CAM document defined in natural language.


Related Articles

  • Towards an Ontology Network for Conceptualizing e-Assessment Domain. Romero, Lucila; Gutierrez, Milagros; Caliusco, Ma. Laura // CISTI (Iberian Conference on Information Systems & Technologies ;Jun2012, p722 

    With the advance in the Semantic Web and the technologies for its realization, approaches that use ontologies for different purposes in the context of e-assessment have emerged. One of these purposes is the use of ontologies as a mean of providing a structure to guide the automated design of...

  • SEQUENCING CONCEPTS FOR SUPPORTING AN E-LEARNING CLASS: AN APPROACH BASED ON ONTOLOGIES AND THE STRUCTURE OF SIGNS. de Menezes, Herli J.; Siqueira, Sean W. M.; de Andrade, Leila Cristina V. // Proceedings of the IADIS International Conference on WWW/Interne;Jan2010, p27 

    Learning objects have been used in e-learning with the objective of allowing reuse content material. However, this approach also demands getting the right pieces of content and assembling them together in order to build a semantically richer instructional material. In order to guide this...

  • SOCIAL NETWORKING IN NIGERIAN HIGHER EDUCATION: A CONCEPTUAL VIEW. Echeng, Razep; Usoro, Abel // Computing & Information Systems;Feb2012, Vol. 16 Issue 1, p74 

    The use of wikis, blogs, tweets and podcast in educational context in Europe has experienced a significant increase in the past few years. This is evident in the volume of research on these areas and the impact as reported by different researchers. This paper initiates a research that tries to...

  • Developing Better GC Methods – A Blueprint.  // LC-GC Europe;Dec2014, Vol. 27 Issue 12, p678 

    An excerpt from an e-learning tutorial on developing better chromatography methods at CHROMacademy.com is presented.

  • Ontology-Based Personalised SQA e-Learning System. Bajnaid, Nada; Pakstas, Algirdas; Salekzamankhani, Shahram; Benlamri, Rachid // Central European Conference on Information & Intelligent Systems;Sep2013, p254 

    Developing quality software requires well trained graduates with high SQA skills. Unfortunately, experience shows that most institutions are unable to graduate software engineers to meet manufactures expectations. With the new technological advances and the use of e-learning techniques,...

  • Pulling the silos together. Perring, David // e.learning age;Nov2012, p30 

    The article discusses the importance of mobile learning and integrated management talent. It mentions the joined-up organisational approach for performance, learning and recruitment in contrast with the call for creating a greater strategic impact and connected user experience. It also notes the...

  • Modelling a Peer Assignment Review Process for Collaborative E-learning. Kahiigi, Evelyn Kigozi; Vesisenaho, Mikko; Hansson, Henrik; Danielson, Mats; Tusubira, F. F. // Journal of Interactive Online Learning;Summer2012, Vol. 11 Issue 2, p67 

    The educational culture in most developing countries is lecturer-centred with lecturers as providers of information and students as receivers of information. This approach has impacted on student's ability to seek and create knowledge to support their learning process. A collaborative learning...

  • Is E-learning Based On Learning Theories? A Literature Review. Pange, Apostolia; Pange, Jenny // World Academy of Science, Engineering & Technology;Aug2011, Issue 56, p62 

    E-learning aims to build knowledge and skills in order to enhance the quality of learning. Research has shown that the majority of the e-learning solutions lack in pedagogical background and present some serious deficiencies regarding teaching strategies and content delivery, time and pace...

  • The box-ticking time wasters. Waller, Vaughan // e.learning age;Sep2013, p22 

    The author questions the significance of the mandatory assessment that comes at the end of every compliance course in Great Britain. He shows that answers to these tests are sometimes shared by learners who have already completed the electronic learning course. He argues that scenario-based...


Read the Article


Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics