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基于領域本體的課件模型畢業(yè)設計論文(參考版)

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【正文】 Learning[EB/OL], , 2001 [19]Cisco systems. Reusable Learning Object Strategy: Designing and Developing Learning Objects for Multiple Learning Approaches White Paper[EB/OL], , 2003[20]Cisco systems. Reusable Learning Object Authoring Guidelines: How to Build Modules, Lessons, and Topics White Paper[EB/OL], , 2003[21]University of ALBERTA. Learning Objects[EB/OL]. , 2000[22]David Wiley. Learning Object Design and Sequencing Theory[EB/OL]., 1999[23]教育信息化技術標準委員會. 內(nèi)容包裝:信息模型規(guī)范[S]. , 2002[24]教育部教育信息化技術標準委員會, 學習對象元數(shù)據(jù):信息模型規(guī)范[S]. , 2003[25]教育信息化技術標準委員會. 基礎教育教學資源元數(shù)據(jù)規(guī)范[S]. , 200207[26]W3C. XML Schema Part 1: Remendation[EB/OL]. ,20010615[27]W3C. XML Schema Part 2: Data types. W3C Remendation[EB/OL]. ,20010915附錄附錄A 學習對象FTP_1的元數(shù)據(jù)描述metadata schema / schemaversion / imsmd:lom imsmd:general imsmd:identifierygz/imsmd:identifier imsmd:title imsmd:langstring xml:lang=enFTP_1/imsmd:langstring /imsmd:title imsmd:languageen/imsmd:language imsmd:keyword imsmd:langstring xml:lang=enFTP_1/imsmd:langstring /imsmd:keyword /imsmd:general imsmd:technical imsmd:formatapplication/mspowerpoint/imsmd:format /imsmd:technical imsmd:educational imsmd:intendedenduserrole imsmd:source imsmd:langstring xml:lang=en/imsmd:langstring /imsmd:source imsmd:value imsmd:langstring xml:lang=xnoneLearner/imsmd:langstring /imsmd:value /imsmd:intendedenduserrole imsmd:context imsmd:source imsmd:langstring xml:lang=en/imsmd:langstring /imsmd:source imsmd:value imsmd:langstring xml:lang=xnoneHigher Education/imsmd:langstring /imsmd:value /imsmd:context imsmd:typicalagerange imsmd:langstring xml:lang=en1840/imsmd:langstring /imsmd:typicalagerange imsmd:typicallearningtime imsmd:datetime48/imsmd:datetime /imsmd:typicallearningtime /imsmd:educational imsmd:classification imsmd:taxonpath imsmd:taxon imsmd:entry imsmd:langstring xml:lang=enligongke/imsmd:langstring /imsmd:entry /imsmd:taxon /imsmd:taxonpath /imsmd:classification /imsmd:lom /metadata。參考文獻[1]Zhu ZhiTing. An International Survey of eLearning Technology Standards. In:International Conference On China Distant Learning Technology Standard[R]. Beijing:Beijing Normal University, 2001, 1215[2]Guarino C. A Formal Ontology of Properties[C][M]. In:Dieg . The Proceeding of the 12thInternation conference on Knowledge Engineering and Knowledge Management (EKAW ‘2000),Springer Verlag,2000,97112[3]Cisco systems. Enhancing the Learner Experience White Paper[EB/OL]. , 2002[4]祝智庭. 網(wǎng)絡教育技術標準研究[D].電化教育研究, 2001,8(1):810 [5]IEEE. Draft Standard for Learning Object Metagata[S]. , 20020715[6]Advanced Distributed Learning. Sharable Content Object Reference Model 2004 Edition Overview[EB/OL]. , 2004[7]Advanced Distributed Learning, Sharable Content Object Reference Model 2004 Edition Addendum[EB/OL] , , 2004[8]StuderR,Benjamins V R , Fensel D. Knowledge Engineering ,Principles and Met hods[J]. Data and Knowledge Engineering, 1998, 25 (12) :161 197[9]GUARINON. Semanticmatching: formal ontological distinctions for information organization, Extration and Integration [A]. In: Informat ion Extraction: a Multidisciplinary Approach to an Emerging Information Technology [C]. Frascati: Springer Varlag, 1997[10]FEBSELD. Ontologybased knowledge management[J]. IEEE Computer, 2002, 35 (11) : 5659[11] ontology and information systems[A] In: Proceedings of FO IS’98[C] Trento:IOSpress ,1998[12]WACHEH,VGELET,VISSER U, etal. Ontologybased integration of info rmationa survey of existing approaches[A]. In: Proceedings of IJCAI’01 Work shop on Ontologies and Information Sharing[C]. San Francisco: Morgan Kaufmann, 2001[13]Peder Jocobsen. Reusable Learning Objects[EB/OL]. , 1999[14] Merrill. Instructional Transaction Theory(ITT):Instructional Design Based on Knowledge Objects[C]. , 1998 [15] Merrill. Component Display Theory[A]. ,1996 [16]Wiley, D. Connecting learning objects to instructional design theory: A definition, a metaphor, and a taxonomy[EB/OL]. , 2001[17]Clive shepherd. Elearning39。感謝我的家人和朋友在我撰寫論文期間一直對我的鼓勵和支持。另外,現(xiàn)在國家正在大力發(fā)展現(xiàn)代遠程教育,以后會建設全國范圍的網(wǎng)絡資源庫,如何使教育資源在這些網(wǎng)絡資源庫中存儲、管理以及本地資源庫之間的資源交換都需要進一步的研究和擴展。但是系統(tǒng)在功能和易用性上還有很多需要完善的地方,以后還要進行很大的擴展和改進。3. 基于以上的工作實現(xiàn)了一個課程制作系統(tǒng)。主要工作體現(xiàn)在:1. 領域本體的研究,領域本體作為語義網(wǎng)的關鍵技術,對資源的共享和重用起到的作用,越來越受到各領域?qū)<业年P注。本文基于領域本體,設計了課程構(gòu)建模型,確定了課件資源結(jié)構(gòu)。本文的工作主要為實現(xiàn)課程制作系統(tǒng)的“學習對象導入”“學習對象檢索”兩個組件。如果能將網(wǎng)絡上分布的各類教育資源組織成可重用的
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