Abstract
In this paper, we examine the semantic aspects of e-learning from
both pedagogical and technological points of view. We suggest that if
semantics are to fulfil their potential in the learning domain then a paradigm
shift in perspective is necessary, from information-based content delivery to
knowledge-based collaborative learning services. We propose a semantics
driven Knowledge Life Cycle that characterises the key phases in managing
semantics and knowledge, show how this can be applied to the learning
domain and demonstrate the value of semantics via an example of knowledge
reuse in learning assessment management.
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