There are plenty of projects aimed at incorporating semantic information into present day document processing. The main problem is their real-world usability. E-learning is one of the areas which can take advantage of the semantically described documents. In this paper we would like to introduce a framework of cooperating tools which can help extract, store, visualize semantics in this area.
Authors: Martin Ebner, Behnam Taraghi, Walther Nagler
Abstract: This paper presents extensions that have been programmed by the Department Social
Learning (DSL) at Graz University of Technology (TU Graz) for a blogosphere used at TU
Graz called TU Graz LearnLand (TUGLL) on base of the open source software ELGG. These
extensions are useful upgrades to the system following the demands of the pedagogical strategy
of the TU Graz. A description of the extensions and didactical considerations are discussed.
Keywords: Higher Education, Weblog, Web 2.0, e-Learning
Categories: K 3.1, L 3.0, L 3.6
Authors: Andreas Schmidt, Knut Hinkelmann, Stefanie Lindstaedt, Tobias Ley, Ronald Maier, Uwe Riss
Abstract: The knowledge maturing model views learning activities as embedded into,
interwoven with, and even indistinguishable from everyday work processes. Learning is
understood as an inherently social and collaborative activity. The Knowledge Maturing Process
Model structures this process into five phases: expressing ideas, distributing in communities,
formalizing, ad-hoc learning and standardization. It is applicable not only for content but also
to process knowledge and semantics. In the MATURE IP two toolsets will be develop that
support the maturing process: a personal learning environment and an organisation learning
environment integrating the levels of individuals, communities and organisation. The
development is guided by the SER theory of seeding, evolutionary growth and reseeding and is
based on generally applicable maturing services.
Keywords: content, e-Learning, knowledge management, maturity, ontology, process, service,
service-oriented architecture
Categories: L.3.4, L.3.6, L.1.0
Authors: Lukas Zenk, Richard Pircher, Eva Mayr, Hanna Risku
Abstract: Complex products and services require both the sophisticated knowledge of
individuals on the one hand and collective collaboration between various disciplines and teams
on the other. Work-related individual and organizational learning processes in organizations
appear to provide the foundations for such individual and organizational knowledge and
capabilities. These interconnected learning processes would also seem to be situated in both a
social and a physical environment. This paper proposes a methodology for managing situated
individual and organizational learning. Empirical results from a questionnaire and two test bed
organizations are presented and conclusions drawn from the assessment results on
recommended measures for the use of e-learning.
Keywords: organizational learning, e-learning, learning design, work-related learning,
didactics
Categories: L.2.5
Authors: Simona Colucci, Tommaso Di Noia, Eugenio Di Sciascio, Francesco M. Donini, Azzurra Ragone
Abstract: In knowledge intensive companies intellectual capital assumes a crucial role
in the organizational strategy and, as any other strategical asset, it needs to be scheduled
to achieve sustainable competitive advantage. When the required knowledge is a
resource available inside the company, its assignment represents a key success factor,
which many research efforts are devoted to. On the other side, when the needed competence
is unavailable within the company, training programs may be seen as methods
to strengthen such a strategic asset. In this paper we show a semantic-based integrated
system aimed at supporting both the assignment of available intellectual resources
in three different multiplicity scenarios and the search for training programs ad-hoc
composed to fill possible knowledge gaps.
Key Words: Skill management, E-learning, Knowledge Management Systems
Category: I.2.4, K.6.1, I.2.1
Authors: Margareth Stoll
Abstract: Standard based management systems (as ISO9001 quality, ISO14001 environmental,
ISO27001 information security, ISO 22000 hygiene management systems and others) are
widely implemented and based on common principles: objectives and strategies, business processes,
resource management and continuously optimization. These systems must also be documented,
communicated, implemented and continuously improved. Therefore they represent an
optimal basis for an integrated learning organization, if the requirements of management systems
are completely implemented. This documentation contains the explicit organizational
knowledge, but it is almost felt as additional workload with a little or no advantage and it is not
totally corresponding with the lived processes. Therefore it is hardly used as reference book for
workplace need-oriented process integrated learning to improve the organization. Based on this
situation we prepared the system documentation according to media-pedagogical and didactical
principles and published it on organizational learning and knowledge system based on constructivist
theory. In the case study the documentation support a confidence-based, open and
fault-tolerant corporate and learning culture by promoting a need-oriented workplace process
integrated learning, shorter initial training periods for new collaborators and a continuous optimization
of the organization for securing a sustainable success for the organization.
Keywords: standard based management systems, e-learning, workplace learning, knowledge
management, optimization of organization
Categories: K.6.4, SD G.1.6, SD K.3.2, SD I.2.6, K.4.3, I.2.4
