Taking teaching context into account for semantic annotation patterns

Abstract : In this article, starting from MemoNote pattern functionalities enabling teacher to memorize semantic and personal annotations, our objective is to extend them with context-aware capabilities. MemoNote uses annotation patterns to deduce annotation semantics from the form chosen by the teacher. We specify the annotation context, its capture from elements of the teaching situation and we model it with ontologies. Annotation context model is then directly integrated into the previous pattern formalism in MemoNote, in order to obtain context-aware pattern. Therefore, MemoNote can deduce annotation semantics from the annotation form depending on the current context.
Type de document :
Communication dans un congrès
First European Conference on Technology Enhanced Learning, October 1-4, 2006, 2006, Limon Hersonissou, Greece. pp.6, 2006
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https://telearn.archives-ouvertes.fr/hal-00190749
Contributeur : Jerome Zeiliger <>
Soumis le : vendredi 23 novembre 2007 - 08:57:05
Dernière modification le : jeudi 11 octobre 2018 - 08:48:01

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  • HAL Id : hal-00190749, version 1

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Faiçal Azouaou, Cyrille Desmoulins. Taking teaching context into account for semantic annotation patterns. First European Conference on Technology Enhanced Learning, October 1-4, 2006, 2006, Limon Hersonissou, Greece. pp.6, 2006. 〈hal-00190749〉

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