Web 3.0 in Education

The emergence of new technology has drastically changed the way on how people communicate to each other. The popularity of mobile Internet devices seems to be a catalyst as part of the criteria in Web 3.0 due to its ability in harnessing and enhancing communication between Internet users. Since its establishment, OUM has practiced Online Distance Learning (ODL) aggressive and dynamically. Its has reached its maturity in delivering the content via online through two modes of blended learning approach i.e. face to face supported by online learning and fully online learning. The maturity of delivering content via online is due to most of the universities in Malaysia now are also pursuing on online learning that created a sense of competitiveness and diversification of online content delivery approach. The scenario has triggered an opportunity to explore new innovative and creative approach to delivering the content through Internet.This study aims to analyze and benchmark the teaching and learning practice in OUM according to the criteria in Web 3.0 and EDU 3.0. It is also intended to observe the quality of learners engagement on OUM MOOC course on visual arts. Nine postgraduate students in the Network and Learning Management course in the Master of Instructional Design and Technology program involved in this study. The data extracted from learning analytic in openlearning.com is used as evidence that support the indicator conceptualized from Web 3.0 and EDU 3.0. Based on the findings, this study will create teaching and learning matrix as a guide to creating an online learning framework to enhance the online teaching and learning in OUM.

Keyword: Web 3.0 and EDU 3.0 defined, OUM MOOC, Online Learning Framework. Learners Engagement in Online Learning.

Archaeology is traditionally a hands-on, in-person discipline when it comes to formal and informal instruction; however, more and more we are seeing the application of blended and online instruction and outreach implemented within our discipline. To this point, much of the movement in this direction has been related to a greater administrative emphasis on filling university classrooms, as well as the increasing importance of public outreach and engagement when it comes to presenting our research. More recently, we have all had to adjust our activities and interactions in reaction to physical distancing requirements during a pandemic. Whether in a physical classroom or online, archaeologists must learn to properly leverage digital technology in order to create enthusiastic, engaging, respectful, and accessible (from-place and in-place) learning environments. This article brings together scholars who are learning to do just that. We apply a usable and easily navigated framework for archaeologists to consider while in either formal or informal educational environments and provide examples of how digital technologies can be applied to satisfy the three “presences”—social/emotional, teaching, and cognitive—required for a successful “community of inquiry” experience in archaeology. Examples are drawn from our personal experiences in North America, Central America, and Europe.

Öz Günümüzde, yaygın gelişimsel bozukluğa sahip bireylerin topluma kazandırılmasıyla ilgilenen kurumlar veya uzman eğitim kadrosu, uzun araştırmalar sonunda titizlikle seçtikleri eğitsel metotlarla yaşanılan sıkıntıları aza indirgemeye çalışmaktadırlar. Ancak, pek çok nedenden ötürü, bu kuruluşlara gidemeyen birey yakınları, uygun eğitimi evde vermeye çalışmaktadır. Bu eğitimler sırasında, kullanabilecekleri eğitsel metodu seçerken, internet veya ilgili yazılımlar en sık başvurdukları yöntemlerdendir. Ne var ki şu an statik tabanda sözdizimsel arama yapabilen günümüz internet veya ilgili yazılımları, bireyin ihtiyacına yönelik anlamsal tabanda hizmet/eğitsel aktivite taramalarında istenilen sonucu vermekte yetersiz kalabilmektedir. Bu makalede, anlamsal tabanda çalışabilen ve anne-babaların, okul öncesi eğitimcilerin, uzman eğitmenlerin veya ilgili alanlarda öğrenim gören üniversite öğrencilerinin ya da konuyla ilgilenen tüm bireylerin yararlanmaları için tasarlanmış eğitsel metot önermesi yapabilen, yaygın gelişimsel bozukluğu olan bireylerin gelişimine uygun Etmen-tabanlı Eğitsel Etkinlik Keşif Sistemi mimarisi sunulmaktadır. Bu sistemin bilgi tabanı OWL (Web Ontology Language) dili kullanılarak geliştirilmiş, yaygın gelişimsel bozukluklar alanına yönelik tüm kavramlar, özellikler ve bunlar arasındaki anlamsal bağlamdaki ilişkileri ontoloji yoluyla tanımlandırılmıştır. Abstract Today, experts and organizations dealing with pervasive developmental disorder are trying to minimize the experienced problems of the individuals with educational methods chosen carefully after extensive research. However, because of various reasons the relatives of the individuals who cannot reach these organizations are trying to give proper education at home. During these trainings while selecting the educational methods they prefer internet and related software. However, today's static based internet and related software can be insufficient to supple desired result for the individual's needs. In this article, the architecture of Agent-based Educational Activity Discovery System which can operate on semantic base and propose educational methods for parents, preschool educators, experts that are working for these institutions, university students studying in related fields or individuals interested in pervasive developmental disorder is presented. The ontology knowledgebase of this system is developed by using the OWL (Web Ontology Language) while creating its entire concepts, features, and relations between these concepts about pervasive developmental disorders are defined in ontology.

This paper describes GoNTogle, a framework for document annotation and retrieval, built on top of Semantic Web and IR technologies. GoNTogle supports ontology-based annotation for documents of several formats, in a fully collaborative environment. It provides both manual and automatic annotation mechanisms. Automatic annotation is based on a learning method that exploits user annotation history and textual information to automatically suggest annotations for new documents. GoNTogle also provides search facilities beyond the traditional keyword-based search. A flexible combination of keyword-based and semantic-based search over documents is proposed in conjunction with advanced ontology-based search operations. The proposed methods are implemented in a fully functional tool and their effectiveness is experimentally validated.

Social web asynchronous communication environments provide the space for content creation, idea sharing and knowledge construction within a participatory and collaborative framework that encourages online community establishment and evolution. However, community ...

Recent rapid technological advancement has influenced communication and information management. In addition, it has facilitated collaboration, an interactive process that engages participants who work together to achieve outcomes they could not accomplish ...

Today's students have grown up surrounded by the digital society, to them traditional teaching is poorly stimulating, for they are
used to utilize simultaneously diverse types of media. Learning is within the distance of a click, for those digitally savvy enough.
Although, to actually retain knowledge there is still the need to acquire digital skills, soft skills, have digital literacy in order to
perform effective research, select information, reflect, collaborate, produce, learn and share knowledge. This article aims to
ascertain if, and how, those having these competences with access to digital and virtual tools will be better prepared and
motivated for lifelong learning.

Biomedical knowledge and data have been increasingly more explored by computer programs in providing support for human visualization of biomedical phenomena. Use scenarios of such graphical simulations range from physician’s decision support to aid-learning in medical sciences. The knowledge and data representation often plays a prominent role in such biomedical applications. In this sense, this paper introduces the use of a lightweight ontology of heart electrophysiology in an interactive web application. We reflect on this ontology-based application to highlight some benefits achieved with a representation based on a combination of the semantic web languages OWL DL and SWRL. The application can be used to offer support for interactive learning in heart electrophysiology.