Formal concept analysis for an e-learning semantic web |
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| Authors: | Ghassan Beydoun |
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| Affiliation: | 1. Computer Engineering Institute, Qingdao Technological University, Qingdao, Shandong 266520, PR China;2. College of Information Science and Technology, Shihezi University, Shihezi, Xinjiang 832003, PR China;3. Department of Geography and Resource Management, Institute of Future Cities, The Chinese University of Hong Kong, Hong Kong;1. Political Science Department, San Diego State University, San Diego, CA 92182-4427, USA;2. Faculty of Political and Administrative Sciences, Babe?-Bolyai University, Cluj-Napoca, Romania;1. Computer Engineering Institute, Qingdao Technological University, Qingdao, Shandong 266520, PR China;2. College of Information Science and Technology, Shihezi University, Shihezi, Xinjiang 832003, PR China;3. Department of Mathematics, Xinxiang College, Xinxiang, Henan 453000, PR China;4. School of Mathematics, Physics and Information Science, Zhejiang Ocean University, Zhoushan, Zhejiang 316022, PR China;1. KU Leuven, Faculty of Business and Economics, Naamsestraat 69, 3000 Leuven, Belgium;2. National Research University Higher School of Economics, Pokrovsky Boulevard 11, 109028 Moscow, Russia;3. Universiteit van Amsterdam Business School, Roetersstraat 11, 1018 WB Amsterdam, The Netherlands |
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| Abstract: | We capture student interactions in an e-learning community to construct a semantic web (SW) to create a collective meta-knowledge structure guiding students as they search the existing knowledge corpus. We use formal concept analysis (FCA) as a knowledge acquisition tool to process the students virtual surfing trails to express and exploit the dependencies between web-pages to yield subsequent and more effective focused search results. We mirror social navigation and bypass the cumbersome manual annotation of webpages and at the same time paralleling social navigation for knowledge.We present our system KAPUST2 (Keeper and Processor of User Surfing Trails) which constructs from captured students trails a conceptual lattice guiding student queries. We use KAPUST as an e-learning software for an undergraduate class over two semesters. We show how the lattice evolved over the two semesters, improving its performance by exploring the relationship between ‘kinds’ of research assignments and the e-learning semantic web development. Course instructors monitored the evolution of the lattice with interesting positive pedagogical consequences. These are reported as well in this paper. |
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