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簡伶容

簡伶容 Ling-Jung Chien

碩士論文 (2008)

本體論為基之意圖感知問題導向學習機制研發
Development of an Ontology-based Mechanism for Intention Awareness Problem-oriented Learning

關鍵字 Keywords

數位學習, 知識地圖, 問題導向學習, 本體論
Knowledge Map, Ontology, e-Learning, Problem-Based Learning

摘要

隨著資訊科技的進步與網際網路的發達,帶動了數位學習的發展。透過數位學習,不僅可提高知識的分享性與再利用性,還可突破時間與空間的限制,進行遠距離與非同步的學習。數位學習環境提供了多元化的學習模式,但因缺乏知識的組織與聯結,對於不熟悉領域知識與檢索機制的學習者來說,不僅導致獲取的知識零散且片段,亦容易因漫無目地的瀏覽,造成學習迷失,影響學習成效。此外,現行數位學習平台之學習者多以在學學生為主,忽略了成人教育之學習機制。成人由於具多重社會角色,以及生活情境種種問題極待解決,其學習多以實務應用與問題解決為導向,因此,設計一個適合成人教育的問題導向學習機制有其需求性。 本研究根據PBL概念,運用ontology技術,發展一以本體論為基之意圖感知問題導向學習機制,藉由使用者意圖萃取機制(User Intention Extraction)擷取知識需求意圖,並於領域知識架構(Knowledge Structure )中搜尋符合意圖的知識內容。最後,結合學習歷程與領域知識架構,規劃適合學習者的知識地圖(Knowledge Map),藉由知識地圖的定位與導引解決學習迷失問題,協助學習者進行學習,以實現數位學習的目標與價值。

Abstract

The rapid development of Internet and information technologies has led to the rising trend of e-learning. By applying e-learning, we can not only improve knowledge sharing and reusing but also break through the restrictions of time and space, as well as go on long distance and asynchronous learning. Although the environment of e-learning features a diversified mode of learning, it lacks of a complete organization and compilation of knowledge, and the relations among knowledge content. As a result, due to knowledge fragmentation, learning disorientation occur very often if learners are unfamiliar with domain knowledge and functions of retrieval mechanism. In addition, most of the e-learning platforms are only suitable for formal students, but lack of mechanisms for adult education. Due to the requirements of real world applications and work place problem solving, theory of problem-based learning is widely applied in adult education. Therefore, design of a problem-based e-learning mechanism for adult education is required. The objective of this research is to develop an intention-aware problem-oriented learning model for implementation of problem-based learning mechanism for adult education. In this model, user intention is first extracted and transformed into knowledge requirements, which is then used for knowledge searching. A knowledge map is then proposed for learning guidance according to user model and the results of knowledge searching. Knowledge model and knowledge map are developed to facilitate knowledge representation and knowledge searching by employing the technology of ontological engineering. The results of this research may help resolve the problem of learning disorientation and thus fulfill the goals of e-Learning and realize its values.


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