Semantic technologies for eLearning: A case study in the philosophical domain: representing Wittgenstein's Tractatus Logico-Philosophicus - Softcover
Synopsis
What does it mean for a student to come to an understanding of a philosophical standpoint and can the explosion of resources now available on the web support this process, or is it inclined instead to create more confusion? We believe that a possible answer to the problem of finding a means through the morass of information on the web to the philosophical insights it conceals lies in the process of narrative pathway generation. That is, the active linking of resources into a learning path that contextualizes them with respect to one another. This result can be achieved only if the content of the resources is indexed, not just their status as a text document, an image or a video. To this aim, we propose a formal conceptualization of the domain of philosophy, an ontology that would allow the categorization of resources according to a series of pre-agreed content descriptors. Within an e-learning scenario, a teacher could use a tool comprising such an ontology to annotate at various levels of granularity available philosophical materials, and let the students explore this semantic space in an unsupervised manner, according to pre-defined narrative pathways.
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About the Author
Michele Pasin is a researcher in Digital Humanities at King's College, London. He holds a PhD in artificial intelligence from the Open University (UK) and a BA in philosophy from the Universita' Ca' Foscari (Venezia, Italy). His work focuses on the application of the latest computing technologies to the enhancement of humanities research.
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Semantic technologies for eLearning
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Taschenbuch. Condition: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -What does it mean for a student to come to an understanding of a philosophical standpoint and can the explosion of resources now available on the web support this process, or is it inclined instead to create more confusion We believe that a possible answer to the problem of finding a means through the morass of information on the web to the philosophical insights it conceals lies in the process of narrative pathway generation. That is, the active linking of resources into a learning path that contextualizes them with respect to one another. This result can be achieved only if the content of the resources is indexed, not just their status as a text document, an image or a video. To this aim, we propose a formal conceptualization of the domain of philosophy, an ontology that would allow the categorization of resources according to a series of pre-agreed content descriptors. Within an e-learning scenario, a teacher could use a tool comprising such an ontology to annotate at various levels of granularity available philosophical materials, and let the students explore this semantic space in an unsupervised manner, according to pre-defined narrative pathways. 288 pp. Englisch. Seller Inventory # 9783838376134
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Semantic technologies for eLearning
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Condition: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Autor/Autorin: PASIN MICHELEMichele Pasin is a researcher in Digital Humanities at King s College, London. He holds a PhD in artificial intelligence from the Open University (UK) and a BA in philosophy from the Universita Ca Foscari (Venezia. Seller Inventory # 5417904
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Semantic technologies for eLearning | A case study in the philosophical domain: representing Wittgenstein''s Tractatus Logico-Philosophicus
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Taschenbuch. Condition: Neu. Semantic technologies for eLearning | A case study in the philosophical domain: representing Wittgenstein''s Tractatus Logico-Philosophicus | Michele Pasin (u. a.) | Taschenbuch | 288 S. | Englisch | 2010 | LAP LAMBERT Academic Publishing | EAN 9783838376134 | Verantwortliche Person für die EU: BoD - Books on Demand, In de Tarpen 42, 22848 Norderstedt, info[at]bod[dot]de | Anbieter: preigu. Seller Inventory # 107430446
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Semantic technologies for eLearning
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Taschenbuch. Condition: Neu. This item is printed on demand - Print on Demand Titel. Neuware -What does it mean for a student to come to an understanding of a philosophical standpoint and can the explosion of resources now available on the web support this process, or is it inclined instead to create more confusion We believe that a possible answer to the problem of finding a means through the morass of information on the web to the philosophical insights it conceals lies in the process of narrative pathway generation. That is, the active linking of resources into a learning path that contextualizes them with respect to one another. This result can be achieved only if the content of the resources is indexed, not just their status as a text document, an image or a video. To this aim, we propose a formal conceptualization of the domain of philosophy, an ontology that would allow the categorization of resources according to a series of pre-agreed content descriptors. Within an e-learning scenario, a teacher could use a tool comprising such an ontology to annotate at various levels of granularity available philosophical materials, and let the students explore this semantic space in an unsupervised manner, according to pre-defined narrative pathways.VDM Verlag, Dudweiler Landstraße 99, 66123 Saarbrücken 288 pp. Englisch. Seller Inventory # 9783838376134
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Semantic technologies for eLearning : A case study in the philosophical domain: representing Wittgenstein''s Tractatus Logico-Philosophicus
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Taschenbuch. Condition: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - What does it mean for a student to come to an understanding of a philosophical standpoint and can the explosion of resources now available on the web support this process, or is it inclined instead to create more confusion We believe that a possible answer to the problem of finding a means through the morass of information on the web to the philosophical insights it conceals lies in the process of narrative pathway generation. That is, the active linking of resources into a learning path that contextualizes them with respect to one another. This result can be achieved only if the content of the resources is indexed, not just their status as a text document, an image or a video. To this aim, we propose a formal conceptualization of the domain of philosophy, an ontology that would allow the categorization of resources according to a series of pre-agreed content descriptors. Within an e-learning scenario, a teacher could use a tool comprising such an ontology to annotate at various levels of granularity available philosophical materials, and let the students explore this semantic space in an unsupervised manner, according to pre-defined narrative pathways. Seller Inventory # 9783838376134
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