CURRICULUM AND LEARNING CONTENT MANAGEMENT BASED ON ONTOLOGIES
CURRICULUM AND LEARNING CONTENT MANAGEMENT BASED ON ONTOLOGIES

Summary/Abstract: More and more domains are systematized by defining their entities and categories, often in a formal way, by using markup languages. This approach may be useful for conceiving and organizing the contents of an accredited course, or generally, of an educational material – either with a specific scope, like the laboratory work associated to that course – or with a large one, like popularization of science, or population awareness of various threats and vulnerabilities. This paper concerns the technology support that may be built for the correspondent learning content, if one represents the domain knowledge as an ontology, using standard languages. Particularly, we present and compare three examples for which we built ontologies and we developed learning tools based on them. The first one is related to laboratory applications for engineering students performing various measurements; it is based on an ontology for characterizing laboratory instruments, applied for modeling more than twenty devices of various complexities. The second example is in the domain of nuclear engineering; the ontology was originally conceived for the large public information regarding the territorial vulnerabilities in the proximity of nuclear plants, but it also served for 3rd and 4th year students, as it overlaps the curriculum of two bachelor courses. The third example is in the domain of Software Engineering, whose content, specified in detail in a standard body of knowledge, was represented as an ontology.

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