Semantic understanding internet, which combines semantic internet and web-based education systems, lose lights on the growth of device education, and give learners more effective and high-quality wise services. That paper, which based on semantic learning internet, semantically defined domain information and user sample using Ontology technology, shown the structure of ontology-based versatile e-learning system (OntoAES) , offered the program for understanding obtaining and sharing, and also presented learners with successful learning companies centered on personal information places and preferences.
Firstly, different theory types of training and learning operations were learned; this is and description of understanding behaviors in these principle designs were analyzed; based on various traits of the training behaviors, the functions and requirements of the flexible e-learning method was learned in order to give the idea structure and behavior design for the adaptive e-learning program; how presenting information space was learned, domain understanding design and individual information place model were established latest blog post.
Subsequently, the features of domain understanding was studied; as the difficulty and range of domain information and the lack of ontology design technology for domain professionals allow it to be hard to produce domain ontology, the method to determine ontology based on knowledge design was planned; the technique to get domain understanding concepts, determine ideas hierarchical design and construct the connection types were presented. The structure process to build domain ontology was simplified.
Thirdly, computer research was choose as the study domain, on the basis of the domain information place design, the information taxonomy architecture and principle sets were constructed, and domain information ontology was built. On the basis of E-learning standards, learning assets explanation Ontology was recognized, which presented more semantics to learning resources explanation model and more place to be expanded.
Moreover, the user data product and person information room product were learned, the consumer model Ontology was built. The consumer data sub-Ontology to spell it out user's standard data, the consumer preference sub-Ontology to spell it out user's preference data, person efficiency sub-Ontology to spell it out user's performance data combined with the person competency Ontology to describe user's understanding abilities were established respectively. The semantic association among consumer design ontology, domain information ontology and learning assets information Ontology was analyzed. A well-modeled base was build for the flexible e-learning system.
Ultimately, the useful adventures and program structure of the ontology-based flexible e-learning process (OntoAES) were shown, the link and request structure between various Ontology and program modules were studied. The versatile e-learning steps and procedure for the OntoAES were discussed. Predicated on evaluation of individual learning behavior files, the examination and classification of the possible understanding source connection pattern predicated on users' use of log, the connection product and person preference model were acquired through information removal and information mining technologies. Learning journey data in Domain knowledge and individual choice information could possibly be refreshed; the design and approach that report gifts were verified.
The individual inclination to a certainty of epistemological and ontological validity of understanding gained from direct visual-spatial physical knowledge has organization sources in individual biology. Primates usually differ from different mammals in the degree of progress of the parts of the mind associated with vision. The visual regions of apes, for example, are very extremely created in comparison to different mammals. It's been estimated that monkeys have nearly half their brain dedicated to vision. The fairly small perspective aspects of the mind in human beings is because of the reality that much methods have already been mobilized for advanced level handling of visual information. Yet, by the requirements of different non-primate creatures humans have really extremely created visual head centers.
Stereoscopic perspective which utilizes variations in vantage factors of two eyes located alongside on the plane of fairly flat face gives sense of range crucial to monkeys inside their arboreal lifestyles. Range understanding maps a three-dimensional area consisting of stable portable objects. Shade vision in primates supports diverse things making use of their background. Given the unique changes of primates to stereoscopic color perspective, it will not come as a shock that the individual mind grasps the planet instinctively, even in its most abstract conceptualizations, in visual-spatial terms. Therefore, we discover mathematicians right from the start of record showing a marked predilection to conceptualizing abstract mathematical some ideas by visual-spatial kinds of analogy. Most of us prefer to view usually dry and uninteresting statistics in the proper execution of pie-charts, bar charts, graphs and related visible models. The planet of things and three-dimensional place with forms and shades looms large to the individual consciousness and was, and still, stays for human beings the world of what is taken fully to be "real."
Probably the first formal documentation of individual inclination to reliance on intuitional aesthetic strategies in mathematics is in the Ahmes papyrus ("problem 51") dated at about 1650 B.C. To get the part of a pie you multiply half the bottom with the height. The Historical Egyptian Ahmes papyrus validated this approach by showing how an isosceles triangle can be split along the level in to two correct angled triangles which may then be joined to create a rectangle of top equal to the level of the original triangle and foundation equal to half the foot of the original triangle.
The Greek Thales (circa. 600 B.C.) is credited with the propositions that the angles at the base of an isosceles pie are identical, and that any group is bisected by their diameter. It's believed that Thales' idea of evidence was the exact same user-friendly visualization of the Egyptian proof of the area of an isosceles. In Plato's Dialogue Menon, Socrates taught a servant just how to double the area of a square with factors 2 feet extended while maintaining the design of the square. The servant had considered to start by doubling the medial side, but Socrates really drew the increasing function and shown to the servant immediately that he was wrong. The newest sq had a location four instances the original. Socrates ultimately had showing the servant the right treatment by doubling the edges and pulling a sq to url the midpoints of the sides. The newest square had four triangles to the initial square's two, and this was taken as confirming that the initial sq had been doubled. We observe here Socrates' exclusive dependence on proof by visualization.