Knowledge Level Design Support for SCORM2004-Conformed Learning Contents – Ontological Consideration on Platforms for Intelligent Educational Systems

The same learning process in educational systems could be boring and time consuming for some learners. This problem arises from the lack of personalized learning sequence for learners with different knowledge level. Recommender systems play an important role in assisting the learners to find suitable learning materials and personalized learning sequence. Use of ontology for knowledge representation in knowledge-based recommender systems would facilitate sharing, reuse and common terminology. Since programming concepts have logical relationships among together so, traditional education systems are more stressful and very time-consuming. This paper aims to propose an ontology based recommender system to present a Personalized Learning Sequence in Programming (PLSP) domain which is depended to learner's knowledge level. A recommender module and, the knowledge base module are integrated together in the proposed framework. The recommender module as the main module in the framework, has three stages which is working based on semantic rules and ontology representation. Evaluation of the system was carried out by comparing the non-recommender system (web-based search) using 32 ICT respondents. Results demonstrate that the participants who used the proposed system spent 1119 seconds to find the suitable learning path in comparison to those who used a non-recommender system (3480 seconds) in the same learning material. It means that learners who follow learning path with PLSP, are more suitable for them. Furthermore, the average mean value of usability test is 4.47, (5 maximum scale) which indicates that the system proved to be useful, was easy to use, and satisfied the users.

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Restructuring Educational Systems and Promoting Social Justice for Young People Involved in Drug Trafficking in Brazil

Zeitschrift für Psychologie ◽

10.1027/2151-2604/a000366 ◽

2019 ◽

Vol 227 (2) ◽

pp. 139-143 ◽

Cited By ~ 2

Author(s):

Alex Sandro Gomes Pessoa ◽

Linda Liebenberg ◽

Dorothy Bottrell ◽

Silvia Helena Koller

Keyword(s):

Sustainable Development ◽

Social Justice ◽

Young People ◽

Latin American ◽

Drug Trafficking ◽

Sustainable Development Goals ◽

Educational Systems ◽

Economic Changes ◽

2030 Agenda ◽

Development Goals

Abstract. Economic changes in the context of globalization have left adolescents from Latin American contexts with few opportunities to make satisfactory transitions into adulthood. Recent studies indicate that there is a protracted period between the end of schooling and entering into formal working activities. While in this “limbo,” illicit activities, such as drug trafficking may emerge as an alternative for young people to ensure their social participation. This article aims to deepen the understanding of Brazilian youth’s involvement in drug trafficking and its intersection with their schooling, work, and aspirations, connecting with Sustainable Development Goals (SDGs) 4 and 16 as proposed in the 2030 Agenda for Sustainable Development adopted by the United Nations in 2015 .

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Chaos theory, educational systems, and social justice

PsycEXTRA Dataset ◽

10.1037/e592142009-001 ◽

2009 ◽

Author(s):

Rita Weinberg ◽

Barbara Smiley Sherman ◽

Niles P. Engerman ◽

Jeannie Zeitlin ◽

Shannon Cribaro-Difatta

Keyword(s):

Social Justice ◽

Chaos Theory ◽

Educational Systems

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On the impact of the COVID-19 pandemic on educational systems

Pedagogical comparative studies and international education – 2020: a globalized space of innovation ◽

10.32405/978-966-97763-9-6-2020-58-60 ◽

2020 ◽

Author(s):

A. Dzhurylo ◽

Keyword(s):

Educational Systems ◽

The Impact

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Where Are the History Books for Palestinian Children?

Journal of Holy Land and Palestine Studies ◽

10.3366/hlps.2017.0163 ◽

2017 ◽

Vol 16 (2) ◽

pp. 145-175 ◽

Cited By ~ 1

Author(s):

Rosemary Sayigh

Keyword(s):

Native Americans ◽

The Self ◽

Educational Systems ◽

Refugee Camps ◽

Culturally Relevant Education ◽

Palestinian Children ◽

The Right ◽

Authentic Curriculum ◽

History Books ◽

Relevant Education

Colonialism deprives colonised peoples of the self-determined histories needed for continued struggle. Scattered since 1948 across diverse educational systems, Palestinians have been unable to control their education or construct an authentic curriculum. This paper covers varied schooling in the Palestinian diaspora. I set this state of ‘splitting through education’ as contradictory to international declarations of the right of colonised peoples to culturally relevant education. Such education would include histories that explain their situation, and depict past resistances. I argue for the production of histories of Palestine for Palestinian children, especially those in refugee camps as well as in Israel and Jerusalem, where curricula are controlled by the settler-coloniser. Black and Native Americans have dealt with exclusion from history in ways that offer models for Palestinians.

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Engaged Study of the Qur'an: Gauging its Effect on the Life of the Individual and of Society

Journal of Qur anic Studies ◽

10.3366/jqs.2003.5.2.202 ◽

2003 ◽

Vol 5 (2) ◽

pp. 202-207

Author(s):

Ruqayya Ṭā Hā Jābir al-cUlwānī

Keyword(s):

Social Conflict ◽

Well Being ◽

Arabic Language ◽

Modern World ◽

Educational Systems ◽

Functional Perspective ◽

Number Of Factors ◽

Social Advancement ◽

Freedom Of Thought ◽

The Individual

An engaged and perceptive contemplation of the Qur'an forms one of the most important bases for the cultural and social advancement of Muslims in all walks of life, and the absence of such study is one of the reasons behind the general cultural attenuation in the modern world. Reflection is one of the means of the construction and formation of a civilised society. The applied faculty of intellect creates an environment which allows reflective and considered thought to be developed from a functional perspective for the general well-being of society. Meanwhile the effective neglect of such study leads to the proliferation of superstition, dissent and social conflict. Indeed it can even be argued that it diminishes the significance of the laws and conventions which serve as the backbone of society. This paper reveals a number of factors which can impede the achievement of such an engaged study of the text: thus, for instance, thoughtless obedience to societal conventions; shortcomings in educational systems and syllabi; and a failure to encompass the significance of the Arabic language. Furthermore this paper presents several effective suggestions for nurturing students' potential, encouraging an environment which allows freedom of thought, and its refinement.

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