Ontology-based Learning Content Management System in Programming Languages Domain

Marina Kultsova, Anton Anikin, Irina Zhukova and Alexander Dvoryankin
Volgograd State Technical University, Volgograd, Russia


A learning content management system (LCMS) (Boiko 2005),(Rockley 2003),(White 2005) is a computer application that allows creating, editing and modifying learning content, organizing, deleting as well as maintenance from a central interface. The LCMS provides a complex platform meant for developing learning content used in e-learning educational systems. Many LCMS packages available on the market also contain tools that resemble those used in learning management systems (LMS), and most assume that an LMS is already in place. The emphasis in an LCMS is the ability for developers to create a new learning content in accordance to learning objectives as well as cognitive peculiarities and experience of learner. Most content-management systems have several aspects in common: a focus on creating, developing, and managing content for on-line courses, with far less emphasis placed on managing the experience of learners; a multi-user environment that allows several developers to interact and exchange tools; a learning object repository containing learning materials, which are commonly used components that are archived so as to be searchable and adaptable to any on-line course.

A new trend in LCMS development is using the Smart Learning Content (SLC) approach(Brusilovsky 2014). Apart from adaptive personalization (Parra 2015) and sophisticated forms of feedback, smart learning content often also authenticates the user, models the learner, aggregates data, and supports learning analytics. That is especially important in computer science education because of expediency of using the program and algorithm visualization tools, automatic assessment, coding tools, algorithm and program simulation tools, problem-solving tools and other learning resources that process input data provided by the learner and generate customized output. The same approach can be used to generate adaptive learning content based on the some content elements. So the creation of SLC implies personalized search of learning resources (Ahn 2015) and adaptive visualization of information retrieval (Ahn 2013).

In this paper we describe the ontology-based learning content management system which allows to create a new smart learning content in programming languages domain in form of personal learning collection.

Ontology-based approach to Learning Content Management

The modern LMS and LCMS systems (Hatzilygeroudis 2005) usually includes the following components: subsystems for learning administration, users management (learners, tutors, learning courses authors, system administrators), testing and knowledge assessment (that generates reports about learners achievements in the course and allows to manage the learning of content during learning the course), course learning management, learning sequence management, learning content management, content delivery management, API for interaction with external subsystems.

The common structure of LMS and LCMS systems is depicted in Fig. \ref{fig:LMS}, where: 1 - base information about LMS users; 2 - learning achievement reports, tests planning; 3 - learning course achievements; 4- current learning course achievements for modules of the course, modules tests results; 5 - learning content administration; 6 - testing results (for modules of the course); 7 - information about learning sequence of modules of the course; 8 - content selection for the learning course; 9 - content request; 10 - course learning management using the API (with third-party software); 11 - managing the content representation for the learner; 12 - content package; 13 - selected learning content; 14 - results of content selection from the content repository; 15 - representation of the learning content for learner; 16 - interactions using API with HTTP-requests.

\label{fig:LMS} Modern Learning Management Systems architecture