Let's meet: integrating social and learning worlds

Melody Siadaty, Dragan Gasevic, Marek Hatala

Research output: Chapter in Book/Report/Conference proceedingConference PaperResearchpeer-review

6 Citations (Scopus)

Abstract

The widespread welcome to the social web in recent years has led to the emergence of a new source of user information which is a result of users' everyday activities and contributions on social networks. Leveraging this information within learning environments bears beneficial opportunities that can i) bring the educational (what learners learn in educational settings) and social (what they perform within their social networks) worlds closer, and ii) support further recommendation and personalization services based on more 'real' data about learners. This information, however, is neither explicitly available nor formally represented on the social web paradigm, an attribute of the social web regarded as being a "walled garden". In this paper, we propose a framework that leverages semantic web technologies to locate and extract such data, originating from multiple resources on the social web, to support advanced learning services such as personalized peer recommendation.

Original languageEnglish
Title of host publicationProceedings - 2009 International Conference on Computational Science and Engineering
Place of PublicationPiscataway NJ USA
PublisherIEEE, Institute of Electrical and Electronics Engineers
Pages879-884
Number of pages6
ISBN (Print)9780769538235
DOIs
Publication statusPublished - 2009
Externally publishedYes
EventIEEE International Conference on Social Computing, SocialCom 2009 - Vancouver, BC, Canada
Duration: 29 Aug 200931 Aug 2009

Conference

ConferenceIEEE International Conference on Social Computing, SocialCom 2009
CountryCanada
CityVancouver, BC
Period29/08/0931/08/09

Cite this

Siadaty, M., Gasevic, D., & Hatala, M. (2009). Let's meet: integrating social and learning worlds. In Proceedings - 2009 International Conference on Computational Science and Engineering (pp. 879-884). [5283128] IEEE, Institute of Electrical and Electronics Engineers. https://doi.org/10.1109/CSE.2009.124