Ontology-based teacher-context data integration

• Main Authors: Nashed, Nader, Lahoud, Christine, Abel, Marie-Hélène
• Other Authors: Heuristique et Diagnostic des Systèmes Complexes Compiègne (Heudiasyc), Université de Technologie de Compiègne (UTC)-Centre National de la Recherche Scientifique (CNRS), Université française d'Egypte (UFE)
• Format: Conference Object
• Language: English
• Published: HAL CCSD 2022
• Subjects: [INFO.EIAH]Computer Science [cs]/Technology for Human Learning; [INFO.INFO-HC]Computer Science [cs]/Human-Computer Interaction [cs.HC]; [INFO.INFO-AI]Computer Science [cs]/Artificial Intelligence [cs.AI]; [INFO.INFO-LG]Computer Science [cs]/Machine Learning [cs.LG]; Narvik; Norway
• Online Access: https://hal.science/hal-03537280; https://hal.science/hal-03537280/document; https://hal.science/hal-03537280/file/IEEE_SICE-SII2022_Ontology-based%20teacher-context%20data%20integration_v5.pdf

International audience The divergent web-based data sources and the large amount of intentionally or automatically collected data offer a great opportunity to refine the existing knowledge in various fields, including education. In particular, the wide range of technologies provides a diversity of data such as resources for education, e-learning systems, teacher and learner analytic, educational institutions data, and the surrounding environment data. Educational data integration got the researchers' attention due to the continuous emergence of new technologies in addition to the data heterogeneity from different sources. This integration process has two main challenges: data discovery by finding relevant datasets and exploitation by measuring the effectiveness of these datasets. Teachers coexist in two main contexts: their living environment and the work/educational environment. Therefore, the multiple teacher's contexts cannot be represented through single-type datasets. In this paper, we introduce a general approach for data integration of teacherrelated educational datasets to provide a rich and linked data for the educational domain. This approach provides the method of mapping the integrated datasets into the teacher-context ontology (TCO); which represents the teacher's coexistence in multiple contexts.