Abstract
To study the learning service discovery algorithm based on ontology, the introduction of bipartite graph theory is focused on. Based on the undergraduate technology, a learning service discovery algorithm based on the basic bipartite graph theory (eLSDA-BG) is proposed. The algorithm mainly converts the problem of learning service match into the optimal complete match problem of bipartite graphs. Through the optimal complete match problem, the learning service match is realized and the learning service discovery is finally reached. The eLSDA-BG algorithm is compared with the greedy algorithm, the UDDI (Universal Description, Discovery, and Integration) algorithm, and OWL-S (Web Ontology Language for Service) algorithm. The comparison of results shows that the eLSDA-BG algorithm proposed can improve recall ratio, accuracy rate and efficiency of learning service discovery in situation of certain sample size.
Highlights
With the application of modern educational technology in the field of modern distance education, the teaching mode and teaching research focus of modern distance education are changing
Education mode is changing, individualization, autonomy and collaborative learning have gradually become the goals pursued by network educators and learners, such as the automatic provision of learning resources, the automatic generation of personalized learning schemes, automatic discovery of the learning service (e-Learning Service), and self-evaluation of learning effects
In order to improve the recall, precision and efficiency of learning service discovery, a learning service discovery algorithm based on bipartite graph - eLSDA-BG is designed in accordance with the characteristics of the bipartite graph
Summary
With the application of modern educational technology in the field of modern distance education, the teaching mode and teaching research focus of modern distance education are changing. The continuous development of technology and related theories of computer supported collaborative/ cooperative learning (CSCL) further indicates that collaborative learning can enhance the interaction between learners, strengthen the awareness of learner autonomy and self-exploration, and promote the learners to analyze and solve problems. As a result, it is gradually becoming the main learning mode of learners in modern distance education. Education mode is changing, individualization, autonomy and collaborative learning have gradually become the goals pursued by network educators and learners, such as the automatic provision of learning resources, the automatic generation of personalized learning schemes, automatic discovery of the learning service (e-Learning Service), and self-evaluation of learning effects. The ontology-based learning service discovery algorithm is studied
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