期刊名称：ISPRS Annals of the Photogrammetry, Remote Sensing and Spatial Information Sciences
印刷版ISSN：2194-9042
电子版ISSN：2194-9050
出版年度：2006
卷号：XXXVI Part 6
页码：76-83
出版社：Copernicus Publications
摘要：E-Learning has reached the geosciences as well as many other subjects. As in other domains E-Learning has produced high prospects for teaching geosciences in the first instance. Many major research and development projects have been carried out and developers now have a clear understanding of what is possible with which amount of effort. From the technical point of view the implementation of E-Learning functionality has been quite successful. However, from experience we have also learned that conceptual and didactical considerations are very important for the effective employment of E-Learning tools. From the didactical point of view constructionist learning theory fits most of the E-Learning demands. As a consequence action-orientated approaches should be implemented which require high proportions of interaction functionalities. In our case we think of a Virtual Learning Landscape as a data-based interaction environment. The successful design and implementation of a Virtual Learning Landscape leads to challenges both on the content related conceptual side and the technical implementation side. We aim to address these challenges by providing support for interoperability both on the content and implementation side. Planning and implementing functionality-intense environments is quite resource consuming. Furthermore, such environments are mostly applied to a certain application and/ or a certain area and are thus restricted to a special application or become obsolete after some time. This paper describes our approach for building interoperable learning environments. This includes the technical as well as the conceptual side. By focusing on interoperability we want to address different aspects. First, that technically complex architectures or programs may be used repeatedly for different learning scenarios, different datasets or even with different content. Second, that in terms of web-based architectures, the interoperability idea has almost reached the state of standards, although practical adoption still remains limited in many parts. The Open Geospatial Consortium (OGC) has suggested suitable standards for web-based data delivery in the geospatial context. We want to make use of these developments and integrate these technical ideas into E-Learning environments. This paper describes, how established standards like the Web Feature Server (WFS), the Web Map Server (WMS) and the Web 3D Server (W3DS) may be used to provide the data for a Virtual Learning Landscape in an interoperable way. Conceptual interoperability is another key idea that we address. When different learning contents shall be provided within the same learning environment without much re-construction of the application, we need an interoperable way to formulate the content as well as the concepts of how to teach the task. Ontologies are currently used in many fields to express or define objects, concepts and relations between them. We examine if (and how) ontologies may possibly used to express learning content and introduce the idea of establishing an "EduOntology" for distinct learning issues
