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As the latest stage of learning and training evolution, e-Learning is supposed to provide intelligent functionalities not only in processing multi-media education resources but also in supporting context-sensitive pedagogical education processes. Towards providing an integrated solution for intelligent multimedia e-Learning, this paper presents a context-aware knowledge management framework named ConKMeL. Proposed framework features a semantic context-based approach for representing and integrating information and knowledge in e-Learning. Requirement analysis in university e-Learning environments shows that knowledge communications are usually in a hybrid mode across different conceptual levels. Based on the fact, a multi-layer contextual knowledge representation model called KG (knowledge graph) is presented. Corresponding key issues in development such as context-based knowledge retrieval and logical knowledge interpretation are discussed. On the application side, a scenario-based learning case study is shown to demonstrate the concepts and techniques developed in the ConKMeL framework.As the latest stage of learning and training evolution, e-Learning is supposed to provide intelligent functionalities not only in processing multi-media education resources but also in supporting context-sensitive pedagogical education processes. Towards providing an integrated solution for intelligent multimedia e-Learning, this paper presents a context-aware knowledge management framework named ConKMeL. Proposed framework features a semantic context-based approach for representing and integrating information and knowledge in e-Learning. Requirement analysis in university e-Learning environments shows that knowledge communications are usually in a hybrid mode across different conceptual levels. Based on the fact, a multi-layer contextual knowledge representation model called KG (knowledge graph) is presented. Corresponding key issues in development such as context-based knowledge retrieval and logical knowledge interpretation are discussed. On the application side, a scenario-based learning case study is shown to demonstrate the concepts and techniques developed in the ConKMeL framework.

This article addresses the question of assisting the observation and analysis of learner behaviors in a context of mediated learning. Our goal is to propose models and tools to facilitate these tasks to the teacher. We propose an approach based on the exploitation of traces of interaction. The principle is to transform traces of low abstraction level, resulting from a collecting system, to build higher-level information that reflect the behavior of the learner. This work is part of a project in partnership with EDF that aims to assist trainers in the observation and analysis of trainee operators of activities on full scale driving simulator nuclear plant. We developed a platform: D3KODE (Define, Discover and Disseminate Knowledge from Observation to Develop Expertise). D3KODE allows the storage, processing and interactive visualization of traces. D3KODE has been experimented with experts, trainers and trainees from the EDF and has been used in other context. D3KODE is a generic platform which is available as Open Source on the web. [ABSTRACT FROM AUTHOR]