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This is a key component of the Semantic Web because IPAs will make the intelligent connections between content, mapping relationships, and alerting users and systems to content that previously would not have been identified, or if recognized, would have been discovered accidentally by searching or user recommendation. The Web will essentially be building correlations between defend types of learning interaction regardless of whether the user is online.

The potential of the Semantic Web could actually revolutionize the learning experience. Roger Schank, who helped found the Learning Center at Carnegie Mellon University, designed a new methodology that eliminates classes, tests, lectures, and even programs themselves.

Schank argues the most effective way to teach new skills is to put learners in the kinds of situations in which they need to use those skills, and to provide mentors who help learners as and when they need it. Effective learners come to understand when, why, and how they should use skills and knowledge. They receive key just-in-time lessons, in such a way that learners will most likely remember the information later when they need it. In a Semantic Web context, learning would be continuously invigorated with the obvious benefits being an increase in the quality of content and the sophistication of student interactions.

The prospect of applying semantic concepts to learning administration as well as direct pedagogy could offer benefits to the institution and the learner.

educational organizations should keep data secure while addressing issues around open access, though in principle the way would be clear to integrate systems across intranets and extranets.

Government agencies and lawmakers need to engender the broad necessity and the vision as well as provide adequate support and development mechanisms for those institutions and innovators wishing to further semantic applications within e-learning. Finally, and perhaps most importantly, the learners and tutors must embrace the new opportunities and pedagogical frontiers that a web of meaning could ultimately deliver.

Si queremos llegar hasta el final de los estudios, tenemos que pasar, año tras año, por una serie de asignaturas obligatorias que van en bloque y son comunes a todos los alumnos.

El cambio lo impiden las universidades, que realmente no tienen ningún interés en la escuela secundaria. En resumen, no quieren enseñar materias de escuela secundaria en la universidad.

Todo el colegio es una pérdida de tiempo si piensas que su papel es realmente el aprendizaje. La educación más importante ocurre en casa o en el trabajo. La mayoría de lo que se aprende en el colegio se olvida.

Enseñar es un trabajo terrible. No consigue respeto y la escuela no permite a los profesores ser buenos en lo que hacen de ninguna forma real.

Necesitamos convertir la enseñanza en supervisión. La supervisión sólo puede hacerse en un plan de estudios en el que los niños están intentando conseguir algo, y realmente quieren hacerlo.