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Massive Open Online Courses (MOOCs) are becoming an essential source of information for both studentsand teachers. Noticeably, MOOCs have to adapt to the fast development of new technologies; they alsohave to satisfy the current generation of online students. The current MOOCs' Management Systems, suchas Coursera, Udacity, edX, etc., use content management platforms where content are organized in ahierarchical structure. We envision a new generation of MOOCs that support interpretability with<span class="external-identifiers"> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.6084/m9.figshare.3423689.v1">doi:10.6084/m9.figshare.3423689.v1</a> <a target="_blank" rel="external noopener" href="https://fatcat.wiki/release/asogsahrurebdhntxvhhs3qh2m">fatcat:asogsahrurebdhntxvhhs3qh2m</a> </span>
more »... rmalsemantics by using the SemanticWeb and the online social networks. Semantic technologies supportmore flexible information management than that offered by the current MOOCs' platforms. Annotatedinformation about courses, video lectures, assignments, students, teachers, etc., can be composed fromheterogeneous sources, including contributions from the communities in the forum space. These annotations,combined with legacy data, build foundations for more efficient information discovery in MOOCs'platforms. In this article we review various Collaborative Semantic Filtering technologies for buildingSemantic MOOCs' management system, then, we present a prototype of a semantic middle-sized platformimplemented at Western Kentucky University that answers these aforementioned requirements.
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