Using and modeling context with ontology in e-learning: the case of teacher’s personal annotation

This article aims at defining a context ontology of teacher’s personal annotation, in order to use it in a context-aware annotation tool “MemoNote”. Starting from a general definition of the context and its application to teacher’s annotation, we define the uses of active and passive contexts in MemoNote (annotation ontologies selection, annotation memorization, pattern definition and selection). We then develop completely teacher’s annotation context annotation ontology using the classical method specified for Protégé. Finally the current state of the tool development is sketched, in terms of context-aware functionalities.