AIS SIGSEMIS Bulletin Vol. 1 No. 2, July 2004, page 29/136 The Road Ahead to Competency-Based Learning Activity Selection: A Semantic Web Perspective Miguel-Angel Sicilia Computer Science Department, University of Alcalá Alcalá de Henares (Madrid) Spain msicilia@uah.es Introduction From an organizational perspective, e-Learning can be considered an important component of the Knowledge Management (KM) function, as described by Wild, Griggs, and Downing (2002). In fact, even some architectural guidelines for this integrated view have been described elsewhere (Metaxiotis, Psarras and Papastefanatos, 2002), and the use of reusable learning objects in that context has also been analyzed recently (Lytras, Pouloudi and Poulymenakou, 2002). This perspective puts an emphasis on Web technology-based learning activities inside the organization as enablers of knowledge acquisition activities. In consequence, e-Learning becomes part of a more complex organizational conduct, in which lacks of required competencies trigger the search for appropriate contents or activities (i.e. learning objects), in an attempt to acquire knowledge and abilities that fulfil the contingent or strategic need. The diagram in Figure 1 depicts an abstract, simplified account for Learning Organizations that connect competency management with reuse of learning objects. Organization A Business Context KM Learning Object Repositories and Providers Knowledge Gap Analysis Competency Registry LMS Performance Assessment required competencies Learning Activities needs LO Selection & Composition new services or products Competencies update available competencies strategic needs Figure 1. Overall view of e-Learning as a component in KM conduct. As illustrated in Figure 1, the process of acquisition (usually) starts from a business need emanated from the context of the organization, or eventually from strategic management. Such needs trigger the process of