Presentation Online Educa 2011 Jacob Molenaar

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Where education and the semantic web meet : New ways Of Structuring And Presenting Educational Information

Transcript of Presentation Online Educa 2011 Jacob Molenaar

  • 1. WHERE EDUCATION AND THESEMANTIC WEB MEETNew ways Of Structuring And PresentingEducational InformationOnline Educa 2011 Berlin December 1, 2011Jacob Molenaar

2. Introduction Jacob Molenaar NL based independent consultant in educationaltechnology and educational publishing Professional background in educational publishing Trained in Dutch Language & Literature The Dutch Ministry of Education Project ELS,An Associative Curriculum Browser for Language And Math By Freudenthal Instituut, ExpertisecentrumNederlands, Kennisnet and SLO Based on RDF and SPARQL 3. Topics / Themes Educational Information Semantic Web Our Project Els: using semantic web technologies forstructuring and representing educational information Business case of the Semantic Web for Education Conclusions 4. Educational InformationAll information that is generated in the process ofdesigning, planning and delivering (formal) education to learners: Formal curriculum Rationale of this curriculum Additional achievement standards Rationale of these standards Body of Knowledge (concepts, terms, theories, etc.) Educational Designs: Learning Trajectories Textbook structures Lore of teaching (didactics, pedagogy) Learning object metadata Learner Data (profiles, tracking & tracing) 5. A Lot Of Information! 6. Educational Information Comes from many sources Is produced by different experts using different idioms Is structured in different ways Is difficult to find and access Is narrative (complex and often verbose) Has a lot of implicit semanticsNavigating this sea of information is very hard for a teacher, acurriculum designer, a textbook writer, etc.Is this perhaps why in practice educational resources and repositoriesare so scarcely or superficially used only and why we must fear thatefforts to compile these resources are so easily wasted?Can the Semantic Web help to overcome these difficulties? 7. Semantic Web Linked Datahttp://linkeddata.org:Linked Data is about using the Web to connect related data thatwasnt previously linked, or using the Web to lower the barriers tolinking data currently linked using other methods.More specifically, Wikipedia defines Linked Data as "a term used todescribe a recommended best practice for exposing, sharing, andconnecting pieces of data, information and knowledge on theSemantic Web using RDF and UPIs.Can the concept of Linked Data help to overcome thedifficulties with Educational Information? 8. Our Project: ELS ELS = Educational LinkedScape Commissioned by the Dutch Ministry ofEducation, Directie Leraren As part of the implementation of the new (2010) NationalAchievement Standards for Language and Math Skills(Referentiekader Taal en Rekenen) Project Partners: Freudenthal Instituut (Math) Expertisecentrum Nederlands (Language) Kennisnet (Semantic Web technology) SLO (Reviews and testing) Prototype created by 9. All about Els 10. Project Stages1. Selection, analysis and modelling of the information domains/sources2. Development of the semantic logic (reasoning) necessary for navigating the semantic web created in Stage 13. Design and construction of a working prototype4. Review of prototype and end user tests. 11. MODELLING THEINFORMATION DOMAINSThe First Step 12. Requirements1. Make you information machine-readable: using RDF2. Make your information machine-findable: using UPIsResulting in:3. Make your information reasonable: using SPARQLThe result is: Linked Data. 13. Create Linked Data: Three StepsAtomize Relateren1 14. Create Linked Data: Three StepsAtomize Describe1 2 15. Create Linked Data: Three StepsAtomize Describe Relate1 23 16. Example Curriculum:Learning GoalAtomize 17. Skill: Curriculum: DoingLearning GoalsubstractionsAtomize 18. Skill:Curriculum: Doing Learning GoalsubstractionsDescribe 19. Skill:Necessary forCurriculum: Doing Demands Learning GoalsubstractionsRelate 20. Skill:Necessary forCurriculum: Doing Demands Learning GoalsubstractionsRelate 21. SkillNecessary forCurriculum: Doing Demands Learning GoalsubstractionsAtomize,DescribeLearning Object 22. Skill Necessary forCurriculum: Doing Demands Learning Goalsubstractions Learned withLeads to RelateLearning Object 23. Skill Requisite forCurriculum: Doing Demands Learning Goalsubstractions Learned withLeads to Inference (Reasoning):Learning ObjectNew knowledge 24. The Semantic Domain of Els Not just Curriculum Information and Learning Objects But four interconnected semantic domains:1. National Learning Goals / Achievement Standards For Math and Language Skills2. Learning Design / Learning Trajectories3. Body Of Knowledge4. Learning Object Metadata 25. Achievement Standards / Learning Design /Learning Goals Learning Trajectories is acquired withSkill Learning helps to acquire Trajectorywordt uitgevoerd met requires knowledge of is necessary for past in is acquired with Learning Concept helps to acquire Object Body Of KnowledgeLearning Materials 26. Achievement Standards /Learning Design /Learning Goals Trajectories Calculating Discount QuantativeRelationsContext CalculatingSkill from the NationalPercentagesLanguage and Math Curriculum Learning Trajectory StripExercise Tool Learning ObjectBody Of KnowledgeLearning Materials 27. Domein Formele kaders Domein Referentieleerlijnen Voorbeeld KerndoelKenmerken van de taakuitvoering Tussendoel(Taal) (leerdoel) Kernopgave (leerdoel)Tekstkenmerken (Taal)Referentiekader Taal en RekenenTitel Taak / VaardigheidOp voorbeeld/kernopgave (leerdoel)na verder aan elkaar gelijkNadere specificatie Korte omschrijving qua mogelijke associatiesFunctioneel gebruiken per niveau Referentie- leerlijn Groep / klasSuperdomeinEinddoel Nadere specificatie Beschrijving(leerdoel) Niveauaanduiding (Rekenen) VakRatio Beschrijving DomeinParaat hebbenBeginMaatschappelijke contextWeten waarom Groep / klas Subdomein VaardigheidAlgemene omschrijvingSchoolse contextMaatschappelijke context Groep / klas OmschrijvingTitelSchoolse context Soort leermateriaalSubjectVoorbeeldOmschrijving (vak)Hulpmiddel BeschrijvingVoorbeeld Leerobject Concept titel TitelOplossingswijze VakOntwikkelaarDidactische aanwijzingTitel Domein VakkennisDomein LesmateriaalOmschrijving VoorbeeldOmschrijving 28. CREATING A SEMANTICBROWSERThe Second Step 29. LearningLearningTrajectoryObjectsBody Of KnowledgeBody Of KnowledgeELS: Subject andContextBody OfCurriculum KnowledgeBody Of KnowledgeLearning Trajectories 30. Designing The Prototype A user friendly interface to access the semantic domain of ElsCSS, HTMLLogic (Reasoning)SPARQL, JavaRDF file containing all the triples describing the Curriculum, Triple StoreLearning Trajectories, Body Of Knowledge and Learning Objects 31. Online prototype 32. Online prototype EnterSearch Term 33. Domein Formele kaders Domein Referentieleerlijnen Voorbeeld KerndoelKenmerken van de taakuitvoering Tussendoel(Taal) (leerdoel) Kernopgave (leerdoel)Tekstkenmerken (Taal)Referentiekader Taal en RekenenTitel Taak / VaardigheidOp voorbeeld/kernopgave (leerdoel)na verder aan elkaar gelijkNadere specificatie Korte omschrijving qua mogelijke associatiesFunctioneel gebruiken per niveau Referentie- leerlijn Groep / klasSuperdomeinEinddoel Nadere specificatie Beschrijving(leerdoel) Niveauaanduiding (Rekenen) VakRatio Beschrijving DomeinParaat hebbenBeginMaatschappelijke contextWeten waarom Groep / klas Subdomein VaardigheidAlgemene omschrijvingSchoolse contextMaatschappelijke context Groep / klas OmschrijvingTitelSchoolse context Soort leermateriaalSubjectVoorbeeldOmschrijving (vak)Hulpmiddel BeschrijvingVoorbeeld Leerobject Concept titel TitelOplossingswijze VakOntwikkelaarDidactische aanwijzingTitel Domein VakkennisDomein LesmateriaalOmschrijving VoorbeeldOmschrijving 34. Learning CurriculumTrajectories InformationBody OfKnowledgeLearning Objects 35. Achievement StandardsLearning Trajectories is acquired withSkill Learning helps to acquire Trajectory requires knowledge of wordt uitgevoerd met is necessary for past in is acquired with Learning Concept helps to acquire Object Body Of KnowledgeLearning Materials 36. SelectLearningTrajectory 37. AssociatedinformationSubject from otherdomains 38. Achievement StandardsLearning Trajectories is acquired withSkill Learning helps to acquire Trajectory requires knowledge of wordt uitgevoerd met is necessary for Associated information past inSubjectfrom other domains is acquired with Learning Concept helps to acquire Object Body Of KnowledgeLearning Materials 39. SelectLearning Object 40. SubjectAssociatedinformationfrom otherdomains 41. Achievement StandardsLearning Trajectories is acquired withSkill Learning helps to acquire TrajectorySubject requires knowledge of wordt uitgevoerd met is necessary for Associated past in information from other domains is acquired with Learning Concept helps to acquire Object Body Of KnowledgeLearning Materials 42. EVALUATING THEPROTOTYPEThe Third Step 43. Panel Test Outcomes The use case of the semantic browser is acknowledgedby both teachers and experts Integrated access to associated information domains isvalued (though teachers prefer learning objects and tendto ignore other information!) The information delivered through the semantic browser isappreciated User interface is hardly understood 44. CREATING THE SECONDPROTOTYPEThe Fourth Step 45. Curriculum Information LearningTrajectoriesBody OfLearningKnowledgeObjects 46. Achievement Standards Learning TrajectoriesCurriculumInformation Learning is acquired withTrajectories Skill Learninghelps to acquire TrajectorySubjectrequires knowledge of wordt uitgevoerd met is necessary for past inBody Of LearningKnowledge Objects is acquired with LearningConcepthelps to acquire Object Body Of Knowledge Learning Materials 47. Associatedinformationfrom otherdomainsSubject 48. USE CASE OF LINKEDDATAWhy should Education invest in the Semant