Upload
jacob-molenaar
View
318
Download
2
Tags:
Embed Size (px)
DESCRIPTION
Where education and the semantic web meet: New ways Of Structuring And Presenting Educational Information
Citation preview
WHERE EDUCATION AND THE SEMANTIC WEB MEET
New ways Of Structuring And Presenting Educational Information
Online Educa 2011 – Berlin – December 1, 2011
Jacob Molenaar
Introduction• Jacob Molenaar• NL based independent consultant in educational
technology 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, Expertisecentrum Nederlands, Kennisnet and SLO
• Based on RDF and SPARQL
Topics / Themes• Educational Information• Semantic Web• Our Project Els: using semantic web technologies for
structuring and representing educational information• Business case of the Semantic Web for Education• Conclusions
Educational InformationAll information that is generated in the process of designing, 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)
A Lot Of Information!
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 semantics
Navigating this ‘sea of information’ is very hard for a teacher, a curriculum designer, a textbook writer, etc.
Is this perhaps why in practice educational resources and repositories are so scarcely or superficially used only and why we must fear that efforts to compile these resources are so easily wasted?
Can the Semantic Web help to overcome these difficulties?
Semantic Web → Linked Data
http://linkeddata.org:
“Linked Data is about using the Web to connect related data that wasn't previously linked, or using the Web to lower the barriers to linking data currently linked using other methods.
More specifically, Wikipedia defines Linked Data as "a term used to describe a recommended best practice for exposing, sharing, and connecting pieces of data, information and knowledge on the Semantic Web using RDF and UPI’s.”
Can the concept of Linked Data help to overcome the difficulties with Educational Information?
Our Project: ELS• ELS = Educational LinkedScape• Commissioned by the Dutch Ministry of Education,
Directie Leraren• As part of the implementation of the new (2010) National
Achievement 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
All about Els…
Project Stages
1. Selection, analysis and modelling of the information domains/sources
2. Development of the semantic logic (‘reasoning’) necessary for navigating the semantic web created in Stage 1
3. Design and construction of a working prototype
4. Review of prototype and end user tests.
MODELLING THE INFORMATION DOMAINSThe First Step
Requirements
1. Make you information machine-readable: using RDF
2. Make your information machine-findable: using UPI’s
Resulting in:
3. Make your information ‘reasonable’: using SPARQL
The result is: Linked Data.
Create Linked Data: Three Steps
Atomize Relateren
1
Atomize Describe
1 2
Create Linked Data: Three Steps
Atomize Describe Relate
1 2 3
Create Linked Data: Three Steps
ExampleCurriculum:
Learning Goal
Atomize
Skill:Doing
substractions
Atomize
Curriculum:Learning Goal
Describe
Skill:Doing
substractions
Curriculum:Learning Goal
Relate
Skill:Doing
substractions
Curriculum:Learning Goal
Necessary for→← Demands
Relate
Skill:Doing
substractions
Curriculum:Learning Goal
Necessary for→← Demands
The Triple!
Atomize,Describe
SkillDoing
substractions
Curriculum:Learning Goal
Necessary for→← Demands
Learning Object
Relate
SkillDoing
substractions
Curriculum:Learning Goal
Necessary for→← Demands
Learning Object
Lead
s to
→
← L
earn
ed w
ith
SkillDoing
substractions
Curriculum:Learning Goal
Requisite for→← Demands
Learning Object
Lead
s to
→
← L
earn
ed w
ith
Has learning goal→
← Learned with
Inference (Reasoning):“New knowledge”
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 Skills
2. Learning Design / Learning Trajectories
3. Body Of Knowledge
4. Learning Object Metadata
Skill
Learning Object
Concept
Learning Trajectory
Body Of Knowledge Learning Materials
→ is acquired with
helps to acquire ←
→ p
ast
in
wo
rdt
uitg
evo
erd
me
t ←
→ is acquired with
helps to acquire ←
→ is
ne
cess
ary
fo
r
req
uire
s kn
ow
led
ge
of
←
→ is
aqu
ired
in
le
ads t
o kn
owled
ge o
f ←→ is acquired with
helps to aquire ←
Achievement Standards /Learning Goals
Learning Design /Learning Trajectories
‘Strip’
Discount
Exercise
Skill from the National Language and Math Curriculum
Context
Tool Learning Object
Learning Trajectory
Calculating Quantative Relations
Achievement Standards /Learning Goals
Learning Design /Trajectories
Body Of Knowledge Learning Materials
Calculating Percentages
Domein Formele kaders Domein Referentieleerlijnen
Domein Vakkennis Domein Lesmateriaal
Leerobject
Vak
Soort leermateriaal
Ontwikkelaar
Beschrijving
Titel
Nadere specificatieper niveau
Kenmerken van de taakuitvoering(Taal)
Tekstkenmerken(Taal)
Niveauaanduiding
Algemene omschrijving
Superdomein
Subdomein
Domein
Referentiekader Taal en RekenenTaak / Vaardigheid
(leerdoel)
Nadere specificatie(Rekenen)
Functioneel gebruiken
Paraat hebbenWeten waarom
Kerndoel(leerdoel)
Tussendoel(leerdoel)
Titel
Korte omschrijving
Vaardigheid
Einddoel(leerdoel)
Ratio
Referentie-leerlijn Groep / klas
Vak
Schoolse context
Maatschappelijke contextBeginGroep / klas
Beschrijving
Beschrijving
Voorbeeld
Op voorbeeld/kernopgave na verder aan elkaar gelijk qua mogelijke associaties
Kernopgave
Hulpmiddel
Concept
Didactische aanwijzing
Oplossingswijze
Voorbeeld
Groep / klas
Subject(vak)
Schoolse context
Maatschappelijke context
Voorbeeld
Voorbeeld
titel
Titel
Titel
OmschrijvingOmschrijving
Omschrijving
Omschrijving
CREATING A SEMANTIC BROWSERThe Second Step
LearningTrajectory
Body Of Knowledge
Curriculum
Lear
ning
Obj
ects
Curriculum
Body Of Knowledge
Learning Trajectories
Lear
ning
Obj
ects
Body OfKnowledge
Learning Trajectories
Curriculum
Lear
ning
Obj
ects
LearningObjects
Body Of Knowledge
Curriculum
Lear
ning
Tra
ject
orie
s
ELS: Subject and Context
Designing The Prototype
RDF file containing all the triples describing the Curriculum, Learning Trajectories, Body Of Knowledge and Learning Objects
Logic (Reasoning)
A user friendly interface to access the semantic domain of Els
Triple Store
SPARQL, Java
CSS, HTML
Online prototype
Online prototype
Enter Search Term
Domein Formele kaders Domein Referentieleerlijnen
Domein Vakkennis Domein Lesmateriaal
Leerobject
Vak
Soort leermateriaal
Ontwikkelaar
Beschrijving
Titel
Nadere specificatieper niveau
Kenmerken van de taakuitvoering(Taal)
Tekstkenmerken(Taal)
Niveauaanduiding
Algemene omschrijving
Superdomein
Subdomein
Domein
Referentiekader Taal en RekenenTaak / Vaardigheid
(leerdoel)
Nadere specificatie(Rekenen)
Functioneel gebruiken
Paraat hebbenWeten waarom
Kerndoel(leerdoel)
Tussendoel(leerdoel)
Titel
Korte omschrijving
Vaardigheid
Einddoel(leerdoel)
Ratio
Referentie-leerlijn Groep / klas
Vak
Schoolse context
Maatschappelijke contextBeginGroep / klas
Beschrijving
Beschrijving
Voorbeeld
Op voorbeeld/kernopgave na verder aan elkaar gelijk qua mogelijke associaties
Kernopgave
Hulpmiddel
Concept
Didactische aanwijzing
Oplossingswijze
Voorbeeld
Groep / klas
Subject(vak)
Schoolse context
Maatschappelijke context
Voorbeeld
Voorbeeld
titel
Titel
Titel
OmschrijvingOmschrijving
Omschrijving
Omschrijving
Learning Trajectories
Body Of Knowledge
Curriculum Information
Learning Objects
Achievement Standards Learning Trajectories
Body Of Knowledge Learning Materials
Skill
Learning Object
Concept
Learning Trajectory
→ is acquired with
helps to acquire ←
→ p
ast
in
wo
rdt
uitg
evo
erd
me
t ←
→ is acquired with
helps to acquire ←
→ is
ne
cess
ary
fo
r
req
uire
s kn
ow
led
ge
of
←
→ is
aqu
ired
in
le
ads t
o kn
owled
ge o
f ←→ is acquired with
helps to aquire ←
Select Learning Trajectory
Subject
Associated information from other domains
Subject
Associated information from other domains
Achievement Standards Learning Trajectories
Body Of Knowledge Learning Materials
Skill
Learning Object
Concept
Learning Trajectory
→ is acquired with
helps to acquire ←
→ p
ast
in
wo
rdt
uitg
evo
erd
me
t ←
→ is acquired with
helps to acquire ←
→ is
ne
cess
ary
fo
r
req
uire
s kn
ow
led
ge
of
←
→ is
aqu
ired
in
le
ads t
o kn
owled
ge o
f ←→ is acquired with
helps to aquire ←
Select Learning Object
Subject
Associated information from other domains
Subject
Associated information from other domains
Achievement Standards Learning Trajectories
Body Of Knowledge Learning Materials
Skill
Learning Object
Concept
Learning Trajectory
→ is acquired with
helps to acquire ←
→ p
ast
in
wo
rdt
uitg
evo
erd
me
t ←
→ is acquired with
helps to acquire ←
→ is
ne
cess
ary
fo
r
req
uire
s kn
ow
led
ge
of
←
→ is
aqu
ired
in
le
ads t
o kn
owled
ge o
f ←→ is acquired with
helps to aquire ←
EVALUATING THE PROTOTYPEThe Third Step
Panel Test Outcomes• The use case of the semantic browser is acknowledged
by both teachers and experts• Integrated access to associated information domains is
valued (though teachers prefer learning objects and tend to ignore other information!)
• The information delivered through the semantic browser is appreciated
• User interface is hardly understood
CREATING THE SECOND PROTOTYPEThe Fourth Step
Learning Trajectories
Body Of Knowledge
Curriculum Information
Learning Objects
Learning Trajectories
Body Of Knowledge
Curriculum Information
Learning Objects
Subject
Achievement Standards Learning Trajectories
Body Of Knowledge Learning Materials
Skill
Learning Object
Concept
Learning Trajectory
→ is acquired with
helps to acquire ←
→ p
ast
in
wo
rdt
uitg
evo
erd
me
t ←
→ is acquired with
helps to acquire ←
→ is
ne
cess
ary
fo
r
req
uire
s kn
ow
led
ge
of
←
→ is
aqu
ired
in
le
ads t
o kn
owled
ge o
f ←→ is acquired with
helps to aquire ←
Subject
Associated information from other domains
USE CASE OF LINKED DATAWhy should Education invest in the Semantic Web?
How does a semantic network grow?
Kern-doel
Tussen-doel
Vak-inhoud
Kern-doel
Tussen-doel
Vak-inhoud
Learn-ing
Goal
Specif-ication
Sub-ject
The national curriculum is published as Linked Data
Curriculum Information
How does a semantic network grow?
Kern-doel
Tussen-doel
Vak-inhoud
Kern-doel
Tussen-doel
Vak-inhoud
Learn-ing
Goal
Specif-ication
Sub-ject
The national curriculum is published as Linked Data
Curriculum Information
The Achievement Standards are published
as Linked Data
Vaardig-heidVaardig-heidSkill
National Achievement Standards for Math and
Lanuage Skills
How does a semantic network grow?
Kern-doel
Tussen-doel
Vak-inhoud
Kern-doel
Tussen-doel
Vak-inhoud
Learn-ing
Goal
Specif-ication
Sub-ject
Curriculum Information
Vaardig-heidVaardig-heidSkill
National Achievement Standards for Math and
Lanuage Skills
Both information databases are linked
together
How does a semantic network grow?
Kern-doel
Tussen-doel
Vak-inhoud
Kern-doel
Tussen-doel
Vak-inhoud
Learn-ing
Goal
Specif-ication
Sub-ject
Curriculum Information
Vaardig-heidVaardig-heidSkill
National Achievement Standards for Math and
Lanuage Skills Exams
Vaardig-heidVaardig-heidItem
The national exams are published as Linked Data
How does a semantic network grow?
Kern-doel
Tussen-doel
Vak-inhoud
Kern-doel
Tussen-doel
Vak-inhoud
Learn-ing
Goal
Specif-ication
Sub-ject
Curriculum Information
Vaardig-heidVaardig-heidSkill
National Achievement Standards for Math and
Lanuage Skills Exams
Vaardig-heidVaardig-heidItem
The exam items are linked to the National curriculum
How does a semantic network grow?
Kern-doel
Tussen-doel
Vak-inhoud
Kern-doel
Tussen-doel
Vak-inhoud
Learn-ing
Goal
Specif-ication
Sub-ject
Curriculum Information
Vaardig-heidVaardig-heidSkill
National Achievement Standards for Math and
Lanuage Skills Exams
Vaardig-heidVaardig-heidItem
A provider of open access learning objects describes his repository
Vaardig-heidVaardig-heidLO’s
Learning Objects
How does a semantic network grow?
Kern-doel
Tussen-doel
Vak-inhoud
Kern-doel
Tussen-doel
Vak-inhoud
Learn-ing
Goal
Specif-ication
Sub-ject
Curriculum Information
Vaardig-heidVaardig-heidSkill
National Achievement Standards for Math and
Lanuage Skills Exams
Vaardig-heidVaardig-heidItem
Vaardig-heidVaardig-heidLO’s
Learning Objects
And links his objects to the National Curriculum
How does a semantic network grow?
Kern-doel
Tussen-doel
Vak-inhoud
Kern-doel
Tussen-doel
Vak-inhoud
Learn-ing
Goal
Specif-ication
Sub-ject
Curriculum Information
Vaardig-heidVaardig-heidSkill
National Achievement Standards for Math and
Lanuage Skills Exams
Vaardig-heidVaardig-heidItem
Vaardig-heidVaardig-heidLO’s
Learning Objects
A publisher describes the chapter structure of
his textbookHoofd-
stuk
Vaardig-heid
Vaardig-heid
Chap-ter
How does a semantic network grow?
Kern-doel
Tussen-doel
Vak-inhoud
Kern-doel
Tussen-doel
Vak-inhoud
Learn-ing
Goal
Specif-ication
Sub-ject
Curriculum Information
Vaardig-heidVaardig-heidSkill
National Achievement Standards for Math and
Lanuage Skills Exams
Vaardig-heidVaardig-heidItem
Vaardig-heidVaardig-heidLO’s
Learning Objects
Hoofd-stuk
Vaardig-heid
Vaardig-heid
Chap-ter He also describes his
additional online learning objects
Hoofd-stuk
Vaardig-heid
Vaardig-heid
LO
How does a semantic network grow?
Kern-doel
Tussen-doel
Vak-inhoud
Kern-doel
Tussen-doel
Vak-inhoud
Learn-ing
Goal
Specif-ication
Sub-ject
Curriculum Information
Vaardig-heidVaardig-heidSkill
National Achievement Standards for Math and
Lanuage Skills Exams
Vaardig-heidVaardig-heidItem
Vaardig-heidVaardig-heidLO’s
Learning Objects
Hoofd-stuk
Vaardig-heid
Vaardig-heid
Chap-ter
Hoofd-stuk
Vaardig-heid
Vaardig-heid
LO
And links these objects to his chapter structure
How does a semantic network grow?
Kern-doel
Tussen-doel
Vak-inhoud
Kern-doel
Tussen-doel
Vak-inhoud
Learn-ing
Goal
Specif-ication
Sub-ject
Curriculum Information
Vaardig-heidVaardig-heidSkill
National Achievement Standards for Math and
Lanuage Skills Exams
Vaardig-heidVaardig-heidItem
Vaardig-heidVaardig-heidLO’s
Learning Objects
Hoofd-stuk
Vaardig-heid
Vaardig-heid
LO
Finally he links his chapter structure to the National Curriculum
Hoofd-stuk
Vaardig-heid
Vaardig-heid
Chap-ter
How does a semantic network grow?
Kern-doel
Tussen-doel
Vak-inhoud
Kern-doel
Tussen-doel
Vak-inhoud
Learn-ing
Goal
Specif-ication
Sub-ject
Curriculum Information
Vaardig-heidVaardig-heidSkill
National Achievement Standards for Math and
Lanuage Skills Exams
Vaardig-heidVaardig-heidItem
Vaardig-heidVaardig-heidLO’s
Learning Objects
Hoofd-stuk
Vaardig-heid
Vaardig-heid
LO
Hoofd-stuk
Vaardig-heid
Vaardig-heid
Chap-ter
Textbook Content
Without any extra work the publisher can now provide his users with information about the learning goals of his materials, the math and language skill levels associated with them and he can lead them to additional learning materials
How does a semantic network grow?
Kern-doel
Tussen-doel
Vak-inhoud
Kern-doel
Tussen-doel
Vak-inhoud
Learn-ing
Goal
Specif-ication
Sub-ject
Curriculum Information
Vaardig-heidVaardig-heidSkill
National Achievement Standards for Math and
Lanuage Skills Exams
Vaardig-heidVaardig-heidItem
Vaardig-heidVaardig-heidLO’s
Learning Objects
Hoofd-stuk
Vaardig-heid
Vaardig-heid
LO
Hoofd-stuk
Vaardig-heid
Vaardig-heid
Chap-ter
Textbook Content
Or a school can without having to do anything itself relate the strengths and weaknesses of it’s students achievements in recent National Exams directly to the
National curriculum and even to the chapters of the textbooks in use
How does a semantic network grow?
Kern-doel
Tussen-doel
Vak-inhoud
Kern-doel
Tussen-doel
Vak-inhoud
Learn-ing
Goal
Specif-ication
Sub-ject
Curriculum Information
Vaardig-heidVaardig-heidSkill
National Achievement Standards for Math and
Lanuage Skills Exams
Vaardig-heidVaardig-heidItem
Vaardig-heidVaardig-heidLO’s
Learning Objects
Hoofd-stuk
Vaardig-heid
Vaardig-heid
LO
Hoofd-stuk
Vaardig-heid
Vaardig-heid
Chap-ter
Textbook Content
Others keep linking their information to the semantic
network. It grows and grows
Y
ZX
CONCLUSIONS
What have we learned from ELS?• RDF-type modelling and publishing of complex
educational information is perfectly possible and feasible• The business case looks very promising• The user interface aspect is a weak point
Furthermore:• What is needed is a national or even international
infrastructure for Linked Data in Education (standards, tools)
• In NL the Ministery of Education together with its institutional partners is actively investigating the possibilities of such an infrastructure
Adjacent Projects
Achievement Standards Network (US)• Stuart Sutton• http://asn.jesandco.org/
Spider Project (Sweden)• Fredrik Paulsson (Umea University)• www.???
Europeana Project (EU)• www.europeana.eu
Any questions?
www.slideshare.net/nyjmolen/presentation-online-educa-2011-jacob-molenaar