Evaluation Of The Use Of Semantic Web Technology

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In this study, a semantic web bookmarking tool called Twine was used in a graduate level course for K-12 educators. It was found that collaborative teams using the semantic web application developed high levels of expertise.

Andrew Lumpe
David Wicks

Published in: Education, Technology

Evaluation Of The Use Of Semantic Web Technology

  1. 1. Andrew Lumpe<br />David Wicks<br />Seattle Pacific University<br />Evaluation of the Use of Semantic Web Technology in a Collaborative Learning Environment<br />
  2. 2. OBJECTIVES<br />Describe the application of a semantic web application in a collaborative learning environment.<br />Report the results on student learning.<br />Provide recommendations for future research and applications of semantic web technologies in educational environments.<br />
  3. 3. Overall Goal of Education<br />The overall goal of education is to develop expertise<br />Expert learners vs. Novice learners<br />Have greater access to content<br />Are more skilled at retrieving content<br /> Are better at adapting, changing, and recognizing when to apply knowledge <br />Semantic technologies MAY be one way to help develop expertise<br />(Bransford et al, 1999)<br />
  4. 4. dullhunk<br />
  5. 5.
  6. 6. Collaborative Learning Research<br />(Dillonbourg et al, 1996)<br />
  7. 7. Personal Learning Networks<br />Holotescu&Grosseck, 2009<br />
  8. 8. TWINE<br />
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  10. 10.
  11. 11. How is [Twine] different than other social bookmarking tools like Delicious?<br />“The difference between {the system} and most bookmarking services is that {the system} attempts to identify the resource the page is describing, rather than just recording the location of the page itself. “ (Clarke & Greig, 2009)<br />
  12. 12. Context<br />Online graduate education course with weekly, interactive modules –Blackboard 9<br />N=60<br />Module 1 <br />General overview of course topics<br />Data used as preTest<br />TWINE not used<br />Modules 2-6<br />Specific Topics = Advance Organizers, Collaborative Learning, Inquiry/Induction, Conceptual Understanding, Multiple Intelligences<br />TWINE used throughout<br />Data used at postTest<br />
  13. 13. Methods<br />Quasi Experimental Design<br />Experimental group used TWINE <br />Data sources = All text posts - discussion posts, blog entries, research papers, TWINE comments<br />WordStat 5.1 – “a text mining tool for fast extraction of themes and trends”<br />Build Dictionaries<br />Related Words and Phrases<br />Word exclusion list<br />Key Word in Context (KWIC)<br />MANCOVA<br />IV = group assignment<br />DV = module posts by five categories<br />Covariate = pretest posts<br />
  14. 14. Results<br />Incoming GPAs not different (F = .22, p = .64)<br />Students posted many resources and comments in their twines<br />These resources were regularly used in students’ posts<br />Others outside the course joined and contributed to the twines<br />356,322 total words used in posts<br />8,612 related words/phrases included in analyses<br />Equal variances on all DVs (Levene&apos;s Test)<br />
  15. 15. COLLABORATION<br />
  16. 16. a. R Squared = .331 (Adjusted R Squared = .060)<br />b. R Squared = .461 (Adjusted R Squared = .243)<br />c. R Squared = .461 (Adjusted R Squared = .243)<br />d. R Squared = .390 (Adjusted R Squared = .143)<br />e. R Squared = .718 (Adjusted R Squared = .604)<br />
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  18. 18. Conclusions<br />Use of a Personal Learning Network (TWINE) helped students develop richer, more coherent expertise in 3 out of 5 content categories.<br />TWINE served as a collaborative repository of resources, ideas, and connections.<br />The impact of the semantic nature of TWINE was not apparent.<br />
  19. 19. Next Steps<br /><ul><li>Further explore the qualitative differences in the students’ postings (latent semantic analysis)
  20. 20. Extended use may be needed in order for semantic technologies to learn interests and provide recommendations</li></ul>Continue to explore the use of collaborative, semantic technologies to enhance learning<br />Twine T2?<br />http://www.opencalais.com/<br />http://www.puffinwarellc.com/ (iMetaSearch)<br />http://www.stumpedia.com/<br />http://imindi.com/<br />
  21. 21. Questions?<br />

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