Tackling Semantic, Mobile  &  Ubiquitous Learning in Inquiry-Based Science Teaching  <ul><li>Serge Garlatti </li></ul>
Outline <ul><li>Introduction </li></ul><ul><li>Ubiquitous & Social TEL </li></ul><ul><li>Semantic Web & Linked Data </li><...
Introduction <ul><li>Contributors </li></ul><ul><ul><li>JM Gilliot, Telecom Bretagne, one of his  Blog s  </li></ul></ul><...
Introduction
Inquiry-Based Science Teaching <ul><li>IBST </li></ul><ul><ul><li>Authentic and problem-based learning activities which ar...
Inquiry-Based Science Teaching <ul><li>Requires </li></ul><ul><ul><li>Relevant  problems  and  scenarios  that enable lear...
Ubiquitous & Social TEL
Ubiquitous & Social TEL <ul><li>Integration of  </li></ul><ul><ul><li>Social media applications,  Personal Learning Enviro...
Ubiquitous & Social TEL <ul><li>Personal Learning Environment </li></ul><ul><ul><li>Definition (M. A. Chatti) </li></ul></...
Ubiquitous & Social TEL <ul><li>From an educational perspective </li></ul><ul><ul><li>PLE  fit well with socio-constructiv...
Ubiquitous & Social TEL <ul><li>Mobile Learning </li></ul><ul><ul><li>Learning may occur in location and time, which are s...
Semantic Web    & Linked Data Linked Data Linked Data
Semantic Web & Linked Data PLE How to access Data? page 11 eMadrid Conference 2011  Futures Learning Landscapes
Semantic Web & Linked Data <ul><li>Is-it possible to have a precise search engine to manage? </li></ul><ul><ul><li>Context...
Semantic Web & Linked Data We need   a kind of page 13 eMadrid Conference 2011  Futures Learning Landscapes
The current HBST Scenario
The current HBST Scenario <ul><li>The complete problem   </li></ul><ul><ul><li>Problem 1 : understand the industrial lands...
The current HBST Scenario Vestige eMadrid Conference 2011  Futures Learning Landscapes page 16
The current HBST Scenario Vestige eMadrid Conference 2011  Futures Learning Landscapes page 16
The current HBST Scenario Vestige eMadrid Conference 2011  Futures Learning Landscapes page 16
The current HBST Scenario Vestige eMadrid Conference 2011  Futures Learning Landscapes page 16
The current HBST Scenario <ul><li>Scenario </li></ul><ul><ul><li>Problem analysis in small groups </li></ul></ul><ul><ul><...
The current HBST Scenario <ul><li>Historical reading and understanding of an industrial landscape (scenario stage 4) </li>...
An Innovative HBST Scenario
An Innovative HBST Scenario <ul><li>Scenario </li></ul><ul><ul><li>Problem analysis in small groups </li></ul></ul><ul><ul...
An Innovative HBST Scenario <ul><li>Smartphones / tablets </li></ul><ul><ul><li>Camera,  </li></ul></ul><ul><ul><li>GPS  <...
An Innovative HBST Scenario <ul><li>Recommend suitable entities  Resources, activities, tools, persons, …  </li></ul><ul><...
An Innovative HBST Scenario <ul><li>Three Push modes </li></ul><ul><ul><li>Recommend information from Navy museum and loca...
An Innovative HBST Scenario <ul><li>Pull Mode </li></ul><ul><ul><li>A query filters concepts, resources, activities and pe...
SMOOPLE Semantic Models <ul><li>(Semantic Massive Open Online Pervasive Learning Environment) </li></ul>
SMOOPLE semantic Models <ul><li>Ontologies to ensure interoperability at semantic level </li></ul><ul><ul><ul><ul><li>A Do...
SMOOPLE Semantic Models eMadrid Conference 2011  Futures Learning Landscapes page 27 Domain Model
SMOOPLE Semantic Models eMadrid Conference 2011  Futures Learning Landscapes page 28 User Model
SMOOPLE Semantic Models eMadrid Conference 2011  Futures Learning Landscapes page 29 Activity Model
SMOOPLE Semantic Models eMadrid Conference 2011  Futures Learning Landscapes page 30 Activity Model
SMOOPLE Semantic Models <ul><li>Some metadata can be generated automatically (sometimes on the fly)  </li></ul><ul><ul><li...
SMOOPLE <ul><li>(Semantic Massive Open Online Pervasive Learning Environment) </li></ul>
SMOOPLE Notifications RSS/SParQL & Queries Queries Push/Pull flow eMadrid Conference 2011  Futures Learning Landscapes pag...
SMOOPLE eMadrid Conference 2011  Futures Learning Landscapes page 35
eMadrid Conference 2011  Futures Learning Landscapes page 36 SMOOPLE
eMadrid Conference 2011  Futures Learning Landscapes page 37 SMOOPLE
eMadrid Conference 2011  Futures Learning Landscapes page 38 SMOOPLE
eMadrid Conference 2011  Futures Learning Landscapes page 39 SMOOPLE
eMadrid Conference 2011  Futures Learning Landscapes page 40 SMOOPLE
Conclusion
Conclusions  <ul><li>Ubiquitous Personal Learning Environments </li></ul><ul><ul><li>Foster collaborative knowledge buildi...
Conclusions <ul><li>Requirements </li></ul><ul><ul><li>Retrieve relevant information available in distributed tools </li><...
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2011 10 07 (uam) emadrid sgarlatti tb aprendizaje semantico movil ubicuo enseñanza ciencias basada investigacion

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  • 2011 10 07 (uam) emadrid sgarlatti tb aprendizaje semantico movil ubicuo enseñanza ciencias basada investigacion

    1. 1. Tackling Semantic, Mobile & Ubiquitous Learning in Inquiry-Based Science Teaching <ul><li>Serge Garlatti </li></ul>
    2. 2. Outline <ul><li>Introduction </li></ul><ul><li>Ubiquitous & Social TEL </li></ul><ul><li>Semantic Web & Linked Data </li></ul><ul><li>The current HBST Scenario </li></ul><ul><li>An Innovative HBST Scenario </li></ul><ul><li>SMOOPLE Semantic Models </li></ul><ul><li>SMOOPLE </li></ul><ul><li>Conclusion </li></ul>eMadrid Conference 2011 Futures Learning Landscapes page 2
    3. 3. Introduction <ul><li>Contributors </li></ul><ul><ul><li>JM Gilliot, Telecom Bretagne, one of his Blog s </li></ul></ul><ul><ul><li>C. Pham Nguyen, Telecom Bretagne </li></ul></ul><ul><ul><li>S. Laubé, UBO, PAHST </li></ul></ul><ul><ul><li>A. Bouzeghoub, Telecom SudParis </li></ul></ul><ul><li>Some references </li></ul><ul><ul><li>http://conferences.telecom-bretagne.eu/futurelearning2010 / </li></ul></ul><ul><ul><li>http://molene.enstb.org/futurelearning / </li></ul></ul><ul><ul><li>http://molene.enstb.org/mlearning09 / </li></ul></ul>page 3 eMadrid Conference 2011 Futures Learning Landscapes
    4. 4. Introduction
    5. 5. Inquiry-Based Science Teaching <ul><li>IBST </li></ul><ul><ul><li>Authentic and problem-based learning activities which are ill-defined and have several answers; </li></ul></ul><ul><ul><li>A certain amount of experimental procedures, experiments and activities involving practical experience of equipment and including searching for information; </li></ul></ul><ul><ul><li>Self regulated learning sequences where student autonomy is emphasized; </li></ul></ul><ul><ul><li>Discursive argumentation and communication with peers (&quot;talking science&quot;). </li></ul></ul>eMadrid Conference 2011 Futures Learning Landscapes page 5
    6. 6. Inquiry-Based Science Teaching <ul><li>Requires </li></ul><ul><ul><li>Relevant problems and scenarios that enable learners to achieve those activities, according to teacher’s didactic intentions </li></ul></ul><ul><li>How to foster IBST? </li></ul><ul><ul><li>Importance of Technology Enhanced Learning was acknowledged in this European FP7 Project “Mind The Gap” </li></ul></ul><ul><ul><li>Technology Enhanced Learning (TEL) systems and ICT can foster such types of activities </li></ul></ul>eMadrid Conference 2011 Futures Learning Landscapes page 6
    7. 7. Ubiquitous & Social TEL
    8. 8. Ubiquitous & Social TEL <ul><li>Integration of </li></ul><ul><ul><li>Social media applications, Personal Learning Environments </li></ul></ul><ul><ul><li>And Mobile / Ubiquitous Computing </li></ul></ul><ul><ul><li>Can increase the constructive learning processes in IBST </li></ul></ul><ul><ul><li>Integration to offer Rich Learning Environment </li></ul></ul>eMadrid Conference 2011 Futures Learning Landscapes page 7
    9. 9. Ubiquitous & Social TEL <ul><li>Personal Learning Environment </li></ul><ul><ul><li>Definition (M. A. Chatti) </li></ul></ul><ul><ul><ul><li>A PLE is characterized by the freeform use of a set of lightweight services and tools (Web 2.0) that belong to and are controlled by individual learners. </li></ul></ul></ul><ul><ul><li>Built by the learner for a specific & personal learning goal </li></ul></ul><ul><ul><ul><li>Mashing up the services that will support best the goal </li></ul></ul></ul><ul><ul><ul><li>No institutional drive or control </li></ul></ul></ul>page 8 eMadrid Conference 2011 Futures Learning Landscapes
    10. 10. Ubiquitous & Social TEL <ul><li>From an educational perspective </li></ul><ul><ul><li>PLE fit well with socio-constructivist learning approaches </li></ul></ul><ul><ul><li>Provide spaces for </li></ul></ul><ul><ul><ul><li>Collaborative knowledge building, </li></ul></ul></ul><ul><ul><ul><li>Self-regulated learning sequences, </li></ul></ul></ul><ul><ul><ul><li>Discursive argumentation, </li></ul></ul></ul><ul><ul><ul><li>Communication with peers </li></ul></ul></ul><ul><ul><ul><li>Reflective practices </li></ul></ul></ul>eMadrid Conference 2011 Futures Learning Landscapes page 9
    11. 11. Ubiquitous & Social TEL <ul><li>Mobile Learning </li></ul><ul><ul><li>Learning may occur in location and time, which are significant and relevant for learners </li></ul></ul><ul><ul><li>Mobile Learning can increase the potentialities of PLE </li></ul></ul><ul><ul><ul><li>Web 2.0 and Communication tools: at anytime, at any place </li></ul></ul></ul><ul><li>Ubiquitous Learning </li></ul><ul><ul><li>The physical environment directly related to learning goals and activities </li></ul></ul><ul><ul><li>Situated learning activities (difficult before, sometimes impossible), particularly relevant in a given context </li></ul></ul>eMadrid Conference 2011 Futures Learning Landscapes page 10
    12. 12. Semantic Web & Linked Data Linked Data Linked Data
    13. 13. Semantic Web & Linked Data PLE How to access Data? page 11 eMadrid Conference 2011 Futures Learning Landscapes
    14. 14. Semantic Web & Linked Data <ul><li>Is-it possible to have a precise search engine to manage? </li></ul><ul><ul><li>Context Awareness, </li></ul></ul><ul><ul><li>Adaptation </li></ul></ul><ul><ul><li>Seamless Learning </li></ul></ul><ul><ul><li>By Search engine like </li></ul></ul>page 12 eMadrid Conference 2011 Futures Learning Landscapes
    15. 15. Semantic Web & Linked Data We need a kind of page 13 eMadrid Conference 2011 Futures Learning Landscapes
    16. 16. The current HBST Scenario
    17. 17. The current HBST Scenario <ul><li>The complete problem   </li></ul><ul><ul><li>Problem 1 : understand the industrial landscape in the area of the bridge (Brest is a shipbuilding arsenal for the Navy). </li></ul></ul><ul><ul><li>Problem 2 : understand what is the historical and technological method of problem solving that led to the construction of the swinging bridge. </li></ul></ul><ul><ul><li>Problem 3 : understand the rotating mechanism of the swinging bridge </li></ul></ul><ul><ul><li>http ://plates-formes.iufm.fr/ressources-ehst/spip.php?rubrique17 </li></ul></ul>eMadrid Conference 2011 Futures Learning Landscapes page 15
    18. 18. The current HBST Scenario Vestige eMadrid Conference 2011 Futures Learning Landscapes page 16
    19. 19. The current HBST Scenario Vestige eMadrid Conference 2011 Futures Learning Landscapes page 16
    20. 20. The current HBST Scenario Vestige eMadrid Conference 2011 Futures Learning Landscapes page 16
    21. 21. The current HBST Scenario Vestige eMadrid Conference 2011 Futures Learning Landscapes page 16
    22. 22. The current HBST Scenario <ul><li>Scenario </li></ul><ul><ul><li>Problem analysis in small groups </li></ul></ul><ul><ul><li>Activation of prior knowledge </li></ul></ul><ul><ul><li>S trategy elaboration to find required information, Define collaborative and cooperative activities </li></ul></ul><ul><ul><li>Collaborative work and exploitation </li></ul></ul><ul><ul><li>Collaborative report writing </li></ul></ul><ul><ul><li>Institutionalization / discussion </li></ul></ul>eMadrid Conference 2011 Futures Learning Landscapes page 17
    23. 23. The current HBST Scenario <ul><li>Historical reading and understanding of an industrial landscape (scenario stage 4) </li></ul><ul><ul><ul><ul><li>Photograph all elements of the current landscape with historical aspects about cranes and bridges of the arsenal, </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Locate the different elements on a current map of Brest, </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Identify and photograph the actual bridges and cranes linked existing bridges and cranes from previous: what continuities ? What ruptures? </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Store and publish information on the corresponding tools. </li></ul></ul></ul></ul>eMadrid Conference 2011 Futures Learning Landscapes page 18
    24. 24. An Innovative HBST Scenario
    25. 25. An Innovative HBST Scenario <ul><li>Scenario </li></ul><ul><ul><li>Problem analysis in small groups </li></ul></ul><ul><ul><li>Activation of prior knowledge </li></ul></ul><ul><ul><li>Strategy elaboration to find needed information (define collaborative and cooperative activities) </li></ul></ul><ul><ul><li>Collaborative work and exploitation </li></ul></ul><ul><ul><li>Collaborative report writing </li></ul></ul><ul><ul><li>Institutionalization / discussion </li></ul></ul>eMadrid Conference 2011 Futures Learning Landscapes page 20
    26. 26. An Innovative HBST Scenario <ul><li>Smartphones / tablets </li></ul><ul><ul><li>Camera, </li></ul></ul><ul><ul><li>GPS </li></ul></ul><ul><ul><li>Network access </li></ul></ul><ul><li>Three groups </li></ul><ul><ul><li>Site visit </li></ul></ul><ul><ul><li>Information seeking in navy museum </li></ul></ul><ul><ul><li>Information seeking in local public records </li></ul></ul>eMadrid Conference 2011 Futures Learning Landscapes page 21
    27. 27. An Innovative HBST Scenario <ul><li>Recommend suitable entities Resources, activities, tools, persons, … </li></ul><ul><ul><ul><ul><li>Depending on the current situation without any human interventions </li></ul></ul></ul></ul><ul><li>Push mode </li></ul><ul><ul><li>Groups or individuals can be notified according to the situation changes. </li></ul></ul><ul><ul><li>The group/individual can select or not one of the given recommendations. </li></ul></ul>eMadrid Conference 2011 Futures Learning Landscapes page 22
    28. 28. An Innovative HBST Scenario <ul><li>Three Push modes </li></ul><ul><ul><li>Recommend information from Navy museum and local public records retrieved by other group members or subgroup according to the needed domain concepts identified on the port and/or the current activities </li></ul></ul><ul><ul><li>Recommend and provide information from subgroup visiting the port to other subgroups or group members </li></ul></ul><ul><ul><li>Recommend checking some domain concepts missed by students or subgroups on the port. </li></ul></ul>eMadrid Conference 2011 Futures Learning Landscapes page 23
    29. 29. An Innovative HBST Scenario <ul><li>Pull Mode </li></ul><ul><ul><li>A query filters concepts, resources, activities and persons </li></ul></ul><ul><ul><li>Write queries </li></ul></ul><ul><ul><ul><li>On relevant domain concepts like “crane”, “bridge”, etc. according to the current context (activities and localization), </li></ul></ul></ul><ul><ul><ul><li>On retrieved information from other group members or subgroups according to activities and/or localization </li></ul></ul></ul>eMadrid Conference 2011 Futures Learning Landscapes page 24
    30. 30. SMOOPLE Semantic Models <ul><li>(Semantic Massive Open Online Pervasive Learning Environment) </li></ul>
    31. 31. SMOOPLE semantic Models <ul><li>Ontologies to ensure interoperability at semantic level </li></ul><ul><ul><ul><ul><li>A Domain model </li></ul></ul></ul></ul><ul><ul><ul><ul><li>A Context model </li></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>including a user model, an activity model </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><li>A Resource model (metadata schema) </li></ul></ul></ul></ul><ul><ul><ul><ul><li>A Recommendation model (adaptation model) </li></ul></ul></ul></ul>eMadrid Conference 2011 Futures Learning Landscapes page 26
    32. 32. SMOOPLE Semantic Models eMadrid Conference 2011 Futures Learning Landscapes page 27 Domain Model
    33. 33. SMOOPLE Semantic Models eMadrid Conference 2011 Futures Learning Landscapes page 28 User Model
    34. 34. SMOOPLE Semantic Models eMadrid Conference 2011 Futures Learning Landscapes page 29 Activity Model
    35. 35. SMOOPLE Semantic Models eMadrid Conference 2011 Futures Learning Landscapes page 30 Activity Model
    36. 36. SMOOPLE Semantic Models <ul><li>Some metadata can be generated automatically (sometimes on the fly) </li></ul><ul><ul><li>from the tool databases according to common vocabularies like </li></ul></ul><ul><ul><ul><li>Dublin Core, SKOS, SIOC, FOAF, OPO, etc . </li></ul></ul></ul><ul><li>Most of these vocabularies are lightweight ontologies that can fit well database schemas </li></ul>eMadrid Conference 2011 Futures Learning Landscapes page 31
    37. 37. SMOOPLE <ul><li>(Semantic Massive Open Online Pervasive Learning Environment) </li></ul>
    38. 38. SMOOPLE Notifications RSS/SParQL & Queries Queries Push/Pull flow eMadrid Conference 2011 Futures Learning Landscapes page 33 My CLE Course Cloud Component Notification Widget Information Widget Self-defined Widget World Of Widgets Widget Model WebApps
    39. 39. SMOOPLE eMadrid Conference 2011 Futures Learning Landscapes page 35
    40. 40. eMadrid Conference 2011 Futures Learning Landscapes page 36 SMOOPLE
    41. 41. eMadrid Conference 2011 Futures Learning Landscapes page 37 SMOOPLE
    42. 42. eMadrid Conference 2011 Futures Learning Landscapes page 38 SMOOPLE
    43. 43. eMadrid Conference 2011 Futures Learning Landscapes page 39 SMOOPLE
    44. 44. eMadrid Conference 2011 Futures Learning Landscapes page 40 SMOOPLE
    45. 45. Conclusion
    46. 46. Conclusions <ul><li>Ubiquitous Personal Learning Environments </li></ul><ul><ul><li>Foster collaborative knowledge building, self-regulated learning sequences, discursive argumentation, communication with peers and reflective practices. </li></ul></ul><ul><ul><li>Leads to </li></ul></ul><ul><ul><ul><li>Learning at anytime, at any place and in any form using small devices </li></ul></ul></ul><ul><ul><ul><li>Learning in context and seamless learning across different contexts </li></ul></ul></ul><ul><ul><ul><li>Enhance authentic and problem-based learning activities, </li></ul></ul></ul><ul><ul><ul><ul><ul><li>enabling experiments and practical experience in relevant situations (location, time, etc.) </li></ul></ul></ul></ul></ul>eMadrid Conference 2011 Futures Learning Landscapes page 41
    47. 47. Conclusions <ul><li>Requirements </li></ul><ul><ul><li>Retrieve relevant information available in distributed tools </li></ul></ul><ul><ul><ul><ul><ul><li>to reconstruct a complete view of actions, traces, and content of learners, </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>to analyze these actions </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>to propose relevant recommendations at relevant times and spaces. </li></ul></ul></ul></ul></ul><ul><li>Technical issues </li></ul><ul><ul><li>Context management </li></ul></ul><ul><ul><li>Distributed user model </li></ul></ul><ul><ul><li>Ontology management </li></ul></ul><ul><ul><li>Tags versus Ontologies </li></ul></ul><ul><ul><li>etc. </li></ul></ul>eMadrid Conference 2011 Futures Learning Landscapes page 42
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