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Bringing Teachers, Students and Learning Resources Contextually Closer
Bringing Teachers, Students and Learning Resources Contextually Closer
Bringing Teachers, Students and Learning Resources Contextually Closer
Bringing Teachers, Students and Learning Resources Contextually Closer
Bringing Teachers, Students and Learning Resources Contextually Closer
Bringing Teachers, Students and Learning Resources Contextually Closer
Bringing Teachers, Students and Learning Resources Contextually Closer
Bringing Teachers, Students and Learning Resources Contextually Closer
Bringing Teachers, Students and Learning Resources Contextually Closer
Bringing Teachers, Students and Learning Resources Contextually Closer
Bringing Teachers, Students and Learning Resources Contextually Closer
Bringing Teachers, Students and Learning Resources Contextually Closer
Bringing Teachers, Students and Learning Resources Contextually Closer
Bringing Teachers, Students and Learning Resources Contextually Closer
Bringing Teachers, Students and Learning Resources Contextually Closer
Bringing Teachers, Students and Learning Resources Contextually Closer
Bringing Teachers, Students and Learning Resources Contextually Closer
Bringing Teachers, Students and Learning Resources Contextually Closer
Bringing Teachers, Students and Learning Resources Contextually Closer
Bringing Teachers, Students and Learning Resources Contextually Closer
Bringing Teachers, Students and Learning Resources Contextually Closer
Bringing Teachers, Students and Learning Resources Contextually Closer
Bringing Teachers, Students and Learning Resources Contextually Closer
Bringing Teachers, Students and Learning Resources Contextually Closer
Bringing Teachers, Students and Learning Resources Contextually Closer
Bringing Teachers, Students and Learning Resources Contextually Closer
Bringing Teachers, Students and Learning Resources Contextually Closer
Bringing Teachers, Students and Learning Resources Contextually Closer
Bringing Teachers, Students and Learning Resources Contextually Closer
Bringing Teachers, Students and Learning Resources Contextually Closer
Bringing Teachers, Students and Learning Resources Contextually Closer
Bringing Teachers, Students and Learning Resources Contextually Closer
Bringing Teachers, Students and Learning Resources Contextually Closer
Bringing Teachers, Students and Learning Resources Contextually Closer
Bringing Teachers, Students and Learning Resources Contextually Closer
Bringing Teachers, Students and Learning Resources Contextually Closer
Bringing Teachers, Students and Learning Resources Contextually Closer
Bringing Teachers, Students and Learning Resources Contextually Closer
Bringing Teachers, Students and Learning Resources Contextually Closer
Bringing Teachers, Students and Learning Resources Contextually Closer
Bringing Teachers, Students and Learning Resources Contextually Closer
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Bringing Teachers, Students and Learning Resources Contextually Closer

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Traditionally, classrooms have been the major channels of interaction between teachers and students. With the advancements in internet, social media and mobile technologies, learning environments are …

Traditionally, classrooms have been the major channels of interaction between teachers and students. With the advancements in internet, social media and mobile technologies, learning environments are becoming more enriched with sophisticated interaction and a wealth of online learning material. While this offers a range of improvements, it is posing a set of challenges for educators to accommodate such changes to the benefit of their students. One particular problem is that current teachers are not well equipped with tools to guide students towards the discovery of learning material relevant to the context of their course. For example while it is easy in a classroom to discuss how a video connects to a topic or learning activity within a course, it is much harder to infer such cognitive connections in an online environment. We believe that one of the major bottlenecks is the lack of explicit context alignment between teachers, students and learning resources. We propose using semantic technologies to elicit the contexts in learning environments, and provide the means for teachers to better orchestrate the delivery of their learning concepts in classrooms. We discuss in this seminar a plan to build semantic graphs (i.e. knowledge graphs or maps) to connect existing courses, learning material and other entities involved in leaning environments. This work contributes to enhancing personalized learning, and empowering educators to have better control over learning resources to support their teaching duties.

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  • 1. BRINGING TEACHERS, STUDENTSAND LEARNING RESOURCESCONTEXTUALLY CLOSERFouad ZablithOlayan School of BusinessAmerican University of Beirut“Today we are not interested in people who know the capital of thestates, but need expert learners who know how to learn” Chris Dede
  • 2. “It is a veryinteresting read forbusiness classes.”
  • 3. “It is a very interesting read for business classes.”Oh, market clustering. Business intelligence example for INFO200 Chapter 9?
  • 4. “It is a very interesting read for business classes.” Oh, market clustering. Business intelligence example for INFO200 Chapter 9? A perfect branding example...How can we explicitly link resources to our learning objectives?
  • 5. Internet Tech. S S S S T S S SSocial MobileMedia S Platforms Classroom
  • 6. Option 1 http://www.flickr.com/photos/coreydahl/
  • 7. Option 2 http://www.flickr.com/photos/coreydahl/
  • 8. Option 2 http://www.flickr.com/photos/coreydahl/
  • 9. Problem Business School Curriculum English Marketing Courses S Courses S S Finance Courses Textbooks S T S Exams Presentations S S S Syllabi …
  • 10. Problem• It is getting harder for teachers to direct their students to resources relevant to their learning and course objectives due to: • Shift from offline, to blended or purely online environments • Continuous increase in online material making it hard for teachers to keep up • Lack of explicit context alignment between resources, learning objectives, students and teachers
  • 11. Online Tool Example • Mainly used as a sharing platform • Connections to the learning concepts are hard • Flat design approach • Courses are created in isolation
  • 12. Proposed Solution• Eliciting the context of courses and learning resources to better align them with teachers and students• Instead of handling a course as a block and replicating this in online environments, we propose using conceptually connected graphs to support our learning objectives• Engage teachers and students in transparently building the conceptual graphs throughout their learning involvement
  • 13. In other words VS
  • 14. Introduction to Semantic Technologies• The Semantic Web and Linked Data aim to create meaningful connections and links at the data level• Publishing information follows well defined rules such as reusing existing resources, fixed references (URIs), choosing the right vocabulary, etc.• Existing vocabularies are available (e.g. in the academic domain) to be commonly reused by information publishers, to enable seamless information exchange
  • 15. Governments UniversitiesBibliography References And many more! “Linking Open Data cloud diagram, by Richard Cyganiak and Anja Jentzsch. http://lod-cloud.net/”
  • 16. Are we there yet?
  • 17. In our Context Learning Video Course Concept Material isa isa isa coveredIn Viral mentionedIn INFO_MKTG_250 Marketing
  • 18. In our Context Structured Conceptual Layer Learning Video Course Concept Material isa isa isa coveredIn Viral mentionedIn INFO_MKTG_250 Marketinghttp://linked.aub.edu.lb/resource/course/info_mktg_250 Semantic Relations Unique Identifiers
  • 19. Semantic Graph Mockup of OSB Courses
  • 20. Automatic Linking Workflow
  • 21. Library Publications PodcastsCatalogue Courses YouTube People Information Linked Data Platform
  • 22. Linked Data Lucero StatisticsEntity Type Number of InstancesCourses 580Research Publications 16,000Video Podcasts 2,200Audio Podcasts 1,500Open Educational Resources 640YouTube Videos 900University Buildings 100Library Catalogue Books 12,000
  • 23. Some Outputs Research Output Analytics Connecting Learning Material New Delivery Channels Geo Connections
  • 24. Crafting Personal Semantic Graphs• While automation is good for existing structured information, it has limitations when concepts are embedded in the content, and at the level of personalizing learning experiences and resources• In addition to automation, we need to engage teachers to semantically graph the delivery of their courses in their personal classrooms, enriched with learning resources that can be seamlessly added to the graph
  • 25. Building Personalized Semantic Graphs T
  • 26. Additional Requirements• Study the deployment of semantic sharing techniques that can be integrated in existing applications• Support users in picking and linking to relevant areas of the semantic graphs• Devise mechanisms to channel and adapt content based on specific learning contexts• Secure the appropriate centralized platform to serve linked content
  • 27. Advantages
  • 28. Breaking Courses Isolation Semantic Engine INFO 200 INFO/MKTG 250 FINA 210 Viral Marketing Viral Marketing ROI Social ROI
  • 29. Sharing• Enhancing connections between educators and improving social engagement This is a nice VM video INFO 200 INFO/MKTG 250 FINA 210 Viral Marketing Viral Marketing ROI Social ROI
  • 30. Sharing• Enhancing connections between educators and improving social engagement This is a nice VM video INFO 200 INFO/MKTG 250 FINA 210 Viral Marketing Viral Marketing ROI Social ROI
  • 31. Adaptive Content Discovery What are the slides related to group project 1? S S S S T S S S S
  • 32. Adaptive Content Discovery What are the slides related to group project 1? I want to know S more about S S viral marketing S T S S S S
  • 33. Adaptive Content Discovery What are the slides related to group project 1? I want to know S more about S S viral marketing Where did I learn about S game theory? T S S S S
  • 34. Adaptive Content Discovery What are the slides related to group project 1? I want to know S more about S S viral marketing Where did I learn about webinar, This S game theory? is it T how S relevant to my BBA? S S S
  • 35. Retaining Knowledge INFO200 CMPS209ENG203 MKTG210
  • 36. Further Potential Use Cases
  • 37. Student Assistant MNGT 210 Office hours: Program OSB Running Chess OSB 456 MWF: 3-4pm interestedIn AUB Student Beirut MarathonenrolledIn completed 11 Nov 2012 Person EventsMNGT FINA 215 210 Books You have to take MNGT 210 next spring. Hagop Run New chess book AUBRun at AUB library Linked UniversityStudent Context Content
  • 38. Towards Interactive CasesStarbucks with the rise of Title Organizationssocial media.This case explores… Issues Who People Who is involved in this case? - Starbucks Assumptions Missing - Angry customer A Data Case A customer posted a bad Learning feedback on facebook Concepts Implementation about the company Plan SummaryRelatedmaterial Courses Learning Resources …..
  • 39. Conclusions and Research Directions• Semantic technologies can potentially contribute to: • Better support educators in directing learning content • Deliver more personalized and adaptive learning experiences • Move from isolated courses and degree delivery, to a richer and linked educational program• Our future research directions include: • Analyzing the impact of semantic technologies on courses delivery in classrooms • Evaluating the enhancements in content discovery within learning environments • Investigate the assessment of students on learning concepts, rather than on course-based evaluations
  • 40. Watch this space http://linked.aub.edu.lb Thank you http://fouad.zablith.org @fzablith
  • 41. Image Sources• http://www.nytimes.com/2012/11/11/magazine/how-zara- grew-into-the-worlds-largest-fashion- retailer.html?pagewanted=all&_r=1&• http://openclipart.org/detail/172849/mobile• http://www.isle-aux-allumettes.com/town-hall/minutes.php• http://www.englishkey.com.mx/English%20for%20compan ies.html• http://business.time.com/2012/06/21/finding-a-job-in- 2012-real-life-success-stories/

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