E -Learning on the Social Semantic Information Sources Informal ways of knowledge harvesting Jarosław Dobrzański Jaroslaw.dobrzanski @deri.org March , 14 rd 200 7

Outline Motivation scenario Formal and Informal Learning Social Semantic Information Sources review Expressing information Didaskon

Motivation scenario

Formal and Informal Learning

Social Semantic Information Sources review

Expressing information

Didaskon

Sample scenario Preconditions: John, 22 years old student, wants to learn the history of Ireland John already has some knowledge in that field, since last summer he was in Dublin for a month (he has done some sightseeing) One of is hobbies is gaellic footbal His best friend, Paul: Has recently learned about Ireland Has also read supportive meterials delivered by the LMS. Has described the most interesting facts in his semantic blog Has also bookmarked some relevant websites on his del.icio.us LMS knows abovementioned facts – they are included in his profile description

Preconditions:

John, 22 years old student, wants to learn the history of Ireland

John already has some knowledge in that field, since last summer he was in Dublin for a month (he has done some sightseeing)

One of is hobbies is gaellic footbal

His best friend, Paul:

Has recently learned about Ireland

Has also read supportive meterials delivered by the LMS.

Has described the most interesting facts in his semantic blog

Has also bookmarked some relevant websites on his del.icio.us

LMS knows abovementioned facts – they are included in his profile description

Sample scenario Action: John is mature – used courses for adults He has learned something while sightseeing – no use repeating Introduce into learning path more information about gaellic footbal , perhaps even on other Irish sport disciplines as he likes sport Use the information Paul has collected on del.icio.us and his semantic blog Results John learned from formal learning materials He also used new collaborative tools He annotated and evaluated (parts) of the learning material – the can be useful in future

Action:

John is mature – used courses for adults

He has learned something while sightseeing – no use repeating

Introduce into learning path more information about gaellic footbal , perhaps even on other Irish sport disciplines as he likes sport

Use the information Paul has collected on del.icio.us and his semantic blog

Results

John learned from formal learning materials

He also used new collaborative tools

He annotated and evaluated (parts) of the learning material – the can be useful in future

Formal vs. Informal learning Flexible and spontaneous – learn what/when/where you want New, more natural, unofficial approach Learning is PULLED Chats, observations Rapid exapnsion of the Internet affected it Costs less, better effects Rigid cources – made once and for all Traditional, old, preparatory approach (i.e. classrooms) Training is PUSHED Also new platforms – online courses provided by Learning Management Systems – HUGE COSTS Informal Formal

Flexible and spontaneous – learn what/when/where you want

New, more natural, unofficial approach

Learning is PULLED

Chats, observations

Rapid exapnsion of the Internet affected it

Costs less, better effects

Rigid cources – made once and for all

Traditional, old, preparatory approach (i.e. classrooms)

Training is PUSHED

Also new platforms – online courses provided by Learning Management Systems – HUGE COSTS

Social Semantic Iinformation Sources Techniques of Web 2.0 and the Semantic Web – towards the Semantic Web 2.0 Collaboration, sharing, bookmarking powered by semantic descriptions Examples: Semantic Blogs Semantic Wikis Social Semantic Digital Libraries

Techniques of Web 2.0 and the Semantic Web – towards the Semantic Web 2.0

Collaboration, sharing, bookmarking powered by semantic descriptions

Examples:

Semantic Blogs

Semantic Wikis

Social Semantic Digital Libraries

Semantic Blogs Will Richardson – educational blogging pioneer Students to write a reader’s guide to a book Author of the book involved – answering questions Collaboration platform Metadata about the blogs content to adapt them to the Semantic Web platform Semantic Blogs are both human and machine readable Better search , browsing and navigation Enriching posts with other types of information Rich relations between posts from many weblogs

Will Richardson – educational blogging pioneer

Students to write a reader’s guide to a book

Author of the book involved – answering questions

Collaboration platform

Metadata about the blogs content to adapt them to the Semantic Web platform

Semantic Blogs are both human and machine readable

Better search , browsing and navigation

Enriching posts with other types of information

Rich relations between posts from many weblogs

Semantic Wikis Wiki – interlinked website developed and maintained by a community Simple text syntax for creating pages Easy and deep linking via names Developed by members of a society Everyone tries to keep it reliable Versioning and diff features Examples: e ncyclopedia, open source software management platform, personal information management system

Wiki – interlinked website developed and maintained by a community

Simple text syntax for creating pages

Easy and deep linking via names

Developed by members of a society

Everyone tries to keep it reliable

Versioning and diff features

Examples: e ncyclopedia, open source software management platform, personal information management system

Semantic Wikis Semantics improves wikis Better structure and content modelling – a way to create RDF without knowing about it Rich description of relations between pages Defining types and objects RDF Import / export anabled

Semantics improves wikis

Better structure and content modelling – a way to create RDF without knowing about it

Rich description of relations between pages

Defining types and objects

RDF Import / export anabled

Social Semantic Digital Library Digital library for the next generation Internet Different resources: books, magazines, multimedia Additional, informal sources of information: evaluations, annotations More efficient, ontology-based search Community-enabled search and browsing Integrating knowledge from various heteregenous sources Interconnecting different digital library systems Repository of knowledge

Digital library for the next generation Internet

Different resources: books, magazines, multimedia

Additional, informal sources of information: evaluations, annotations

More efficient, ontology-based search

Community-enabled search and browsing

Integrating knowledge from various heteregenous sources

Interconnecting different digital library systems

Repository of knowledge

Other informal sources of knowledge Online chats: Skype, Jabber Video streaming: YouTube, Google Video Slides repository: slideshare.net Social bookmarking: del.icio.us Photo services: Flickr Online calendars: upcoming.org

Online chats: Skype, Jabber

Video streaming: YouTube, Google Video

Slides repository: slideshare.net

Social bookmarking: del.icio.us

Photo services: Flickr

Online calendars: upcoming.org

SIOC (Semantically-Interlinked Online Communities) Framework/ontology for connecting different online community sites and expressing information collected from them Allows instant import/export of the data to the semantic character for further use Still developed to cover more Web 2.0 community sites

Framework/ontology for connecting different online community sites and expressing information collected from them

Allows instant import/export of the data to the semantic character for further use

Still developed to cover more Web 2.0 community sites

Didaskon project Developed in DERI Deliver a framework for assemblying an ondemand curriculum from existing Learning Objects (LOs) provided by e-Learning services Connection between formal and informal learning: Repository of couses prepared by specialists (formal LOs) Transform data collected from SSIS into LOs (informal knowledge) Used o ntolog ies link user needs and the characteristics of the learning material

Developed in DERI

Deliver a framework for assemblying an ondemand curriculum from existing Learning Objects (LOs) provided by e-Learning services

Connection between formal and informal learning:

Repository of couses prepared by specialists (formal LOs)

Transform data collected from SSIS into LOs (informal knowledge)

Used o ntolog ies link user needs and the characteristics of the learning material

Didaskon project LOs described with LOM ontology, composed into a learning path for a specific student User profile (knowledge level in different domains and goals/expectations from the course) described with FOAF ontology – preconditions Didaskon: returns learning material customized for specific user’s needs allows more scalable helper features for students supervision Produced curriculum: reflects user requirements introduces new interdisciplinary, extensible and robust meaning of e-Learning

LOs described with LOM ontology, composed into a learning path for a specific student

User profile (knowledge level in different domains and goals/expectations from the course) described with FOAF ontology – preconditions

Didaskon:

returns learning material customized for specific user’s needs

allows more scalable helper features for students supervision

Produced curriculum:

reflects user requirements

introduces new interdisciplinary, extensible and robust meaning of e-Learning