Underlying Concepts and Theories of Learning with the
Semantic Web
4th EduMedia Conference 2008
Special Track \"Technology Support
for Self-Organised Learners\" (TSSOL08)‫‏‬
3. June 2008 in Salzburg
Sandra Schaffert
Wolf Hilzensauer
Salzburg Research Forschungsgesellschaft m.b.H.
2008-06-03
EduMedia08
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This presentation builds on:
| Schaffert, Sandra; Bürger, Tobias; Hilzensauer, Wolf &
Schaffert, Sebastian (2008). Underlying Concepts and
Theories of Learning with the Semantic Web. In: Marco
Kalz, Rob Koper, Veronika Hornung-Prähauser & Michaela
Luckmann (Ed.): TSSOL 2008, Technology Support for Self-
Organized Learners, Proceedings, EduMedia Conference
2008, Salzburg, Austria, May 26, 2008, p. 67-83.
| http://sunsite.informatik.rwth-
aachen.de/Publications/CEUR-WS/Vol-349/schaffert.pdf

Introduction: our
visit at the
TENCompetence
Winterschool 2008
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50 PhD students and „e-
learning“ experts...
Hannes Ebner – see http://www.flickr.com/photos/hannesebner/2282930163/
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.... discussed a
lot about „Semantic
Web and Learning“
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EduMedia08 Hannes Ebner – see http://www.flickr.com/photos/hannesebner/2274448420/

... but did they
really talk about
the same?
Stefan Karlhuber – see http://www.flickr.com/photos/s_karlhuber/2294062185/
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Agenda
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Agenda
| Semantic Web – a short introduction
| Underlying concepts in the field of Learning in the Semantic
Web
| Aspect 1: The Content
| Aspect 2: The role of the learner
| Aspect 3: The social involvement
| Project Screening
| Summary
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Semantic Web – a
short introduction
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Semantic Web ...
| aiming at making Web content accessible to machines
| in a way that goes beyond mere presentation and rendering
of content
| goal: enriching the existing Web to provide Web-based
systems with advanced (so-called intelligent) capabilities,
| in particular with context-awareness and
| decision support.
| realised with meta-data and (meta-) data processing
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One of the core challenges for the Semantic Web
for Learning: providing meta data
| humans can provide meta data by using a machine
interpretable coding scheme
(XML, RDF, XML, OWL, … )
| Humans can use inductive approaches
as e.g. tagging
| computers can produce structure & meta data
automatically
| All these approaches are not easy to realise.
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Learning with the Semantic Web …
| ... is in its infancy
| several projects and tools
| but only few of them with a special focus on learning
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Underlying concepts
in the field of
Learning in the
Semantic Web
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Underlying concepts in the field of Learning in
the Semantic Web
| Aspect 1: The Content
| Aspect 2: The role of the learner
| Aspect 3: The social involvement
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Aspect 1: The Content
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Example:
EU project
LUISA
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EduMedia08 Hannes Ebner – see http://www.flickr.com/photos/hannesebner/2273654061/in/set-72157604106892381/

Example:
MOSEP
Tutorials
within a
Semantic
Wiki
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(Ikewiki)
EduMedia08 See http://wiki.mosep.org

Aspect 1: The Content
| a) the content is fixed (“canned content”), claiming to be
objective
| b) the content as dynamic, permanently “under
development” and only shallowly categorised
(miscellaneous)
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Aspect 2: The role of
the learner
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Example:
An active
math
application
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Screenshot of a active math application -
http://www.leactivemath.org/fileadmin/leactivemath/images/LeAMContentSchool_copy_1.jpg

Example:
FLOCK
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Screenshot of Flock (a Social Browser) -
http://blog.wired.com/monkeybites/images/flock1.jpg

Aspect 2: The role of the learner
| a) the learner as a consumer, being taught by a
teacher/trainer
| b) the learner as an active, self-organised creator of his/her
own environment
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Aspect 3: The social
involvement
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“The setting for Web-based education” according to Devedižić (2004, figure 2, p. 32)‫‏‬
– an exemplary illustration of an socially isolated learner

Example:
Teamspace
by Chris
Glahn
Stefan Karlhuber – see http://www.flickr.com/photos/s_karlhuber/2294115657/
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Aspect 3: The Social Involvement
| a) the learner as “isolated”, on his/her own
| b) the learner communicates with humans, in terms of
being involved in a learning community
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Project Screening
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E.g. the APOSDLE project
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E.g. the APOSDLE project
| Is the learning content seen
as something miscellaneous
and under development?
| Is the role of learner that of
an active, self-organised
creator?
| Does the social involvement,
e.g. the learning
communities, play a role?
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Content analysis of projects and tools in the field of Learning with Semantic technologies

The two dominant types of projects concerning to the three aspects of their
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underlying concepts in the field of learning with the Semantic Web: Illustrating the
EduMedia08 paradigm shift from e-learning 1.0 to e-learning 2.0 (just for illustration purpose; the
aspects are not orthogonal as depicted in the figure)‫‏‬

Similar results ...:
A Literatur Analysis
Illustration of the
statistical analysis of
the co-citation of
publication about
learning on the topic
“Semantic Web”
Source: Beat Döbili
2008-06-03 http://beat.doebe.li/
EduMedia08
bibliothek/w01364.html

Summary
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Summary
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You will found our presentation ... in our Weblog
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http://edumedia.salzburgresearch.at 35

Kontakt
Dr. Sandra Schaffert
Mag. Wolf Hilzensauer
Salzburg Research Forschungsgesellschaft m.b.H.
Jakob-Haringer-Str. 5/III
A-5020 Salzburg
Phone: +43-662-2288- Sandra: 429 - Wolf: 423
Fax: +43-662-2288-222
sandra.schaffert@salzburgresearch.at
wolf.hilzensauer@salzburgresearch.at
2008-06-03
http://www.salzburgresearch.at
EduMedia08 .
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