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SemTech Survey - Web Science 2009 Conference

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    • 1. Semantic Technologies for Learning and Teaching A survey of UK Higher Education Thanassis Tiropanis, Hugh Davis, Dave Millard, Mark Weal {tt2, hcd, dem, mjw}@ecs.soton.ac.uk www.semtech.ecs.soton.ac.uk
    • 2. topics • semantic technologies for learning and teaching • classifying semantic technologies in a web 2.0 environment • surveying semantic tools and services for education • identifying trends on semantic technology adoption • discussing future adoption
    • 3. the semtech project JISC-funded project working with CETIS • SemTech is investigating the benefits of semantic technologies in learning and • teaching and outlining a roadmap for their adoption in the context of HE/FE education and informal learning Survey of semantic tools and services • Current adoption of semantic technologies in the UK higher education • Roadmap of semantic technology adoption in the next 5 years • www.semtech.ecs.soton.ac.uk •
    • 4. semantic tech in edu scenario? Agreed Ontologies learning content discovery Metadata personalisation & adaptation Learning Content
    • 5. semantic tech in a web 2.0 world • Soft semantics Meaning in formats that humans can process ‣ Lightweight knowledge modelling in Web 2.0 applications ‣ • Hard semantics Meaning in formats that machines can process ‣ Processing is independent of specific knowledge models ‣
    • 6. semantic tech in higher education Learning and teaching challenges • Assisting course creation and delivery workflow ‣ Recommendation of relevant resources and people ‣ Group formation ‣ Critical thinking and argumentation support ‣ Efficient personal and group knowledge construction ‣ Assessment, certification, plagiarism ‣
    • 7. semantic tech in higher education Higher education challenges • Student retention by monitoring progress and empowering students ‣ Student recruitment ‣ Visibility of programmes and research output, attracting funding ‣ Efficiency of accreditation ‣ Workflows and collaboration across departments and institutions ‣ Integration of knowledge capital, cross-curricular initiatives ‣ Transparency of data held by educational institutions ‣
    • 8. surveyed semantic tech semtech-survey.ecs.soton.ac.uk Collaborative Searching and Authoring and Matching Annotation Infrastructural Repositories, VLEs Technologies for and Authoring tools Linked Data and Semantic Enrichment
    • 9. Collaborative Authoring and Annotation Tools Mymory Unobtrusive user observation Meaning co-ordination Annotation of resource sections Compendium Visualisation of arguments Collaborative domain modelling Real time meeting capture
    • 10. Searching and Matching tools Arnetminer Find experts Associations between experts Mining RDF from existing repositories LUISA Discovery, selection, negotiation and composition of LOs Annotation techniques Use of Semantic Web Services
    • 11. Repositories, VLEs, Annotation tools Freebase Collaboratively authored, open repository of structured topics Topics mined from other repositories Accessible via open APIs SKUA Distributed network of semantically aware shared annotation services in the form of RDF stores Support for user-facing applications
    • 12. Infrastructural Technologies D2R Server RKBExplorer Konduit Virtuoso
    • 13. surveyed semantic tech use Wiki • Actors: Tagging Blog/Electronic Journal Teacher Shared Bookmarking RDF Student OWL Assessor/Examiner University Administrator FOAF System Administrator Other Administrator SKOS Program/Module Co-ordinator Triple Store Admissions Team Automated System Ontology/Taxonomy Researcher Archive/Repository
    • 14. semantic tech value Well-formed Metadata Interoperability/Data Integration Improved Data Analysis/Reasoning Reasoning Linked data Well-formed metadata
    • 15. semantic tech trends in education Quantitative approach • value in well-formed metadata for over 4 in 5 cases ‣ value in data-integration for over 2 in 5 cases ‣ value in data analysis and reasoning for almost 2 in 5 cases ‣ some cases with value in well-formed data only are existing ‣ repositories or tools aiming aiming for interoperable data (e.g. dblp, eprints, project gutenberg, talis, d2r) the rest could benefit from data integration (e.g. argumentation ‣ tools like cicero/debategraph or konduit, PROWE)
    • 16. semantic tech trends in education Qualitative approach • Collaboration tools can benefit from data integration and ‣ reasoning for inline recommendation, matching, linking to other collaboratively authored repositories Searching and matching tools benefit from integration and ‣ reasoning (e.g. case of Yahoo! SearchMonkey) Repositories, VLEs, annotation tools can link to other ‣ repositories and increase their visibility All identified HE challenges can benefit from data integration ‣ and reasoning
    • 17. the road ahead The initial value of semantic technology be in scale first before • reasoning The emergence of a linked data field across related repositories • could enable applications and value for the identified HE challenges Semantic tools and services that map linked data to application- • specific ontologies will increase linked data value and impact Encouragement of community-agreed ontologies to empower • semantic applications along the side of application-specific ontologies Expressive semantics to enable pedagogy-aware applications •
    • 18. issues •a classification of pedagogically meaningful uses of linked data? • novel learning and teaching activities enabled by semantic technologies and linked data? • documentation of success cases of semantic technology adoption in education? • barriers to exposing institutional repositories in RDF?
    • 19. Acknowledgements The SemTech team: The JISC CETIS Semantic The SemTech workshop participants: Technology Working Group: Hugh Davis Colin Allison (University of St. Sheila MacNeill (CETIS) Faith Lawrens Andrews) Lorna Campbell (CETIS) David Millard Chris Bailey (University of Bristol) Phil Barker (CETIS) Asma Ounnas Liliana Cabral (Knowledge Media Helen Beetham Institute, Open University) Heather S. Packer Simon Buckingham-Shum (Open Patrick Carmichael (University of Marcus Ramsden University, UK) Cambridge) Daniel A. Smith David Davies (University of Warwick) Tom Franklin (Franklin Michael Gardner (University Essex) Consulting) Thanassis Tiropanis Tony Linde (University of Leicester) David Kay (Sero Consulting) Mark Weal George Magoulas (London Wilbert Kraan (CETIS) Su White Knowledge Lab, Birkbeck College) Sue Manuel (University of Gary Wills Uma Patel (City University) Loughborough) Alex Poulovassilis (London Learning Societies Lab Lou McGill Knowledge Lab, Birkbeck College) Graham Wilson (LT Scotland) John Scott (University of Essex) (ECS-University of Robin Wylie (LT Scotland) Southampton) David Kernohan (JISC)
    • 20. Thank you! Thanassis Tiropanis - tt2@ecs.soton.ac.uk
    • 21. surveyed semantic tech Collaborative authoring and annotation tools ‣ relationship of resources, argumentation structure and visualisation, recommendation ‣ Searching and matching tools ‣ matching people based on interests, resources based on topics, ‣ Repositories, VLEs and annotation tools ‣ higher education expertise, experiment workflows, mining repository topic hierarchies ‣ Infrastructural tools to expose/integrate resources ‣ databases to RDF, data interoperability and integration, triple stores, efficient querying ‣
    • 22. semantic tech survey semtech-survey.ecs.soton.ac.uk Collaborative authoring and annotation Searching and Matching Repositories, VLEs and annotation Infrastructure for exposing/integrating resources Searching & Matching Authoring & Annotation Repositories Infrastructure
    • 23. surveyed learning activity use • Collaborative activities • T&L activities involving the individual Team Building Computer Mediated Information Gathering Discussion Information Handling Computer Mediated Experimentation Information Publishing Role Play Content Creation Simulation Content Annotation Experiments