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Building a semantic vocabulary framework for a digital curriculum

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Strijker, a. (2011-10-27) Building a semantic vocabulary framework

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Building a semantic vocabulary framework for a digital curriculum

  1. 1. Building a semanticvocabulary framework foreducational repositoriesEdrene conferencePoitiers, October 26-27, 2011Allard Strijker, SLO
  2. 2. Semantic web YouTube
  3. 3. Questions.. to think about• How to deal with the meaning of terms in vocabularies?• Related experiences, research?
  4. 4. Vocabularies used for• Labelling Learning resources• Searching and finding• Interoperability between educational collections (50+)• Data exchange between schools and government• Structuring content in Virtual Learning Environments• Monitoring learners• Data exchange test results
  5. 5. Growing number of vocabularies (88)• CZP 1.7 structure - LOMv1.0 • CZP 9.2 classification - MBO skill level -• CZP 1.8 aggregation level - LOMv1.0 Reference framework for language and• CZP 1.8 aggregation level - Recommended mathatics (Draft)• CZP 2.2 status - LOMv1.0 • CZP 9.2 classification - PO discipline - Subject indicators for primary education• CZP 2.3.1 lifecycle contribute role - (Draft) LOMv1.0 • CZP 9.2 classification - VO discipline -• CZP 3.2.1 metametadata contribute role - Subject indicators for secundary education LOMv1.0 • CZP (Submitted) 5.2 NME learning material• CZP 4.4.1.1 technical requirement type - types LOMv1.0 • CZP (Submitted) 6.2 copyrights and other• CZP 4.4.1.2 technical requirement name - restrictions - NL-LOM operating system - LOMv1.0 • CZP (Submitted) 9.2 classification -• CZP 4.4.1.2 technical requirement name - algemeen discipline - Economy learning operating system - mobile devices (Draft) domains• CZP 4.4.1.2 technical requirement name - • CZP (Submitted) 9.2 classification - general webbrowser - LOMv1.0 competency - NME competencies within• CZP 5.1 interaction type - LOMv1.0 methods• CZP 5.2 learning resource type - LOMv1.0 • CZP (Submitted) 9.2 classification - general• CZP 5.2 learning resource type - discipline - Arithmatic learning domains Recommended • CZP (Submitted) 9.2 classification - general• CZP 5.3 interactivity level - LOMv1.0 discipline - Language learning domains• CZP 5.4 semantic density - LOMv1.0 • CZP (Submitted) 9.2 classification - general• CZP 5.5 intended end user role - LOMv1.0 discipline - LB domains, dimensions and
  6. 6. Inconsistency in vocabulairies• Users • Versions• Function • Metadata• Naming • Structure• Location • Coverage• Relations • Communication
  7. 7. Vocabulary framework Dutch Level 1 Boston Water• One master set of Level 2 English unique terms Explain why some people (>>5000) think that Poitiers was a Roman Capital• Clear classification Geography Mathematics of terms Human Chemistry• Vocabularies as Care Electrical collections Biology enignering• Clear relations Programming Narrow Term between subsets
  8. 8. Classification Framework Educational Organizational Technical Learning Levels Content objectives
  9. 9. Vocabularies as Collections Subjects Electrical English Science enignering Primary education Secondary Mathematics education Dutch Chemistry Geography Program ming Vocational Biology education Human Care
  10. 10. Relations Boston Content 2nd grade Explain why Boston secondary education is important Learning Levels objectives
  11. 11. Semantic vocabularies• Terms with multiple meanings like Boston – Each meaning a unique identifier – Terms have a shared caption – Shared captions are also used as identifier – Describing learning materials most specific • ID: UUID1 • Description: Boston the city in England • Caption; Boston • Classification: Content • ID: UUID2 • Description: Boston the band • Caption; Boston • Classification: Content
  12. 12. Vocabularies• Geography Narrower Term Cities in England• Cities in England Narrower Term Boston• Vocabulary – UUIDA Narrower Term UUIDB – UUIDB Narrower Term UUID2
  13. 13. Thank you!• More information – Allard Strijker – a.strijker@slo.nl

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