Positioning and Navigation: Services for Open Educational Practices


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To choose suitable resources for personal competence development in the vast amount of open educational resources is a challenging task for a learner. Starting with a needs analysis of lifelong learners and learning designers we introduce two wayfinding services that are currently researched and developed in the framework of the Integrated Project TENCompetence. Then we discuss the role of these services to support learners in finding and selecting open educational resources and finally we give an outlook on future research.

Download the slides here http://hdl.handle.net/1820/1076

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Positioning and Navigation: Services for Open Educational Practices

  1. 1. Marco Kalz Educational Technology Expertise Centre Open University of the Netherlands [email_address] www.marcokalz.de 10 th International Conference on Interactive Computer Aided Learning, Villach (Austria) 26 – 28 September 2007 Special Session on Open Educational Resources and Practices
  2. 2. Stations of my talk Introduction Circus Problem Station State of the Art Gate Service Circle Speaker’s Corner
  3. 3. <ul><li>Problem for learners using OER: </li></ul>Lack of Orientation Anonymity Which learning activities & resources fit to the learner’s prior knowledge & competence development goals? What are other learners in my domain doing? How can I get in touch with them? Photo by Jasmic@Flickr
  4. 4. Current Situation Distributed, unconnected repositories Unconnected learner communities Searching for OER is complicated, because learners have to know where to search. Learning communities are organized around repositories and not around topics or competence development goals.
  5. 5. Research Agenda for OER <ul><li>“Access is not the issue; </li></ul><ul><li>personalized access is” </li></ul><ul><li>Peter Brusilovsky/Nicola Henze 2007 </li></ul>
  6. 6. Current Solutions IEEE LOM, Dublin Core Learning Object Level Open Archive Protocol for Metadata Harvesting (OAIPMH), Simple Query Interface (SQI) Repository Level MOCSL-project (Utah State), Social Software (Social Bookmarking, Blogging etc.) User Level
  7. 7. Tencompetence Wayfinding Approach 1.) Prior Knowledge Analysis with Language Technology (Kalz et al. 2007) 2.) Personal Recommender System (Drachsler et al. 2007) Our approach to the orientation problem for learners who use OER Latent Semantic Analysis (LSA) to compare resources in learner portfolios with resources in repositories. Bottom-up techniques to recommend appropriate resources and activities Photo by psychogoddess@Flickr
  8. 8. Prior Knowledge Analysis with LSA <ul><li>Latent Semantic Analysis (Landauer, et al. 1998) is a vector-based technique that is suited well to compare the similarity of documents </li></ul>Learner’s documents Repository resource 0.823
  9. 9. <ul><li>We have evaluated LSA and compared results with expert opinions about prior knowledge in the psychology domain </li></ul><ul><li>For a recommender system in OER, this functionality can analyze documents in the learner portfolio and present only resources on a specific “interest scale” (e.g. Between 0.4 & 0.8). </li></ul><ul><li>Another implementation possibility for LSA would be the analysis of similar resources the learner would like to find. </li></ul>Prior Knowledge Analysis with LSA
  10. 10. Personal Recommender System
  11. 11. Personal Recommender System <ul><li>Collaborative Filtering </li></ul><ul><li>User-based </li></ul><ul><li>Item-based </li></ul><ul><li>Stereotype </li></ul><ul><li>Content based techniques </li></ul><ul><li>Case-based reasoning </li></ul><ul><li>Attribute-based recommendation </li></ul>(Kim, 2006) (Kim, 2006)
  12. 12. Wayfinding Services Overview <ul><li>Repositories </li></ul><ul><li>Positioning Service </li></ul><ul><li>Peer Learners </li></ul><ul><li>Next best resource recommendation </li></ul>Action Record
  13. 13. Future Work <ul><li>This is today </li></ul><ul><li>This might be the near future </li></ul><ul><li>...and this is our target. </li></ul>
  14. 14. Thank you!