Development of a risk assessment system based on pattern matching of behaviou...
Eduknowledge
1. EDUKNOWLEDGE-AN USEFULL TOOL
FOR E-LEARNING, KNOWLEDGE BASED,
CONTENT DESIGN AND DEVELOPMENT
Ph.D.STEFAN KOVACS
INCDPM ”Alexandru Darabont” Bucharest,Romania
Bv.Ghencea 35 A,sect.6
E-mail:stefan_agk@yahoo.com
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2. Knowledge-blessing or ordeal ?
Knowledge is, perhaps, the most precious
asset for every developed society.
Knowledge refinement and processing
towards learning is a tedious work asking for
a lot of resources. However, if the knowledge
is not processed and is not learning-ready the
user will be bored in a very short time,
perhaps loosing what is essentially needed
for the unimportant knowledge.
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5. Knowledge-blessing or ordeal ?
This is a most important aspect when the elearning process is focused on occupational
safety matters. If the student does not learn
about how to perform safely an activity- being
feed instead with theoretical aspects- he
could easily be involved into an unpredicted
event, incident or work accident. Even if he is
not injured there could be loss of property
or/and adverse effects upon the environment.
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7. EDUKNOWLEDGE ?
EDUCATIONAL TAILORED KNOWLEDGE
WITH A TWIST
Domain oriented knowledge
Task oriented knowledge
Specific abilities optimal development oriented
knowledge
Self-upgrading knowledge
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8. EDUKNOWLEDGE ?
Eduknowledge is a general concept, meaning
knowledge specially prepared for educational
purposes. Eduknowledge clusters are well
defined structures that could optimize and
maximize the efficiency of e-learning
activities when such activities are oriented
towards skill(aptitudes) achievement.
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12. Eduknowledge framework structure(s)implementation
The eduknowledge framework is generally implemented by an
authoring instrument –for our prototype we used ToolBook 9.01.
We used also expert system shells for developing the dynamic
part of eduknowledge. This dynamic part is not just a simple
interaction but a decision assistant system.
The eduknowledge cluster developed by this module contains a
static part - the main and essential body of knowledge needed
to acquire the skill together with links towards the dynamic part
of the eduknowledge – knowledge extensive assistants and
interactive applications that should give the learner the ability to
master the new acquired skill.
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14. Eduknowledge framework structure(s)implementation
Case studies are the start-up of knowledge
based education- hands on simulation
generator and supplemental knowledge
finder being case centered. The body of
knowledge is goal centered, and so is also
the meta-data.
The most important aspect regarding
eduknowledge is represented by the
processing of knowledge into specially
goal oriented structures.
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16. Knowledge processment into
Eduknowledge
First, the usefull knowledge for the certain goal (for example the
development of risk management capabilities at a contruction
facility-best practice procedures and instructions) are identified
and detached
Then, a context threshold is built, including work context and skill
context.
The main knowledge body is built.
The knowledge content and form are checked against this
threshold and also taking into account knowledge engineering
goals.
If the main knowledge body is OK then auxiliary knowledge
bodies (case studies and so on) are developed
The Optimal Education Approach is added.
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17. Knowledge processment into
Eduknowledge
Knowledge processing needs to introduce
mechanisms to identify and incorporate
users’ knowledge that could be helpful in
explaining the bi-lateral adaptation,
customization and modification of acquired
skills.
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18. Knowledge processment into
Eduknowledge
In this respect, in our research,“The ObjectMediated User Knowledge Elicitation”OMUKE was the main method being
proposed as a way to capture user
knowledge that helps eduknowledge design
teams to develop clear insight into user
needs and use context.
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19. Knowledge processment into
Eduknowledge
The OMUKE method relies on the context of
events and attained goals and incorporates
elements of user observations and the
Converging Perspective Method, leading to
a systemic decomposition of the interesting
field of knowledge.The method used
triggered mechanisms to externalise user
knowledge.
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21. Knowledge processment into
Eduknowledge
The main steps in processing the main body of
knowledge are:
-analysis of the domain;
-knowledge elicitation by expert;
-concept mapping;
-development of knowledge model;
-identification-based on the knowledge model- of
activity related essential knowledge bits-AREK(for example-steps of a specific task performing)
-functional ordering of AREK - this structure will
be the pillar of the eduknowledge cluster;
-Evaluation of the other domain knowledge
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23. Knowledge processment into
eduknowledge
Evaluation of the other domain knowledge- for every
part of operational knowledge connected with the
domain there domain expert together with the
knowledge engineer will give a mark. The mark shall
reflect:
The degree of knowledge interest;
The possibility of efficient knowledge processment;
Depending on the obtained mark the knowledge will be
used (or not) in various postures
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24. Knowledge processment into
eduknowledge
Generally, for opperational purposes are
used just the parts of knowledge marked 5
and 4. When the eduknowledge goal is more
larger there could be used all the knowledge.
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25. Development of eduknowledge clusters
An eduknowledge cluster contains both
essential(static) knowledge- the knowledge
needed for mastering the skill and dynamic
knowledge- interactive objects which serve
as hands-on training and, depending on the
complexity of the problem being analysed
could be developed till decision-asistant
expert systems.
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27. Development of eduknowledge clustersstatic knowledge
The static knowledge is included (glued)in
the eduknowledge frame, frame developed
with one of the authoring instruments
available. We have choosen ToolBook 9.01
as the most handy instrument from our
experience. ToolBook 9.01 gives the
oportunity to disseminate off-line- using its
run-time and also to build an on-line
dissemination in DHTML form.
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28. Development of eduknowledge clustersdynamic knowledge
The interactive objects could also be built in
ToolBook. However, we have chosen for our
prototype an instrument called VisiRule (built
under Flex for Windows -a LPA-PROLOG
application). VisiRule allows the design of
hands-on training on the spot, by simply
charting the model of the problem and
generating automatically code.
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32. Development of eduknowledge clusters
It could be seen that an eduknowledge
cluster is composed by:
-the main knowledge chunk-which teaches
effectively-structuring the ability(skill) needed
to learn;
-various support structures-which allow to
exercise and master the ability;
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34. Development of eduknowledge clusters
1 cluster=1 learned ability
Clusters could be chained in order to develop
a complex ability. For example, risk
management.
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36. Prototype testing
The developed prototype was conceived with the
goal of mastering safety management for SME in
the construction domain. Building is a very accident
prone domain so the managers of building teams
have a special responsibility. In order to minimize
the occupational accidents in the construction
domain there was developed an eduknowledge
cluster for safety management in constructions ECSMC.A number of 5150 managers from all the
construction SME in Romanian regions had
performed a crash course-using this eduknowledge
cluster, on an Intranet network.
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37. Prototype testing
Our test lot was composed mainly by men
with an average age of 46 years and high
school studies. We have focused on
immediate feedback, with performance
indicators like understandability, easiness in
usage, perceived efficiency and a delayed
feedback, asking for perceived efficiency
after six months. All these parameters were
assessed by the students on a
0(inacceptable)...5(excellent) scale
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38. Obtained results
Using this scale we have received and
processed 5000 feedbacks, finding that 76%
of the responders have evalluated the
easiness in usage and perceived efficiency at
4 or between 4 and 5 ,14% at 5, 5% below 4
and 5% below 3.
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39. Obtained results
Understandability was evaluated by all the
respondents at 5-here however it is possible that the
fear of not understanding some specific notions
could have acted as a bias. Interesting is also that
the immediate perceived efficiency was assessed –
as a mean value-to 3.5 However, the delayed
feedback has given a mean value of 4.4 this
indicating, in our opinion, that the learning process
using eduknowledge was more useful in reality than
expected.
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40. CONCLUSION
Eduknowledge as a design and content development tool has a
lot of advantages. The main ones are sumarized below:
-it allows the loading of any kind of content, making a distinct
separation between the main knowledge body- which is reduced
on a need to know basis (the user being able to further research
if interested) and the dynamic parts of the e-learning
-it allows the easy processing of this content towards educational
efficiency oriented clusters;
-it allows the easy elicitation of new knowledge specific of the
domain;
-the efficiency of the individual e-learning process rises
considerably. This rising is partially due to the individually tailored
learning , partially to the clean-up of all the unnecessary
knowledge and partially to the hands-on approach.
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41. CONCLUSION
The main limitation of the eduknowledge tool
is that it is very domain specific being
conceived in order to develop a specific skill.
A lot of work is involved in knowledge
preparation; also, if the eduknowledge frame
is not optimized the learning process could
be not at the maximum efficiency.
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