Download to read offline
![Telecooperation
Ecosystem definition
3
"ecosystem,
the
complex
of
living
organisms,
their
physical
environment,
and
all
their
interrela7onships
in
a
par7cular
unit
of
space."
[Enyclopedia
Britannica]](https://image.slidesharecdn.com/linkeddataselectorspresentation-130514174620-phpapp02/85/Linked-Data-Selectors-3-320.jpg)
![Telecooperation
The importance of anchoring annotations
•Annotation types [Agosti2007]:
•annotations as metadata: add information about the annotated information
•annotations as content: augment with additional content (add notes to an educational
resource for explaining or clarifying)
•annotations as dialogue acts: communication acts like a request or a discourse
• "Both annotations and annotated objects need to be uniquely identified" [Agosti2007]
• Anchored discussions within a specific content are more directed
and "to-the-point" [Pol2006]
• The majority of students use well-specified anchors like underlines or circles on paper
[Marshall2002]
10
Agosti, M., & Ferro, N. (2007). A formal model of annotations of digital content. ACM Trans. Inf. Syst., 26(1), 3:1-3:57
Marshall, C. C., & Brush, A. J. B. (2002). From personal to shared annotations. In CHI '02: CHI '02 extended abstracts on human factors in computing systems (pp. 812-813). ACM
Pol, J., Admiraal, W., & Simons, P. R. J. (2006). The affordance of anchored discussion for the collaborative processing of academic texts. International Journal of Computer-
Supported Collaborative Learning, 1(3), 339-357](https://image.slidesharecdn.com/linkeddataselectorspresentation-130514174620-phpapp02/85/Linked-Data-Selectors-10-320.jpg)
![Telecooperation
Implications of the Web for learning
• The WorldWideWeb was a proposal for a Hypertext project
• Change from linear to non-linear;
from a chain of knowledge to a web of knowledge
• The early Hypertext designs of the "founding trinitiy of
hypertext" (Bush, Engelbart, Nelson) already had a focus on learning:
• Bush's Memory Extender: "A Memex is a device in which an individual store all his
books, records, and communications, and which is mechanized so that it may be
consulted with exceeding speed and flexibility. It is an enlarged supplement to his
memory" [Bush1945]
•Nelson's ELF: "Let suggest that such a system [..] could have great potential for
education
12
http://www.w3.org/Proposal.html
http://www.w3.org/History/1989/proposal.html](https://image.slidesharecdn.com/linkeddataselectorspresentation-130514174620-phpapp02/85/Linked-Data-Selectors-12-320.jpg)
![Telecooperation
Links & Learning
•"A fundamental condition for learning is the engagement with
information: making connections, setting interrelations, and
meaningful arranging of information. Doing so, information can be
better remembered if they are associated, and connections can be
created with existing knowledge." [Iske2002]
13
Iske,
S.
(2002).
Vernetztes
Wissen
:
Hypertext-‐Strategien
im
Internet.
Wilhelm
Bertelsmann
Verlag.](https://image.slidesharecdn.com/linkeddataselectorspresentation-130514174620-phpapp02/85/Linked-Data-Selectors-13-320.jpg)
![Telecooperation
Use by example 2: Linking slides
• link a set of slides with a paragraph of a website
30
#303slides
:hasDeclaration
SparqlSelector
has individual
:fragmentOf
Sparql Endpoint
"SELECT ?slide WHERE
{ ?slide a #Slide . ?slide
dc:subject '303 URI'.}"
#booksection
#explains
XPathSelector
has individual:hasDeclaration :fragmentOf
"http://linkeddatabook.com/
editions/1.0/""/HTML/BODY/P[59]"
Slides paragraph
#parrepresentation
:hasRepresentation
TextRepresentation
has individual
#textresource
:hasMediaResource](https://image.slidesharecdn.com/linkeddataselectorspresentation-130514174620-phpapp02/85/Linked-Data-Selectors-30-320.jpg)
Uploaded byKai Michael Höver
Linked Data Selectors
The document discusses Linked Data Selectors (LDS), an ontology for describing selections of fragments from web resources. It defines classes like Selector, SelectorSet, and SelectionRepresentation. Selector subclasses include Spatial, Temporal, and Declarative selectors. Examples demonstrate using LDS to describe a video snippet selection and linking slides. The goal of LDS is to enable making fine-grained connections between aggregated web resources to support learning applications.
More Related Content
Linked Data Selectors
- 1. Technische Universität Darmstadt LinkedData Selectors Kai Michael Höver & Max Mühlhäuser Telecooperation Group
- 2. Telecooperation OUTLINE • Context andmotivation • LDS ontology design • Usage examples 2
- 3. Telecooperation Ecosystem definition 3 "ecosystem, the complex of living organisms, their physical environment, and all their interrela7onships in a par7cular unit of space." [Enyclopedia Britannica]
- 4. Telecooperation (E-)Learning Ecosystem 4 "ecosystem, the complex of living organisms, their (physical) environment, and all their interrela7onships in a par7cular unit of space." organisms may be: -‐ educators -‐ students -‐ friends -‐ family rela7ves -‐ ...
- 5. Telecooperation (E-)Learning Ecosystem 5 "ecosystem, the complex of living organisms, their (physical) environment, and all their interrela7onships in a par7cular unit of space." (physical/e-‐) learning environment contains informa7on resources such as -‐ slides -‐ lecture recordings -‐ documents -‐ forum discussions -‐ Web documents -‐ ...
- 6. Telecooperation (E-)Learning Ecosystem 6 "ecosystem, the complex of living organisms, their (physical) environment, and all their interrela7onships in a par7cular unit of space." learning space where learning and teaching take place -‐ physical -‐ lecture hall -‐ lab -‐ café -‐ in the park -‐ electronical/virtual -‐ LMS -‐ discussion forums -‐ blogs -‐ OSNs -‐ MOOCs -‐ ...
- 7. Telecooperation (E-)Learning Ecosystem 7 "ecosystem, the complex of living organisms, their (physical) environment, and all their interrela7onships in a par7cular unit of space." interrela7onships between -‐ people (social networks) -‐ people and informa7on resources (author, usage, etc.) -‐ informa7on resources (seman7c rela7ons)
- 8. Telecooperation (E-)Learning Ecosystem 8 "ecosystem, the complex of living organisms, their (physical) environment, and all their interrela7onships and interac7ons in a par7cular unit of space." I‘d add interac7ons between -‐ people (social interac7ons) -‐ people and informa7on resources (how people interact with learning resources)
- 9. Telecoopera7on Web of knowledge 9 Diagram contradicts Diagram illustrates Wikipediaarticle explains Forum discussion Q&A Lecture Material
- 10. Telecooperation The importance ofanchoring annotations •Annotation types [Agosti2007]: •annotations as metadata: add information about the annotated information •annotations as content: augment with additional content (add notes to an educational resource for explaining or clarifying) •annotations as dialogue acts: communication acts like a request or a discourse • "Both annotations and annotated objects need to be uniquely identified" [Agosti2007] • Anchored discussions within a specific content are more directed and "to-the-point" [Pol2006] • The majority of students use well-specified anchors like underlines or circles on paper [Marshall2002] 10 Agosti, M., & Ferro, N. (2007). A formal model of annotations of digital content. ACM Trans. Inf. Syst., 26(1), 3:1-3:57 Marshall, C. C., & Brush, A. J. B. (2002). From personal to shared annotations. In CHI '02: CHI '02 extended abstracts on human factors in computing systems (pp. 812-813). ACM Pol, J., Admiraal, W., & Simons, P. R. J. (2006). The affordance of anchored discussion for the collaborative processing of academic texts. International Journal of Computer- Supported Collaborative Learning, 1(3), 339-357
- 11. Telecooperation Missing relations inlearning ecosystems •Problem: • Interrelationships are not (always) explicit • even in integrated learning environments (LMS) •many tools (CMS, forum, blogs, etc.), but separated on tool and content level • especially not in distributed environments •e.g., lecture recording & discussion forum •Why is it a problem? •many media breaks •missing awareness of existing learning resources •preservation and (re-)access of parts of a learning ecosystem is difficult 11
- 12. Telecooperation Implications of theWeb for learning • The WorldWideWeb was a proposal for a Hypertext project • Change from linear to non-linear; from a chain of knowledge to a web of knowledge • The early Hypertext designs of the "founding trinitiy of hypertext" (Bush, Engelbart, Nelson) already had a focus on learning: • Bush's Memory Extender: "A Memex is a device in which an individual store all his books, records, and communications, and which is mechanized so that it may be consulted with exceeding speed and flexibility. It is an enlarged supplement to his memory" [Bush1945] •Nelson's ELF: "Let suggest that such a system [..] could have great potential for education 12 http://www.w3.org/Proposal.html http://www.w3.org/History/1989/proposal.html
- 13. Telecooperation Links & Learning •"Afundamental condition for learning is the engagement with information: making connections, setting interrelations, and meaningful arranging of information. Doing so, information can be better remembered if they are associated, and connections can be created with existing knowledge." [Iske2002] 13 Iske, S. (2002). Vernetztes Wissen : Hypertext-‐Strategien im Internet. Wilhelm Bertelsmann Verlag.
- 14. Telecooperation Web & SemanticWeb •The Web allows making connections •The Semantic Web add semantic information • Linked Data provides best practices to publish and connect data across the Web 14 So what's missing then?! :-‐)
- 15. Telecooperation Making fine granularconnections •What we need are concepts that help us to make more fine-granular connections between (aggregated) resources •Using URIs not only to identify things, but also selections and aggregations of things 15 contradicts
- 16. Telecooperation Related Work •Temporal fragments •W3CMedia Fragments (temporal parts of audio-visual materials on the Web) •Textual selections •XPath •W3C POWDER (Protocol for Web Description Resources) •Provide descriptions of (group of) online resources •Data repositories •SQL •SPARQL 16 -‐ specialized to specific media type -‐ XPath: No names (URIs) for things -‐ don't use URIs for results -‐ cannot be dereferenced Grouping of URIs but no selec7ons of parts
- 17. Telecooperation Approach: Linked DataSelectors Ontology •Purpose: Describing selections of dereferenceable fragments of Web resources and their representations •LDS Classes •Selector •Selector Set •SelectionRepresentation 17
- 18. Telecooperation LDS: Selector class •A Selector •is a fragment of exactly 1 Thing •has representation min 0 Selection Representation •has subselector max 1 Selector •Selector subclasses: •Spatial • for spatial selections, especially at 2D layers •Temporal • describing selections of time or time-based media •Declarative • describing selections with domain specific languages (SQL, SPARQL, XPath, ...) 18
- 19. Telecooperation LDS: Spatial Selector •has Geometric Shape Description exactly 1 Thing • A description of a geometric selection, e.g. with a 2D shape 19
- 20. Telecooperation Geometrical shape excursus 20 •Formal modeling not that easy, e.g., • how to formally describe that a parallelogram has two pairs of opposite angles that have equal measures? Rectangle(?r), height(?r, ?h), width(?r, ?w), equal(?h, ?w) -> Square(?r)
- 21. Telecooperation Declarative Selectors •has Declaration •couldbe a XPath description or SQL query •Example for a history lesson: •all US presidents that are/were members of the Democratic Part 21 select ?president where { ?president a dbpedia-owl:President . ?president dbpprop:party <http://dbpedia.org/ resource/Democratic_Party_(United_States)> . }
- 22. Telecooperation Temporal selectors • Aselector for time-based media like audio and video • has Temporal Description exactly 1 Thing • Could be used in combination with time-based descriptions, like Time Ontology for Synchronous Media or W3C OWL-Time 22
- 23. Telecooperation Excursus: Time Ontologyfor Synchronous Media •TimeUnit (Defines units of time like minutes, seconds, hours. Time units can be derived from a base unit, e.g. minutes can be derived from seconds. DerivedTimeUnits have a scaling number.) •BaseTimeUnit •DerivedTimeUnit •TimeEntity •TimeInstant •TimeInterval 23 conversion between 7me units with SWRL: TimeInstant(?instant), hasScalingNumber(millisecond, ?scaling), inSeconds(?instant, ?sec), multiply(?result, ?sec, ?scaling) -> inMilliSeconds(?instant, ?result)
- 24. Telecooperation Selector set •A SelectorSet • is used for grouping selectors in order to speak about more than one selector • Usually, a set of selectors consists of 2 or more Selectors, but may be also refer to a Resource Set for grouping resources (W3C POWDER) • has Selector some Thing or has Selector min 2 Selector 24
- 25. Telecooperation LDS: SelectionRepresentation class 25 Types of representa7on A selec7on has a media resource that represents the selec7on result media resources can be described by, e.g., using the W3C Media Resources vocabulary
- 26. Telecooperation Use by example •selectionof a video snippet 26 timeinterval selectionbegin hasStartTime timeIntervalSelection cutvideopresentation hasRepresentation TimeInterval has individual hasTemporalDescription selectionend IntervalSelector has individual videocut hasMediaResource VideoTrack has individual VideoRepresentation has individual hasEndTime longvideo fragmentOf has individual "23.0" "http://cutvideo.mp4" inSeconds "83.0" inSeconds locator "http://video.mp4" locator Interval Selection Selection source Selection representation
- 27. Telecooperation Use by example2: Linking slides 27 Höver, K. M., Hartle, M., & Rößling, G. (2011). A collaborative linked learning space. In ITiCSE '11: Proceedings of the 16th annual joint conference on innovation and technology in computer science education (pp. 380-380). ACM. doi:10.1145/1999747.1999893 Höver, K. M., Hartle, M., Rößling, G., & Mühlhäuser, M. (2011). Evaluating how students would use a collaborative linked learning space. In ITiCSE '11: Proceedings of the 16th annual joint conference on innovation and technology in computer science education (pp. 88-92). ACM. doi:10.1145/1999747.1999774 Höver, K. M., von Bachhaus, G., Hartle, M., & Mühlhäuser, M. (2012). DLH/CLLS: An open, extensible system design for prosuming lecture recordings and integrating multimedia learning ecosystems. In IEEE international symposium on multimedia (pp. 477-482). doi:10.1109/ISM.2012.97
- 28. Telecooperation Use by example2: Linking slides 28
- 29. Telecooperation Excursus: Collaborative Linked Learning Space 29 CLLS Lecture Recordings described with RDF (including log data and augmentations) Automatic indexing of slides Automatic linking of slides with related resources (DBpedia, Wikipedia, OU Repository..) FOAF for users Geolocation of users to find near learning partners Integration of learning communities (discussion forums) & live updatingSPARQL A keyword
- 30. Telecooperation Use by example2: Linking slides • link a set of slides with a paragraph of a website 30 #303slides :hasDeclaration SparqlSelector has individual :fragmentOf Sparql Endpoint "SELECT ?slide WHERE { ?slide a #Slide . ?slide dc:subject '303 URI'.}" #booksection #explains XPathSelector has individual:hasDeclaration :fragmentOf "http://linkeddatabook.com/ editions/1.0/""/HTML/BODY/P[59]" Slides paragraph #parrepresentation :hasRepresentation TextRepresentation has individual #textresource :hasMediaResource
- 31. Telecooperation Use by example3: Linking slides with OpenUniversity VideoPodcasts 31 #303slides hasDeclaration SparqlSelector has individual fragmentOf Sparql Endpoint "SELECT ?slide WHERE { ?slide a #Slide . ?slide dc:subject '303 URI'.}" #podcasts#explains SparqlSelector has individual hasDeclaration fragmentOf Sparql Endpoint "SELECT ?c WHERE { {?c a <http://data.open.ac.uk/ podcast/ontology/VideoPodcast>} } FILTER regex(str(?desc), "303 uri", "i" )}}" Slides Video Podcast
- 32. •Case 1: Clientis able to process LDS documents Telecooperation Making LDS dereferenceable 32 Client Server A http://serverA.de/LDSdocument.ttl HTTP GET request Accept: application/lds HTTP OK Process LDS document Present process result
- 33. Telecooperation Making LDS dereferenceable •Case2: Client is able to process LDS documents 33 Client Server A http://serverA.de/LDSdocument.ttl HTTP GET request Accept: image/png HTTP 303 See other http://serverB.org/figure.png if there is an image representation of the selection, redirect to this representation HTTP GET request http://serverB.org/figure.png HTTP 200 OK Server B http://serverB.org/figure.png
- 34. Telecooperation LDS meeting LDprinciples 1. Use URIs as names for things - Selections can be referenced by URIs 2. Use HTTP URIs, so that people can look up those names - LDS URIs can be dereferenced using, e.g., 303 URIs 3. When someone looks up a URI, provide useful information, using the standards (RDF, SPARQL) - LDS URIs provide information about the selection type and source 4. Include links to other URIs, so that they can discover more things - LDS documents can include links to the original source of a selection as well as several representations of a selection 34
- 35. Telecooperation Summary & futurework •We have suggested an ontology for giving selections of things individual names (URIs) • description of selections (include grouping and chaining) • description of selection results •Helping both educators and students to link things that are related 35 •Future work: • automatic creation of representations • integration of authentication, especially for declarative selectors (Omnivoke Authentication ontology) • integration of LDS with W3C POWDER? • user studies; visualization • describing the dereferencing process of LDS (content negotiation, 303 URIs)
- 36. Telecooperation Thank you forlistening 36 Ques8ons? Sugges8ons for improvement? :-‐)