Serendipity is a faceted search engine that allows users to explore open educational resources through guided navigation and refinement of searches based on facets. It provides access to over 8000 OpenCourseWare items through dynamic filtering by facets such as creator, language, license, tags, and knowledge area. The document describes various features of Serendipity including faceted exploration, points of interest mapping, open data publishing, and data visualization capabilities to enhance discovery and understanding of open educational resources and contexts.
Linked data have thepotential of create bridges between OCW data silos. To assess the impact of Linked Data in OpenCourseWare, the authors present a faceted tool called Serendipity and a Data Visualization Web interface called Serendipity Maps. Serendipity is an interface of faceted search for open educational content based on Open Educational Resources Data. Additionally, the linked OER and OCW data environment enabled us to show data visualizations. http://serendipity.utpl.edu.ec/
Speaker(s): Nelson Piedra and Edmundo Tovar
From OER to Open OER Data
Edmundo Tovar Caro (presenter)! Universidad Politécnica de Madrid!
Nelson Piedra, Janneth Chicaiza, Jorge López! Universidad Técnica Particular de Loja, Ecuador
Manuel Noya talks about the science-industry relationship driven by competitive intelligence and how to surf emerging technologies
Workshop title:TDM unlocking a goldmine of information
Training overview:
Text and Data Mining (TDM) is a natural ‘next step’ in open science. It can lead to new and unexpected discoveries and increase the impact of publications and repositories. This workshop showcases examples of successful TDM and infrastructural solutions for researchers. We will also discuss what is needed to make most of infrastructures and how publishers and repositories can open up their content.
DAY 2 - PARALLEL SESSION 4 & 5
One Standard to rule them all?: Descriptive Choices for Open EducationR. John Robertson
R. John Robertson1, Lorna Campbell1, Phil Barker2, Li Yuan3, and Sheila MacNeill1
1Centre for Academic Practice and Learning Enhancement, University of Strathclyde, 2Institute for Computer Based Learning, Heriot-Watt University 3Institute for Cybernetic Education, University of Bolton
Drawing on our experience of supporting a nationwide Open Educational Resources programme (the UKOER programme), this presentation will consider the diverse range of approaches to describing OERs that have emerged across the programme and their impact on resource sharing, workflows, and an aggregate view of the resources.
Due to the diverse nature of the projects in the programme, ranging from individual educators to discipline-based consortia and institutions, it was apparent that no one technical or descriptive solution would fit all. Consequently projects were mandated to supply only a limited amount of descriptive information (programme tag, author, title, date, url, file format, file size, rights) with some additional information suggested (language, subject classifications, keywords, tags, comments, description). Projects were free to choose how this information should be encoded (if at all), stored, and shared.
In response, the projects have taken many different approaches to the description and management of resources. These range from using traditional highly structured and detailed metadata standards to approaches using whatever descriptions are supported by particular web2.0 applications. This experimental approach to resource description offers the wider OER community an opportunity to examine and assess the implications of different strategies for resource description and management
This paper illustrates a number of examples of projects’ approaches to description, noting the workflows and effort involved. We will consider the relationship of the choice of tool (repository, web2.0 application, VLE) to the choice of standards; and the relationship between local requirements and those of the wider community.
We will consider the impact of those choices on the dissemination and discoverability of resources. For example, the implications of resource description choices for discovery services which draw on multiple sources of OERs.
Linked data have thepotential of create bridges between OCW data silos. To assess the impact of Linked Data in OpenCourseWare, the authors present a faceted tool called Serendipity and a Data Visualization Web interface called Serendipity Maps. Serendipity is an interface of faceted search for open educational content based on Open Educational Resources Data. Additionally, the linked OER and OCW data environment enabled us to show data visualizations. http://serendipity.utpl.edu.ec/
Speaker(s): Nelson Piedra and Edmundo Tovar
From OER to Open OER Data
Edmundo Tovar Caro (presenter)! Universidad Politécnica de Madrid!
Nelson Piedra, Janneth Chicaiza, Jorge López! Universidad Técnica Particular de Loja, Ecuador
Manuel Noya talks about the science-industry relationship driven by competitive intelligence and how to surf emerging technologies
Workshop title:TDM unlocking a goldmine of information
Training overview:
Text and Data Mining (TDM) is a natural ‘next step’ in open science. It can lead to new and unexpected discoveries and increase the impact of publications and repositories. This workshop showcases examples of successful TDM and infrastructural solutions for researchers. We will also discuss what is needed to make most of infrastructures and how publishers and repositories can open up their content.
DAY 2 - PARALLEL SESSION 4 & 5
One Standard to rule them all?: Descriptive Choices for Open EducationR. John Robertson
R. John Robertson1, Lorna Campbell1, Phil Barker2, Li Yuan3, and Sheila MacNeill1
1Centre for Academic Practice and Learning Enhancement, University of Strathclyde, 2Institute for Computer Based Learning, Heriot-Watt University 3Institute for Cybernetic Education, University of Bolton
Drawing on our experience of supporting a nationwide Open Educational Resources programme (the UKOER programme), this presentation will consider the diverse range of approaches to describing OERs that have emerged across the programme and their impact on resource sharing, workflows, and an aggregate view of the resources.
Due to the diverse nature of the projects in the programme, ranging from individual educators to discipline-based consortia and institutions, it was apparent that no one technical or descriptive solution would fit all. Consequently projects were mandated to supply only a limited amount of descriptive information (programme tag, author, title, date, url, file format, file size, rights) with some additional information suggested (language, subject classifications, keywords, tags, comments, description). Projects were free to choose how this information should be encoded (if at all), stored, and shared.
In response, the projects have taken many different approaches to the description and management of resources. These range from using traditional highly structured and detailed metadata standards to approaches using whatever descriptions are supported by particular web2.0 applications. This experimental approach to resource description offers the wider OER community an opportunity to examine and assess the implications of different strategies for resource description and management
This paper illustrates a number of examples of projects’ approaches to description, noting the workflows and effort involved. We will consider the relationship of the choice of tool (repository, web2.0 application, VLE) to the choice of standards; and the relationship between local requirements and those of the wider community.
We will consider the impact of those choices on the dissemination and discoverability of resources. For example, the implications of resource description choices for discovery services which draw on multiple sources of OERs.
This work presents a data architecture based on semantic web technologies that support to the inclusion of open materials in massive online courses. The framework provides transparent access to RDF data sources for Open Educational Resources stored in OpenCourseWare repositories.
Speaker(s): Nelson Piedra and Edmundo Tovar
The Learning Registry: Social networking for open educational resources?Lorna Campbell
This presentation will reflect on Cetis’ involvement with the Learning Registry and JISC’s Learning Registry Node Experiment at Mimas (The JLeRN Experiment), and their application to UKOER initiatives. Initially funded by the US Departments of Education and Defense, the Learning Registry (LR) is an open source network for storing and distributing metadata and curriculum activity and social usage data about learning resources across diverse educational systems.
We will provide a glimpse into the process of assembling data from publishers, funders, and repositories to create meaningful reports of emerging research release events.
AI Based Search Engine for Locating Desirable Open Educational ResourcesIshan Abeywardena, Ph.D.
Location of Desirable Open Educational Resources in the Commonwealth Connect Portal Directory of Open Educational Resources (DOER) using the OERScout Artificial Intelligence Based Search Engine.
Creating Sustainable Communities in Open Data Resources: The eagle-i and VIVO...Robert H. McDonald
This is the slidedeck for my ACRL 2015 TechConnect Presentation with Nicole Vasilevsky (OHSU). For more on the program see - <a>http://bit.ly/1xcQbCr</a>.
Open Knowledge and the Benefits for University-based ResearchUQSCADS
This presentation was a part of the 2014 Open Access Week Seminars at The University of Queensland Library. Anna Gerber, Technical Project Manager ITEE eResearch Lab at The University of Queensland, shares her insights into the benefits of open data, open access, open source and open learning in the context of university-based research. Anna highlighted the possibilities for the formation of new collaborations with researchers and policy makers and the innovation that can result from making research more discoverable in an online environment. Anna also introduced the audience to the Open Knowledge Foundation (of which she is an Australian Ambassador), a community initiative that seeks to bring together open knowledge groups from across Australia, in an effort to foster the sharing of data, information and knowledge.
OERScout Technology Framework: A Novel Approach to Open Educational Resources...Ishan Abeywardena, Ph.D.
This technical seminar explains how OERScout uses text mining techniques to autonomously mine domain specific metadata for search purposes, how it utilises a faceted search approach to zero-in on resources and how it incorporates the desirability framework to recommend useful resources for academic purposes. The seminar also gives a technical overview of OER and explores the current OER search dilemma.
Could the international community collaborate to create a map of the OER world? The William and Flora Hewlett foundation selected three teams to develop a prototype in response to this challenge. These prototypes were shared at the Hewlett Foundation’s OER Grantees Meeting 2014.
VIZ-VIVO: Towards Visualizations-driven Linked Data NavigationMuhammad Javed
Paper published in ISWC correlated workshop VOILA 2016.
Abstract: Scholars@Cornell is a new project of Cornell University Library (CUL) that provides linked data and novel visualizations of the scholarly record. Our goal is to enable easy discovery of explicit and latent patterns that can reveal high-impact research areas, the dynamics of scholarly collaboration, and expertise of faculty and researchers. We describe VIZ-VIVO, an extension for the VIVO framework that enables end-user exploration of a scholarly knowledge-base through a configurable set of data-driven visualizations. Unlike systems that provide web pages of researcher profiles using lists and directory-style metaphors, our work explores the power of visual metaphors for navigating a rich semantic network of scholarly data modeled with the VIVO-ISF ontology. We produce dynamic web pages using D3 visualizations and bridge the user experience layer with the underlying semantic triple-store layer. Our selection of visual metaphors enables end users to start with the big picture of scholarship and navigate to individuals faculty and researchers within a macro visual context. The D3-enabled interactive environment can guide the user through a sea of scholarly data depending on the questions the user wishes to answer. In this paper, we discuss our process for selection, design, and development of an initial set of visualizations as well as our approach to the underlying technical architecture. By engaging an initial set of pilot partners we are evaluating the use of these data-driven visualizations by multiple stakeholders, including faculty, students, librarians, administrators, and the public.
Presentation for Ed-Media 2010 Conference, http://www.aace.org/conf/edmedia/, to be held in Toronto, Canada, June 29 –July 2, 2010.
We propose that one of the barriers to OER adoption is the lack of transparency of practitioners’ ‘thinking’ around OERs.Threfore we propose to move from opening up contents and OER to opening people’s thinking about OERs.
Our objective is to make this thinking visible and exportable in a way that support the emergence of collective intelligence around OER. To cater for this we designed Cohere, a prototype socio-technical infrastructure to gather Collective Intelligence around OER.
Presentation for Ed-Media 2010 Conference, http://www.aace.org/conf/edmedia/, to be held in Toronto, Canada, June 29 –July 2, 2010.
We propose that one of the barriers to OER adoption is the lack of transparency of practitioners’ ‘thinking’ around OERs.Threfore we propose to move from opening up contents and OER to opening people’s thinking about OERs.
Our objective is to make this thinking visible and exportable in a way that support the emergence of collective intelligence around OER. To cater for this we designed Cohere, a prototype socio-technical infrastructure to gather Collective Intelligence around OER.
Starting where we are, moving through changes open education is bringing at institutional, national, regional and international levels, and how we can continue to strengthen open education and its positive impacts
This work presents a data architecture based on semantic web technologies that support to the inclusion of open materials in massive online courses. The framework provides transparent access to RDF data sources for Open Educational Resources stored in OpenCourseWare repositories.
Speaker(s): Nelson Piedra and Edmundo Tovar
The Learning Registry: Social networking for open educational resources?Lorna Campbell
This presentation will reflect on Cetis’ involvement with the Learning Registry and JISC’s Learning Registry Node Experiment at Mimas (The JLeRN Experiment), and their application to UKOER initiatives. Initially funded by the US Departments of Education and Defense, the Learning Registry (LR) is an open source network for storing and distributing metadata and curriculum activity and social usage data about learning resources across diverse educational systems.
We will provide a glimpse into the process of assembling data from publishers, funders, and repositories to create meaningful reports of emerging research release events.
AI Based Search Engine for Locating Desirable Open Educational ResourcesIshan Abeywardena, Ph.D.
Location of Desirable Open Educational Resources in the Commonwealth Connect Portal Directory of Open Educational Resources (DOER) using the OERScout Artificial Intelligence Based Search Engine.
Creating Sustainable Communities in Open Data Resources: The eagle-i and VIVO...Robert H. McDonald
This is the slidedeck for my ACRL 2015 TechConnect Presentation with Nicole Vasilevsky (OHSU). For more on the program see - <a>http://bit.ly/1xcQbCr</a>.
Open Knowledge and the Benefits for University-based ResearchUQSCADS
This presentation was a part of the 2014 Open Access Week Seminars at The University of Queensland Library. Anna Gerber, Technical Project Manager ITEE eResearch Lab at The University of Queensland, shares her insights into the benefits of open data, open access, open source and open learning in the context of university-based research. Anna highlighted the possibilities for the formation of new collaborations with researchers and policy makers and the innovation that can result from making research more discoverable in an online environment. Anna also introduced the audience to the Open Knowledge Foundation (of which she is an Australian Ambassador), a community initiative that seeks to bring together open knowledge groups from across Australia, in an effort to foster the sharing of data, information and knowledge.
OERScout Technology Framework: A Novel Approach to Open Educational Resources...Ishan Abeywardena, Ph.D.
This technical seminar explains how OERScout uses text mining techniques to autonomously mine domain specific metadata for search purposes, how it utilises a faceted search approach to zero-in on resources and how it incorporates the desirability framework to recommend useful resources for academic purposes. The seminar also gives a technical overview of OER and explores the current OER search dilemma.
Could the international community collaborate to create a map of the OER world? The William and Flora Hewlett foundation selected three teams to develop a prototype in response to this challenge. These prototypes were shared at the Hewlett Foundation’s OER Grantees Meeting 2014.
VIZ-VIVO: Towards Visualizations-driven Linked Data NavigationMuhammad Javed
Paper published in ISWC correlated workshop VOILA 2016.
Abstract: Scholars@Cornell is a new project of Cornell University Library (CUL) that provides linked data and novel visualizations of the scholarly record. Our goal is to enable easy discovery of explicit and latent patterns that can reveal high-impact research areas, the dynamics of scholarly collaboration, and expertise of faculty and researchers. We describe VIZ-VIVO, an extension for the VIVO framework that enables end-user exploration of a scholarly knowledge-base through a configurable set of data-driven visualizations. Unlike systems that provide web pages of researcher profiles using lists and directory-style metaphors, our work explores the power of visual metaphors for navigating a rich semantic network of scholarly data modeled with the VIVO-ISF ontology. We produce dynamic web pages using D3 visualizations and bridge the user experience layer with the underlying semantic triple-store layer. Our selection of visual metaphors enables end users to start with the big picture of scholarship and navigate to individuals faculty and researchers within a macro visual context. The D3-enabled interactive environment can guide the user through a sea of scholarly data depending on the questions the user wishes to answer. In this paper, we discuss our process for selection, design, and development of an initial set of visualizations as well as our approach to the underlying technical architecture. By engaging an initial set of pilot partners we are evaluating the use of these data-driven visualizations by multiple stakeholders, including faculty, students, librarians, administrators, and the public.
Presentation for Ed-Media 2010 Conference, http://www.aace.org/conf/edmedia/, to be held in Toronto, Canada, June 29 –July 2, 2010.
We propose that one of the barriers to OER adoption is the lack of transparency of practitioners’ ‘thinking’ around OERs.Threfore we propose to move from opening up contents and OER to opening people’s thinking about OERs.
Our objective is to make this thinking visible and exportable in a way that support the emergence of collective intelligence around OER. To cater for this we designed Cohere, a prototype socio-technical infrastructure to gather Collective Intelligence around OER.
Presentation for Ed-Media 2010 Conference, http://www.aace.org/conf/edmedia/, to be held in Toronto, Canada, June 29 –July 2, 2010.
We propose that one of the barriers to OER adoption is the lack of transparency of practitioners’ ‘thinking’ around OERs.Threfore we propose to move from opening up contents and OER to opening people’s thinking about OERs.
Our objective is to make this thinking visible and exportable in a way that support the emergence of collective intelligence around OER. To cater for this we designed Cohere, a prototype socio-technical infrastructure to gather Collective Intelligence around OER.
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1. Edmundo
Tovar,
Nelson
Piedra,
Jorge
López,
Janeth
Chicaiza
Bali
Indonesia
May
8-‐10,
2013
Serendipity
a
Faceted
Search
engine
for
OpenCourseWare
Content
@nopiedra
#ocwcglobal
#OCW
#OER
#Serendipity
#UTPL
2. The main purpose of the service developed is to
provide students, teachers and self-learners with
an faceted search engine that allow them to find
and discover open educational resources related
to OCW from OpenCourseWareConsortium and
OCW-Universia.
Purpose
of
Serendipity
3. Faceted search, also called faceted navigation, is a
technique for accessing content organized according to a
faceted classification system, allowing users to
explore a collection of information by applying
dynamic and multiple filters.
With the benefit of search results diversification, no need
for a priori knowledge, and never leading to zero result, it
can significantly reduce information overload.
About
Faceted
ExploraDon
4. Facets refer to categories used to characterize
information items in a collection.
A faceted classification system classifies each
information element along multiple explicit dimensions,
enabling the classifications to be accessed and ordered
in multiple ways rather than in a single, pre-determined,
and taxonomic order.
Facets
and
taxonomic
order
5. Faceted exploration is a proven technique for supporting
flexible exploration and discovery through the information
space.
The user can refine queries based on facets such as
size, language, knowledge-domain, geographic
localization and neighbourhood characteristics. The
facets are extracted by applying a parser specialized for
parsing classified content.
Refine
queries
based
on
facets
6. Serendipity
is
for
people
Serendipity is an faceted search engine based on Semantic
Web Technologies. Open Linked Data from Open Educational
Content. Current version of Serendipity is based on Flamenco.
7. Serendipity is an faceted search engine based on Semantic Web
Technologies. Serendipity is based on Flamenco.
The main objectives of faceted navigation are to support flexible
navigation through the information space: refining and expanding,
provide suggestions of exploration choices at each point in the
search process, prevent empty result sets, and provide a sense of
control and reduce confusion in the use.
About
Serendipity
8. Serendipity use Linked Data Design Issues
to retrieve information that is semantically
described and related to open educational
resources (OER) that are accessible via
Internet. Linked data have the potential of
create bridges between OER data silos.
9. The collection under study consisted of approximately
8000 OpenCourseWare in the collection of the OCW-
Dataset of LOCWD Project.
This collection contained standard OER metadata facets,
including creators names, language, licenses of OCW,
repositories, tags, knowledge areas, universities,
countries and dates.
CollecDon
PreparaDon
10. The data extracted by Serendipity been validated
through the sponsorship and collaboration of
OpenCourseWare Consortium.
Sponsorship
from
OCWC
11. i.
Faceted
Query
of
OCW
based
on
Linked
OpenCourseWare
data
CASE:
FIND,
OpenCourseWare
about
“Web”
12. The Serendipity faceted exploration is a guided
and exploratory search mechanism, which
provides an iterative way to refine search results
by a faceted taxonomy or a schema of
classification.
Serendipity
facet
exploraDon
14. Guided navigation Previews
of Results
Refine search
Add keywords
With
Serendipity
Explore
OCW
in
an
integrated
and
incremental
manner,
from
any
of
the
repositories
of
insVtuVons
that
publish
OpenCourseWare.
15. The user, when presented with the facets, is
likely to discover new facets of the query that
they were not aware of before.
When clicking on a facet, they will narrow down
their search by expanding the original query with
the suggested facet.
Discover
new
facets
by
expanding
the
original
query
16. Facets
Share this OCW
Inspect current OCW
Refine your search
Access
the
full
descripDon
of
the
courses
as
published
by
the
home
insVtuVon,
along
with
complimentary
informaVon
such
as
language,
license,
author,
country,
geographic
locaVon
of
the
insVtuVon
and
other
semanVcally
related
informaVon
available
via
the
Web.
Propose change
17. Inspect the result from
OCW original site
Get
more
accurate
and
complete
results,
since
it
locates
OCWs
using
different
metadatas
and
data
elements,
providing
the
user
with
visible
opVons
that
help
clarify
and
refine
the
queries.
20. As an important feature of Serendipity,
Serendipity POIs (Points of Interest), allows
users visualize data of OCW/OER/MOOC/OEP/
Projects/Repositories from an dataset based on
Linked Data technologies.
About
Serendipity
POIs
21. Serendipity POIs use icons to represent different categories of POI on a map
graphically. A
point
of
interest,
or
POI,
is
a
OER
specific
point
locaVon
that
someone
may
find
useful
or
interesVng.
22. A
point
of
interest
specifies,
at
minimum,
the
laDtude
and
longitude
of
the
POI,
assuming
a
certain
map
datum
(extrated
from
serendipity
datasource).
A
name
or
descripVon
for
the
POI
is
usually
included,
and
other
informaVon
such
as
descripVon,
number
of
resources,
contact
informaVon,
language,
license
or
a
link
to
dbpedia/
freebase
may
also
be
aRached.
23.
An
example
is
a
point
on
the
Earth
represenVng
the
locaVon
of
the
MassachuseRs
InsVtute
of
Technology,
or
a
point
on
Spain
represenVng
the
locaVon
of
an
OCW
University.
24. Other
example
is
a
point
on
the
Earth
represenVng
the
locaVon
of
the
University
of
Cape
Town
25. Serendipity use the term POIs when referring to Open Repositories of
OCW/OER/OEP/Projects, Open Data for educational content, MOOCs or
any other categories used in open educational systems.
27. Serendipity POIs seeks to become a
repository for the information about OER
that the Serendipity Multiagent Environment
collects.
Therefore, the site would publish to the
public any data collected that is not private
or restricted.
CollecDng
and
downloading
OER
Data
28. Serendipity Open
Data
is
the
idea
that
certain
data
should
be
freely
available
to
everyone
to
use
and
republish
as
they
wish,
without
restricVons
from
copyright,
or
other
mechanisms
of
control.
29. Why
publish
Linked
OER
Data?
• Because
LinkedData
holds
the
potenVal
to
move
our
OER
collecVons
out
of
their
silos
• Open
the
data
and
content
silos,
to
leverage
the
knowledge
capital
represented
by
our
OER
repositories
• To
enrich
our
informaVon
landscape,
to
improve
visibility
• To
improve
ease
of
discovery
open
academic
resources
• To
improve
ease
of
consumpVon
and
reuse
of
OCW
• To
reduce
redundancy
in
searched
of
OER
• PromoVng
innovaVon
and
Added
Value
to
Open
EducaVonal
Content
31. The purpose of Serendipity POIs - Open
data
is to increase public access to
high value, machine readable datasets generated by volunteers and data
extracted from Serendipity multiagent environment.
33. Why
OER
DataViz?
Serendipity POIs - Open
data
contains
valuable
informaVon
that
will
drive
insights,
innovaVons,
and
discoveries,
but
it
can
be
difficult
to
access
and
digest.
Using
data
visualizaVon,
we’re
simplify
the
complexity
and
drive
a
deeper
understanding
of
the
open
educaVonal
context.
34. The
main
goal
of
data
visualizaDon
is
its
ability
to
visualize
OER
data,
communicaVng
informaVon
clearly
and
effecVvelty.
35. Data
VisualizaDon
1.
It
shows
informaVon
of
UniversiVes
classified
hierarchically,
taken
starVng
point
to
conVnents,
then
countries,
ciVes
and
universiVes
36. Data
VisualizaVon
2:
Tree
structures
to
show
another
way
to
visualize
the
informaVon
the
universiVes
members
of
OCW
iniVaVves.
37. Data
VisualizaVon
3:
Search
courses
by
tag
and
use
geographic
informaVon
to
show
courses
of
universiVes
and
social
network
analysis
(SNA)
to
form
networks
of
collaboraVon
and
recommend
related
tags