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Presentation Online Educa 2011 Jacob Molenaar
- 1. WHERE EDUCATION AND THE SEMANTIC WEB MEET New ways Of Structuring And Presenting Educational Information Online Educa 2011 – Berlin – December 1, 2011 Jacob Molenaar
- 2. Introduction • Jacob Molenaar • NL based independent consultant in educational technology and educational publishing • Professional background in educational publishing • Trained in Dutch Language & Literature • The Dutch Ministry of Education Project ELS, An Associative Curriculum Browser for Language And Math • By Freudenthal Instituut, Expertisecentrum Nederlands, Kennisnet and SLO • Based on RDF and SPARQL
- 3. Topics / Themes • Educational Information • Semantic Web • Our Project Els: using semantic web technologies for structuring and representing educational information • Business case of the Semantic Web for Education • Conclusions
- 4. Educational Information All information that is generated in the process of designing, planning and delivering (formal) education to learners: • Formal curriculum • Rationale of this curriculum • Additional achievement standards • Rationale of these standards • Body of Knowledge (concepts, terms, theories, etc.) • Educational Designs: • Learning Trajectories • Textbook structures • „Lore of teaching‟ (didactics, pedagogy) • Learning object metadata • Learner Data (profiles, tracking & tracing)
- 5. A Lot Of Information!
- 6. Educational Information • Comes from many sources • Is produced by different experts using different idioms • Is structured in different ways • Is difficult to find and access • Is „narrative‟ (complex and often verbose) • Has a lot of implicit semantics Navigating this „sea of information‟ is very hard for a teacher, a curriculum designer, a textbook writer, etc. Is this perhaps why in practice educational resources and repositories are so scarcely or superficially used only and why we must fear that efforts to compile these resources are so easily wasted? Can the Semantic Web help to overcome these difficulties?
- 7. Semantic Web → Linked Data http://linkeddata.org: “Linked Data is about using the Web to connect related data that wasn't previously linked, or using the Web to lower the barriers to linking data currently linked using other methods. More specifically, Wikipedia defines Linked Data as "a term used to describe a recommended best practice for exposing, sharing, and connecting pieces of data, information and knowledge on the Semantic Web using RDF and UPI‟s.” Can the concept of Linked Data help to overcome the difficulties with Educational Information?
- 8. Our Project: ELS • ELS = Educational LinkedScape • Commissioned by the Dutch Ministry of Education, Directie Leraren • As part of the implementation of the new (2010) National Achievement Standards for Language and Math Skills (Referentiekader Taal en Rekenen) • Project Partners: • Freudenthal Instituut (Math) • Expertisecentrum Nederlands (Language) • Kennisnet (Semantic Web technology) • SLO (Reviews and testing) • Prototype created by
- 10. Project Stages 1. Selection, analysis and modelling of the information domains/sources 2. Development of the semantic logic („reasoning‟) necessary for navigating the semantic web created in Stage 1 3. Design and construction of a working prototype 4. Review of prototype and end user tests.
- 11. MODELLING THE INFORMATION DOMAINS The First Step
- 12. Requirements 1. Make you information machine-readable: using RDF 2. Make your information machine-findable: using UPI‟s Resulting in: 3. Make your information „reasonable‟: using SPARQL The result is: Linked Data.
- 13. Create Linked Data: Three Steps Atomize Relateren 1
- 14. Create Linked Data: Three Steps Atomize Describe 1 2
- 15. Create Linked Data: Three Steps Atomize Describe Relate 1 2 3
- 16. Example Curriculum: Learning Goal Atomize
- 17. Skill: Curriculum: Doing Learning Goal substractions Atomize
- 18. Skill: Curriculum: Doing Learning Goal substractions Describe
- 19. Skill: Necessary for→ Curriculum: Doing ← Demands Learning Goal substractions Relate
- 20. Skill: Necessary for→ Curriculum: Doing ← Demands Learning Goal substractions Relate
- 21. Skill Necessary for→ Curriculum: Doing ← Demands Learning Goal substractions Atomize, Describe Learning Object
- 22. Skill Necessary for→ Curriculum: Doing ← Demands Learning Goal substractions ← Learned with Leads to → Relate Learning Object
- 23. Skill Requisite for→ Curriculum: Doing ← Demands Learning Goal substractions ← Learned with Leads to → Inference (Reasoning): Learning Object “New knowledge”
- 24. The Semantic Domain of Els • Not just Curriculum Information and Learning Objects • But four interconnected semantic domains: 1. National Learning Goals / Achievement Standards For Math and Language Skills 2. Learning Design / Learning Trajectories 3. Body Of Knowledge 4. Learning Object Metadata
- 25. Achievement Standards / Learning Design / Learning Goals Learning Trajectories → is acquired with Skill Learning helps to acquire ← Trajectory wordt uitgevoerd met ← requires knowledge of ← → is necessary for → past in → is acquired with Learning Concept helps to acquire ← Object Body Of Knowledge Learning Materials
- 26. Achievement Standards / Learning Design / Learning Goals Trajectories Calculating Discount Quantative Relations Context Calculating Skill from the National Percentages Language and Math Curriculum Learning Trajectory „Strip‟ Exercise Tool Learning Object Body Of Knowledge Learning Materials
- 27. Domein Formele kaders Domein Referentieleerlijnen Voorbeeld Kerndoel Kenmerken van de taakuitvoering Tussendoel (Taal) (leerdoel) Kernopgave (leerdoel) Tekstkenmerken (Taal) Referentiekader Taal en Rekenen Titel Taak / Vaardigheid Op voorbeeld/kernopgave (leerdoel) na verder aan elkaar gelijk Nadere specificatie Korte omschrijving qua mogelijke associaties Functioneel gebruiken per niveau Referentie- leerlijn Groep / klas Superdomein Einddoel Nadere specificatie Beschrijving (leerdoel) Niveauaanduiding (Rekenen) Vak Ratio Beschrijving Domein Paraat hebben Begin Maatschappelijke context Weten waarom Groep / klas Subdomein Vaardigheid Algemene omschrijving Schoolse context Maatschappelijke context Groep / klas Omschrijving Titel Schoolse context Soort leermateriaal Subject Voorbeeld Omschrijving (vak) Hulpmiddel Beschrijving Voorbeeld Leerobject Concept titel Titel Oplossingswijze Vak Ontwikkelaar Didactische aanwijzing Titel Domein Vakkennis Domein Lesmateriaal Omschrijving Voorbeeld Omschrijving
- 28. CREATING A SEMANTIC BROWSER The Second Step
- 29. Learning Learning Trajectory Objects Body Of Knowledge Body Of Knowledge ELS: Subject and Context Body Of Curriculum Knowledge Body Of Knowledge Learning Trajectories
- 30. Designing The Prototype A user friendly interface to access the semantic domain of Els CSS, HTML Logic (Reasoning) SPARQL, Java RDF file containing all the triples describing the Curriculum, Triple Store Learning Trajectories, Body Of Knowledge and Learning Objects
- 31. Online prototype
- 32. Online prototype Enter Search Term
- 33. Domein Formele kaders Domein Referentieleerlijnen Voorbeeld Kerndoel Kenmerken van de taakuitvoering Tussendoel (Taal) (leerdoel) Kernopgave (leerdoel) Tekstkenmerken (Taal) Referentiekader Taal en Rekenen Titel Taak / Vaardigheid Op voorbeeld/kernopgave (leerdoel) na verder aan elkaar gelijk Nadere specificatie Korte omschrijving qua mogelijke associaties Functioneel gebruiken per niveau Referentie- leerlijn Groep / klas Superdomein Einddoel Nadere specificatie Beschrijving (leerdoel) Niveauaanduiding (Rekenen) Vak Ratio Beschrijving Domein Paraat hebben Begin Maatschappelijke context Weten waarom Groep / klas Subdomein Vaardigheid Algemene omschrijving Schoolse context Maatschappelijke context Groep / klas Omschrijving Titel Schoolse context Soort leermateriaal Subject Voorbeeld Omschrijving (vak) Hulpmiddel Beschrijving Voorbeeld Leerobject Concept titel Titel Oplossingswijze Vak Ontwikkelaar Didactische aanwijzing Titel Domein Vakkennis Domein Lesmateriaal Omschrijving Voorbeeld Omschrijving
- 35. Learning Curriculum Trajectories Information Body Of Knowledge Learning Objects
- 36. Achievement Standards Learning Trajectories → is acquired with Skill Learning helps to acquire ← Trajectory requires knowledge of ← wordt uitgevoerd met ← → is necessary for → past in → is acquired with Learning Concept helps to acquire ← Object Body Of Knowledge Learning Materials
- 39. Associated information Subject from other domains
- 40. Achievement Standards Learning Trajectories → is acquired with Skill Learning helps to acquire ← Trajectory requires knowledge of ← wordt uitgevoerd met ← → is necessary for Associated information → past in Subject from other domains → is acquired with Learning Concept helps to acquire ← Object Body Of Knowledge Learning Materials
- 43. Subject Associated information from other domains
- 44. Achievement Standards Learning Trajectories → is acquired with Skill Learning helps to acquire ← Trajectory Subject requires knowledge of ← wordt uitgevoerd met ← → is necessary for Associated → past in information from other domains → is acquired with Learning Concept helps to acquire ← Object Body Of Knowledge Learning Materials
- 45. EVALUATING THE PROTOTYPE The Third Step
- 46. Panel Test Outcomes • The use case of the semantic browser is acknowledged by both teachers and experts • Integrated access to associated information domains is valued (though teachers prefer learning objects and tend to ignore other information!) • The information delivered through the semantic browser is appreciated • User interface is hardly understood
- 47. CREATING THE SECOND PROTOTYPE The Fourth Step
- 49. Curriculum Information Learning Trajectories Body Of Learning Knowledge Objects
- 50. Achievement Standards Learning Trajectories Curriculum Information Learning → is acquired with Trajectories Skill Learning helps to acquire ← Trajectory Subject requires knowledge of ← wordt uitgevoerd met ← → is necessary for → past in Body Of Learning Knowledge Objects → is acquired with Learning Concept helps to acquire ← Object Body Of Knowledge Learning Materials
- 51. Associated information from other domains Subject
- 52. USE CASE OF LINKED DATA Why should Education invest in the Semantic Web?
- 53. How does a semantic network grow? Curriculum Information Learn- Kern- ing Kern- doel Goal doel Specif- Tussen Sub- Tussen Vak- Vak- ication -doel ject -doel inhoud inhoud The national curriculum is published as Linked Data
- 54. How does a semantic network grow? Curriculum Information National Achievement Learn- Kern- ing Kern- Standards for Math and doel Goal doel Lanuage Skills Specif- Tussen Sub- Vaardi Tussen Vak- Vak- ication -doel ject Vaardi g-heid -doel inhoud inhoud g-heid Skill The Achievement The national curriculum is Standards are published published as Linked Data as Linked Data
- 55. How does a semantic network grow? Curriculum Information National Achievement Learn- Kern- ing Kern- Standards for Math and doel Goal doel Lanuage Skills Specif- Tussen Sub- Vaardi Tussen Vak- Vak- ication -doel ject Vaardi g-heid -doel inhoud inhoud g-heid Skill Both information databases are linked together
- 56. How does a semantic network grow? Curriculum Information National Achievement Learn- Kern- ing Kern- Standards for Math and doel Goal doel Exams Lanuage Skills Specif- Tussen Sub- Vaardi Vaardi Tussen Vak- Vak- Vaardi ication -doel ject g-heid Vaardi g-heid -doel inhoud inhoud g-heid Item g-heid Skill The national exams are published as Linked Data
- 57. How does a semantic network grow? Curriculum Information National Achievement Learn- Kern- ing Kern- Standards for Math and doel Goal doel Exams Lanuage Skills Specif- Tussen Sub- Vaardi Vaardi Tussen Vak- Vak- Vaardi ication -doel ject g-heid Vaardi g-heid -doel inhoud inhoud g-heid Item g-heid Skill The exam items are linked to the National curriculum
- 58. How does a semantic network grow? Curriculum Information Learning Objects National Achievement Learn- Kern- Vaardi ing Kern- Vaardi Standards for Math and doel g-heid Goal doel g-heid LO’s Exams Lanuage Skills Specif- Tussen Sub- Vaardi Vaardi Tussen Vak- Vak- Vaardi ication -doel ject g-heid Vaardi g-heid -doel inhoud inhoud g-heid Item g-heid Skill A provider of open access learning objects describes his repository
- 59. How does a semantic network grow? Curriculum Information Learning Objects National Achievement Learn- Kern- Vaardi ing Kern- Vaardi Standards for Math and doel g-heid Goal doel g-heid LO’s Exams Lanuage Skills Specif- Tussen Sub- Vaardi Vaardi Tussen Vak- Vak- Vaardi ication -doel ject g-heid Vaardi g-heid -doel inhoud inhoud g-heid Item g-heid Skill And links his objects to the National Curriculum
- 60. How does a semantic network grow? Curriculum Information Learning Objects National Achievement Learn- Kern- Vaardi ing Kern- Vaardi Standards for Math and doel g-heid Goal doel g-heid LO’s Exams Lanuage Skills Specif- Tussen Sub- Vaardi Vaardi Tussen Vak- Vak- Vaardi ication -doel ject g-heid Vaardi g-heid -doel inhoud inhoud g-heid Item g-heid Skill Chap- Vaardi A publisher describes ter Vaardi g-heid Hoofd- the chapter structure of g-heid stuk his textbook
- 61. How does a semantic network grow? Curriculum Information Learning Objects National Achievement Learn- Kern- Vaardi ing Kern- Vaardi Standards for Math and doel g-heid Goal doel g-heid LO’s Exams Lanuage Skills Specif- Tussen Sub- Vaardi Vaardi Tussen Vak- Vak- Vaardi ication -doel ject g-heid Vaardi g-heid -doel inhoud inhoud g-heid Item g-heid Skill Chap- Vaardi ter LO Vaardi He also describes his Vaardi g-heid Vaardi g-heid Hoofd- g-heid Hoofd- g-heid additional online stuk stuk learning objects
- 62. How does a semantic network grow? Curriculum Information Learning Objects National Achievement Learn- Kern- Vaardi ing Kern- Vaardi Standards for Math and doel g-heid Goal doel g-heid LO’s Exams Lanuage Skills Specif- Tussen Sub- Vaardi Vaardi Tussen Vak- Vak- Vaardi ication -doel ject g-heid Vaardi g-heid -doel inhoud inhoud g-heid Item g-heid Skill Chap- Vaardi LO Vaardi ter Vaardi g-heid Vaardi g-heid Hoofd- g-heid Hoofd- g-heid stuk stuk And links these objects to his chapter structure
- 63. How does a semantic network grow? Curriculum Information Learning Objects National Achievement Learn- Kern- Vaardi ing Kern- Vaardi Standards for Math and doel g-heid Goal doel g-heid LO’s Exams Lanuage Skills Specif- Tussen Sub- Vaardi Vaardi Tussen Vak- Vak- Vaardi ication -doel ject g-heid Vaardi g-heid -doel inhoud inhoud g-heid Item g-heid Skill Finally he links his chapter structure to the National Curriculum Chap- Vaardi LO Vaardi ter Vaardi g-heid Vaardi g-heid Hoofd- g-heid Hoofd- g-heid stuk stuk
- 64. How does a semantic network grow? Curriculum Information Learning Objects National Achievement Learn- Kern- Vaardi ing Kern- Vaardi Standards for Math and doel g-heid Goal doel g-heid LO’s Exams Lanuage Skills Specif- Tussen Sub- Vaardi Vaardi Tussen Vak- Vak- Vaardi ication -doel ject g-heid Vaardi g-heid -doel inhoud inhoud g-heid Item g-heid Skill Textbook Content Chap- Vaardi LO Vaardi ter Vaardi g-heid Vaardi g-heid Hoofd- g-heid Hoofd- g-heid stuk stuk Without any extra work the publisher can now provide his users with information about the learning goals of his materials, the math and language skill levels associated with them and he can lead them to additional learning materials
- 65. How does a semantic network grow? Curriculum Information Learning Objects National Achievement Learn- Kern- Vaardi ing Kern- Vaardi Standards for Math and doel g-heid Goal doel g-heid LO’s Exams Lanuage Skills Specif- Tussen Sub- Vaardi Vaardi Tussen Vak- Vak- Vaardi ication -doel ject g-heid Vaardi g-heid -doel inhoud inhoud g-heid Item g-heid Skill Textbook Content Chap- Vaardi LO Vaardi ter Vaardi g-heid Vaardi g-heid Hoofd- g-heid Hoofd- g-heid stuk stuk Or a school can without having to do anything itself relate the strengths and weaknesses of it‟s students achievements in recent National Exams directly to the National curriculum and even to the chapters of the textbooks in use
- 66. How does a semantic network grow? Curriculum Information Learning Objects National Achievement Learn- Kern- Vaardi Y ing Kern- Vaardi Standards for Math and doel g-heid Goal doel g-heid LO’s Exams Lanuage Skills Specif- Tussen Sub- Vaardi Vaardi Tussen Vak- Vak- Vaardi ication -doel ject g-heid Vaardi g-heid -doel inhoud inhoud g-heid Item g-heid Skill Textbook Content X Z Chap- Vaardi LO Vaardi ter Vaardi g-heid Vaardi g-heid Hoofd- g-heid Hoofd- g-heid Others keep linking their stuk stuk information to the semantic network. It grows and grows
- 67. CONCLUSIONS
- 68. What have we learned from ELS? • RDF-type modelling and publishing of complex educational information is perfectly possible and feasible • The business case looks very promising • The user interface aspect is a weak point Furthermore: • What is needed is a national or even international infrastructure for Linked Data in Education (standards, tools) • In NL the Ministery of Education together with its institutional partners is actively investigating the possibilities of such an infrastructure
- 69. Adjacent Projects Achievement Standards Network (US) • Stuart Sutton • http://asn.jesandco.org/ Spider Project (Sweden) • Fredrik Paulsson (Umea University) • www.??? Europeana Project (EU) • www.europeana.eu
- 70. Any questions? jacob@jacobmolenaar.nl www.slideshare.net/nyjmolen/presentation-online-educa-2011-jacob-molenaar