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Meet Els : a Curriculum browser for language and math

Meet Els : a Curriculum browser for language and math. Is The Semantic Web Of A ny Use ? EDRENE Conference, The Hague, May 18, 2011 Jacob Molenaar. Conference Theme. The overall theme of the seminar is Quality , divided into three categories: Quality in metadata

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Meet Els : a Curriculum browser for language and math

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  1. Meet Els: a Curriculum browserforlanguageandmath Is The Semantic Web Of AnyUse? EDRENE Conference, The Hague, May 18, 2011 Jacob Molenaar

  2. Conference Theme • The overall theme of the seminar is Quality, divided into three categories: • Quality in metadata • Quality in usefulness • Quality in relevance

  3. Introduction • Jacob Molenaar • Independent consultant and concept developer in educationaltechnologyandeducationalpublishing • Background in educationalpublishing • Trained in Dutch Language & Literature • Our Project: Els, An Associative Curriculum Browser for Language And Math • Based on RDF

  4. Topics / Themes • Curriculum Browsing? • Our Project Els: usingsemantic web technologiesformodelingcurriculaeandrelated information • Improving the quality of learning object retrieval • Improving the quality of knowledge retrieval • Improving the ease of addingmetadatato information

  5. Curriculum Browsing ???

  6. Curriculum Browsing Browsing information as opposedtosearching information is a way of acquiringknowledge in stead of justfindinginformation.

  7. Curriculum Browsing • A curriculum is more than a set of formaldescriptions of learning goals and subjects • A curriculum containsanenormousamount of expert knowledge (narrative information) and is based on many expert design decisions • A curriculum canbeexpressed in a formal curriculum document containing ‘objective’ descriptions • A curriculum canbeexpressed in a textbookcontaining information andassignmentsandexercises • All these expressions are at the same time complexandreductionary: information is lost in themnotgained

  8. Curriculum Browsing • Is itpossibleto make allthis ‘lost’ narrative expert curriculum knowledge explicit andaccessible? (for ‘normal’ users of the curriculum – teachers) • WhatSemantic (Web)technologies are availableforthis?

  9. Our Project: Els • Els = EducationalLinkedScape • Developing a prototype of a Curriculum Browser (whateverthatmaybe) for Language and Math • Commissionedby the Dutch Ministery of Education, Directie Leraren • As part of the implementation of the new (2010) National Achievement Standards for Language and Math (Referentiekader Taal en Rekenen) • Project Partners: • Freudenthal Instituut (Math) • Expertisecentrum Nederlands (Language) • Kennisnet (EducationalLinkedscape) • SLO (reviews andtesting) • Prototype createdbyDaidalos

  10. People! • Jeroen Hamers, Kennisnet • Heleen Strating, Expertisecentrum Nederlands • Marian Bruggink, Expertisecentrum Nederlands • Monica Wijers, Freudenthal Instituut • Vincent Jonker, Freudenthal Instituut

  11. Our Project: Els • Research anddevelopment project • Based on several hypotheses and concepts • Project result (the prototype) willbethoroughlytestedandreviewed Main (hypo)thesis of the project: an RDF basedsemantic web helps users tofind information andacquireeducationalknowledge far more efficientthanclassicalvocabulairybasedmetadatacan.

  12. Central Use Case • A History teacher in secundaryeducationwhodiscoversthat his pupils are notabletorephraseandsummarisehistorical documents • He wants toprovidethemwith a tool fordoingthat • 1152 hits in Wikiwijswhensearchingfor ‘samenvatting’ (synopsis) • An Economics teacher in secundaryeducationwhodiscoversthat his pupils are notableto do basic percentage calculations • We wants toprovidethemwithsomeexercisestoimprovetheirmath skills • 355 hits in Wikiwijswhensearchingfor ‘percentage’

  13. Challenges • How canyou help a half-informed teacher tospecify his information need? • How canyouimproverecallandprecisionwhensearching in a large database? • How canyouprovidethis teacher with the additionalknowledgeand expertise that is necessarytouse the search results he gets in the classroom?

  14. Project Breakdown • Modelling curriculum information in RDF • Designing a ‘browsing logic’ for end-users • Creating a prototype

  15. Information Entity A Information Entity B RDF Association

  16. Information Entity A Information Entity B RDF Association Alexis de Tocqeville Democracy in America

  17. Information Entity A Information Entity B RDF Association Is the writer of → ← Is writtenby Alexis de Tocqeville Democracy in America

  18. Information Entity A Information Entity B RDF Association Is the writer of → ← Is writtenby Alexis de Tocqeville Democracy in America Was written in → ← Saw the publication of Saw the life of → ← Lived in the Byimplication 19th Century

  19. RDF • RDF is likeanontology • RDF is like a thesaurus. But RDF supports semantically far more richerand more complex associationsthan the simplebroader term – narrower term associations of a thesaurus • A thesaurus is like 18/19th century thinking (The Encyclopédistes!) • An ontology is like 20th century thinking (notenough discipline!) • RDF is like 21st century thinking (seriouslycreating order in a complex world!)

  20. The Semantic Domain of Els • Notjust Curriculum and Learning Objects • Or Curriculum A and Curriculum B • But fourinterconnectedsemantic domains: • Achievement Standards • Learning Trajectories • Body Of Knowledge • Learning Objects Onlywhenyouprovide a teacher withallthisinterconnected information youreallyenhance his knowledgeandgrow his skills.

  21. Achievement Standards Learning Trajectories Skill Learning Trajectory → is acquiredwith helps toacquire ← → is acquiredwith → is aquired in leads toknowledge of ← → is necessaryfor requiresknowledge of ← wordt uitgevoerd met ← → past in helps toaquire ← Concept Learning Object → is acquiredwith helps toacquire ← Body Of Knowledge Learning Materials

  22. Achievement Standards Learning Trajectories Discount CalculatingQuantative Relations Context Calculating Percentages Skillfrom the National Language and Math Curriculum Learning Trajectory ‘Strip’ Exercise Tool Learning Object Body Of Knowledge Learning Materials

  23. Learning Trajectories Curriculum Learning Objects Learning Objects Learning Objects Learning Trajectories Curriculum Curriculum Body OfKnowledge LearningTrajectory LearningObjects Curriculum Learning Trajectories Body Of Knowledge Body Of Knowledge Body Of Knowledge ELS: Subject and Context

  24. Modeling the Achievement Standards • We modeled the National Achievement Standards For Language And Math (Referentiekader Taal en Rekenen) • We modeled the National Learning Outcomesforprimaryandsecundaryeducation (Kerndoelen)

  25. Formeel kader Taal Kerndoel Lesmateriaal Vak Kenmerken van de taakuitvoering Tekstkenmerken Taak Superdomein Domein Niveauaanduiding Subdomein Algemene omschrijving Eind- of Tussendoel Referentieleerlijnen Vakkennis

  26. Formeel kader Rekenen Kerndoel Lesmateriaal Functioneel gebruiken Vak Functioneel gebruiken Notatie, Taal en Betekenis Met elkaar in verband brengen Paraat hebben Weten waarom Paraat hebben Weten waarom Vaardigheid Superdomein Domein Functioneel gebruiken Subdomein Gebruiken Eind- of Tussendoel Paraat hebben Weten waarom Niveauaanduiding Referentieleerlijnen Vakkennis Algemene omschrijving

  27. Modeling the Learning Trajectories • We modeled Learning Trajectories • Using the model of SLO’sAllard Strijker • We usedexisting Learning Trajectories of the Freudenthal Instituut and the Expertisecentrum Nederlands

  28. Verwante leerlijn Leerobject Referentieleerlijnen Kernopgave Lesmateriaal Voorbeeld Dikke omcirkeling = verplicht Tussendoel Titel Op voorbeeld/kernopgave na verder aan elkaar gelijk qua mogelijke associaties Korte omschrijving Leerlijn EducationalLevel(Groep/klas) Beschrijving Ratio Einddoel beoogdeLeerlijnStartniveau(groep/klas) Subject(Vak) Beschrijving Didactische aanwijzing SkillEmbodied(Vaardigheid) Schoolse context Hulpmiddel Formele kaders Maatschappelijke context Concept ReferentieNiveauBeschrijvingOnderdeel Kerndoel Oplossingswijze Vakkennis

  29. Modeling The Body Of Knowledge We interpreted, re-arrangedandmodeled the National Teacher Reference Guides for Language and Math: • Kennisbasis Taal • Kennisbasis Rekenen

  30. Formele kaders Maatschappelijke context Referentiekader:Domein EducationalLevel(groep/klas) Schoolse context Kerndoel Vakkennis Voorbeeld Subject(vak) Omschrijving Omschrijving Concept Hulpmiddel Voorbeeld Titel Dikke omcirkeling = verplicht titel Omschrijving Omschrijving Oplossingswijze Didactische aanwijzing Voorbeeld Leerobject Eind- of Tussendoel Titel Referentieleerlijnen Lesmateriaal

  31. Modeling Learning Objects • We modeled Learning Objects • Using (tiny parts of) the RDF binding of the LOM

  32. Formele kaders Kerndoel Lesmateriaal ReferentieNiveauBeschrijvingOnderdeel Titel Soort leermateriaal Beschrijving Leerobject Vak Ontwikkelaar Didactische aanwijzing Eind- of Tussendoel Hulpmiddel Concept Referentieleerlijnen Oplossingswijze Vakkennis

  33. Designing The Prototype A user friendly interface toacccess the semantic domain of Els CSS, HTML Browsing Logic SPARQL, Java RDF file containingall the triplesdescribing the Curriculum, Learning Trajectories, Body Of Knowledge and Learning Objects Triple Store

  34. Quality of Information Retrieval

  35. Two Aspects of Query Specification • Can the semantic web approach help tospecify a vague query based on incomplete domain expertise? • Can the semantic web approach help toenhancerecallandprecision of queries on large databases (likeforexampleWikiwijs)?

  36. Query Specification 1 • In Els you enter a search term (with auto-complete based on the content of the triple store) • This term is matchedwithall content of the triple store using full-text search (the triple store is loadedwithtext!) • Using SPARQL-queriesall hits are then led back to the most ‘dominant’ Learning Trajectory/iesassociatedwiththem • These Learning Trajectories are presentedto the user with full context information • The user navigatesthrough the semantic web following the triple associations Hypothesis of Els: The concept of the Learning Trajectory is the most efficientorganizingprinciple of curriculum information

  37. Function of the Semantic Web Semantic Web (Concepts and Relations) Information (Instances)

  38. Query Specification 1 The semantic web functions as a kind of fishing net (or safety net?): • It containssomuchtextthatyou get enough hits with the first query • It offers contextual information to help the user placehimself on the right spot in the web • But alldepends on the quality of the ‘triple reasoning’

  39. Query Specification 2 • The semantic web provides the user with a lot of relevantlyassociatedtermsto his original ‘vague’ search term • Hypothesis: This set of termsmight help toformulate more precisequerieswhenyou want to access large databases withforexamplelearning objects

  40. RDF AndMetadata Why is RDF such a powerful tool foraddingmetadatato information? • Because of the principle of implicatedreasoning. RDF-webscreateknowledge • Because of the principle of multidimensionalinheritance of metadata. Onceyouplacean information object in the right spot in a semantic web itinheritsautomaticallyallassociationsthat are relevant tothatspot • RDF entitiesprovidebytheirsemanticrichness good anchor points foradding user generated information throughsocial media

  41. Anyquestions? jacobmolenaar@xs4all.nl

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