Slide 1: Underlying Concepts and Theories of Learning with the Semantic Web
4th EduMedia Conference 2008 Special Track "Technology Support for Self-Organised Learners" (TSSOL08) 3. June 2008 in Salzburg Sandra Schaffert Wolf Hilzensauer Salzburg Research Forschungsgesellschaft m.b.H.
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Slide 2: This presentation builds on:
| Schaffert, Sandra; Bürger, Tobias; Hilzensauer, Wolf & Schaffert, Sebastian (2008). Underlying Concepts and Theories of Learning with the Semantic Web. In: Marco Kalz, Rob Koper, Veronika Hornung-Prähauser & Michaela Luckmann (Ed.): TSSOL 2008, Technology Support for SelfOrganized Learners, Proceedings, EduMedia Conference 2008, Salzburg, Austria, May 26, 2008, p. 67-83. | http://sunsite.informatik.rwthaachen.de/Publications/CEUR-WS/Vol-349/schaffert.pdf
Slide 3: Introduction: our visit at the TENCompetence Winterschool 2008
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Slide 4: 50 PhD students and „elearning“ experts...
Hannes Ebner – see http://www.flickr.com/photos/hannesebner/2282930163/
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Slide 5: .... discussed a lot about „Semantic Web and Learning“
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Hannes Ebner – see http://www.flickr.com/photos/hannesebner/2274448420/
Slide 6: ... but did they really talk about the same?
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Stefan Karlhuber – see http://www.flickr.com/photos/s_karlhuber/2294062185/
Slide 7: Agenda
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Slide 8: Agenda
| Semantic Web – a short introduction | Underlying concepts in the field of Learning in the Semantic Web
| | |
Aspect 1: The Content Aspect 2: The role of the learner Aspect 3: The social involvement
| Project Screening | Summary
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Slide 9: Semantic Web – a short introduction
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Slide 10: Semantic Web ...
| aiming at making Web content accessible to machines | in a way that goes beyond mere presentation and rendering of content | goal: enriching the existing Web to provide Web-based systems with advanced (so-called intelligent) capabilities,
| |
in particular with context-awareness and decision support.
| realised with meta-data and (meta-) data processing
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Slide 11: One of the core challenges for the Semantic Web for Learning: providing meta data
| humans can provide meta data by using a machine interpretable coding scheme (XML, RDF, XML, OWL, … ) | Humans can use inductive approaches as e.g. tagging | computers can produce structure & meta data automatically | All these approaches are not easy to realise.
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Slide 12: Learning with the Semantic Web …
| ... is in its infancy | several projects and tools | but only few of them with a special focus on learning
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Slide 13: Underlying concepts in the field of Learning in the Semantic Web
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Slide 14: Underlying concepts in the field of Learning in the Semantic Web
| Aspect 1: The Content | Aspect 2: The role of the learner | Aspect 3: The social involvement
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Slide 15: Aspect 1: The Content
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Slide 16: Example: EU project LUISA
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Hannes Ebner – see http://www.flickr.com/photos/hannesebner/2273654061/in/set-72157604106892381/
Slide 17: Example: MOSEP Tutorials within a Semantic Wiki (Ikewiki)
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See http://wiki.mosep.org
Slide 18: Aspect 1: The Content
| a) the content is fixed (“canned content”), claiming to be objective | b) the content as dynamic, permanently “under development” and only shallowly categorised (miscellaneous)
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Slide 19: Aspect 2: The role of the learner
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Slide 20: Example: An active math application
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Screenshot of a active math application http://www.leactivemath.org/fileadmin/leactivemath/images/LeAMContentSchool_copy_1.jpg
Slide 21: Example: FLOCK
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Screenshot of Flock (a Social Browser) http://blog.wired.com/monkeybites/images/flock1.jpg
Slide 22: Aspect 2: The role of the learner
| a) the learner as a consumer, being taught by a teacher/trainer | b) the learner as an active, self-organised creator of his/her own environment
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Slide 23: Aspect 3: The social involvement
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“The setting for Web-based education” according to Devedižić (2004, figure 2, p. 32) – an exemplary illustration of an socially isolated learner
Slide 25: Example: Teamspace by Chris Glahn
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Stefan Karlhuber – see http://www.flickr.com/photos/s_karlhuber/2294115657/
Slide 26: Aspect 3: The Social Involvement
| a) the learner as “isolated”, on his/her own | b) the learner communicates with humans, in terms of being involved in a learning community
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Slide 27: Project Screening
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Slide 28: E.g. the APOSDLE project
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Slide 29: E.g. the APOSDLE project
| Is the learning content seen as something miscellaneous and under development? | Is the role of learner that of an active, self-organised creator? | Does the social involvement, e.g. the learning communities, play a role?
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Content analysis of projects and tools in the field of Learning with Semantic technologies
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The two dominant types of projects concerning to the three aspects of their underlying concepts in the field of learning with the Semantic Web: Illustrating the paradigm shift from e-learning 1.0 to e-learning 2.0 (just for illustration purpose; the aspects are not orthogonal as depicted in the figure)
Slide 32: Similar results ...: A Literatur Analysis
Illustration of the statistical analysis of the co-citation of publication about learning on the topic “Semantic Web” Source: Beat Döbili http://beat.doebe.li/ bibliothek/w01364.html
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Slide 33: Summary
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Slide 34: Summary
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Slide 35: You will found our presentation ... in our Weblog
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http://edumedia.salzburgresearch.at
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Slide 36: Kontakt
Dr. Sandra Schaffert Mag. Wolf Hilzensauer Salzburg Research Forschungsgesellschaft m.b.H. Jakob-Haringer-Str. 5/III A-5020 Salzburg Phone: +43-662-2288- Sandra: 429 - Wolf: 423 Fax: +43-662-2288-222 sandra.schaffert@salzburgresearch.at wolf.hilzensauer@salzburgresearch.at http://www.salzburgresearch.at .
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