construction of a semantically integrated e-learning system based on topic maps for...
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Construction of a semantically integrated e-learning system
based on Topic Maps for multidisciplinary learning
Shu Matsuura1*, Takako Koike1, Motomu Naito2
1Faculty of Education, Tokyo Gakugei University2Knowledge Synergy Inc.
An online learning portal: “Everyday Physics on Web” based on Topic Maps
• The aim of learning portal: “interlink a wide range of knowledge domains”.
Physics, Chemistry, Biology, Earth Science, Astronomy, Environment, Sustainability, Industry, Aritifact, Daily Life, Policy, History of Science,,,
• A challenge:enhance “deviating” learning, explorative learning.In ordinary cases, students learn just what they are required.
Topic Maps application server: Ontopia Navigator Frameworkat http://tm.u-gakugei.ac.jp/epw/Thanks to open-source Ontopia.
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1. interlink a wide range of knowledge domains
2. Enhance explorative learning.Tow kinds of nodes to go beyond the limited area.
“interlink a wide range of knowledge domains”
Broad, extensive, but organizable
“cloud” of learning resource
ただ
internal original contents
External online learning resource
topic
topic
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Organize metadata of resources to raise findability of resources.
Database topicmap
“Ontopia” (development suite) +“postgreSQL”
Internet
5 major types of topicsin “Everyday Physics on Web Topic Map (epw)”
Before gathering resources, we construct knowledge models of subjects.
Multi-Fields Learning Portal
example of subject topicntype hierarchy as “taxonomy of topics”
physics subject
atoms
common concepts
dynamics forces
work and energy
heatwave
advanced physics subject
applied physics subject
basic physics subject
physics experiment
basic mathematics
atomic interactionsatomic
structure
capacity and flow
diffusion
electromagnetic wave
description of motion
momentum
Newton’s lawsof motion
fluid mechanics
electric potential and electric current
electric charge and electric field
electromagnetic induction
magnetic field and current
electro-magnetism
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Broader-narrower associations
Why taxonomy (as topic hierarchy)
Our topic type hierarchy of subject topics are taxonomy rather than true type hierarchy.
This is fundamentally due to the difference in the types of domain knowledge, as below.Difficulties in building true type hierarchies of all domains.
base domain
lows of nature Physics
taxonomy Chemistry
descriptive Geology
conduct Engineering
Cf. Charles Sanders Peirce
abstract
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Now, we define types of associations (other than broader_narrower) to construct knowledge model
physics subject
atoms
common concepts
dynamics forces
work and energy
heatwave
advanced physics subject
applied physics subject
basic physics subject
physics experiment
basic mathematics
atomic interactionsatomic
structure
capacity and flow
diffusion
electromagnetic wave
description of motion
momentum
Newton’s lawsof motion
fluid mechanics
electric potential and electric current
electric charge and electric field
electromagnetic induction
magnetic field and current
electro-magnetismAssociations
Is_based_onis_related_with
TransSubject_is_based_onTransSubject_is_related_withEtc.
Field Subject δ
Learning Resource layer
Learning Record layer
subject a1
subject a2
subject b1
subject b2
sub-field a
Subject Space Field Subject αField Subject γ
sub-field b
Field Subject β
Trans-Field Subject Association
Fields included: Physics, Chemistry, Biology, Earth Science, Astronomy, environment, sustainability, daily life, history, policy, history
Trans-field topic map. Trans-field association
Taxonomy of types of expression of knowledge;“Learning Resource Type”
To each subject instance, related resource instances are connected.
Backbone of the system is the linked subject topics.
Courseware resource instance consists of a sequence of subject instances.
( is_subject_of_Resource association)
( is_eLecture_consisting_of association)
( is_based_on is_related_with is_analogy_of … TransField_is_related_with TransField_is_based_on … is_shared_with)
Translate subject topic map
into a web navigation
We have expressed knowledge by map. ↓Then, we have to navigate the structure.
page header
global navigation
local navigaion
breadcrumb trail
primary page content
external, internal
links
page footer: contact inf., copyright
identity search
A standard web page designPresent topic map in this standard structure.
Navigation inside the web site.
Web design ontologyTopic map of subjects and resources are translated into a standard web design through web design ontology.
occurrences ← resource topic
type menu
intra-field
inter-field
subject-subjectassociation
recommended subject
number of request; individual user and all
Evaluation of drill scores
score chart of individual and all
Enhance explorative learning.Go beyond the field area.
Tow kinds of nodes
1. Shared Topic
1 b2
b3
b2
1c
4c
3c
2
a3
a2 a
4
subject a1
a3a2
a4
subject a1
b2b3
b2
subject a1
c4
c3
c2
Field α
Field βField γ
subject a1
subject a1
A topic shared by 3 fields
“Shared Topic”, a topic shared by different fields of subjects.
• Sometimes an equivalent topic appears in different fields with different contexts.• For the consistency of topics, topic instance cannot be duplicated.• We create the topic in a field where the definition of topic is properly given.• Then, the topic is linked to the topics of other related fields with a specific association, “is_shared_with”, meaning the topic also belongs to more than one field.• Meanings of shared topic will be refined through understanding in the multiple fields.
subjec
t a1
b2
b3
b2
subject a1
c4
c3c2
subject a1
a3a2
a4
Field α
Field β
Field γ
Shared topic may play a role of connecting different fields.
“covalent bond”?
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Tow kinds of nodes
2. Trans-disciplinary Topic
1 b2
b3
b2
1c
4c
3c
2
a3
a2 a
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Climate change is certainly a topic of environmental science.But it is connected with topics of many fields.
“climate change” topic has lots of associations, and has lots of association types .
Multi-disciplinary topic like “climate change” is indeed a “hub” of topics.
Trans-Subject topic is a hub of topics in different fields.
“Understanding” and “Convincing”
Understanding1.recognize logically, universality2.recognize principle3.recognize a path to the conclusion
Convincing1.necessity of individual recognitions2.construct knowledge and reality by oneself3.networking of knowledge with one’s individual knowledge
Toward association-oriented education.
Environmental Education in the National Curriculum (elementary shool).A couple of topics in every field are related with environment topic.subject Environment-related education
sociology -water, electricity, gas supply and efficient usage of resource-preservation of natural environment, cultural tradition-keeping better environment for life-disaster prevention
science -contribute to preserve natural environment-observe nature around-relationship between living organisms and environment
life -be interested in relationship with animals, plants and nature
home economics
-be aware of relationships with home environment
physical education
-relationships between health and environmental factors
moral education
-care nature
integrated study
-experiments, observation, survey, and make presentation.
summary
-Constructed a topic map based learning portal with a backbone of subject topic map.(trans-field subject topic map)
-Subject topic map and learning resource topic map was translated into a standard web navigation through web design topic map. (visualization)
-Shared topic and multi-disciplinary topic connect different areas.(association-oriented learning)
“RDF and OWL (W3C)” and “Topic Maps (ISO)”different goals (S. Pepper)
• “RDF and OWL are positioned as enablers for large-scale data integration and/or an ‘artificially intelligent’ web for software agents.” (for inferences)
• “Topic Maps is all about findability and knowledge federation for humans.” (for findability)→Interface should be optimized.
• “They complement each other and we need both.”
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