schaffert/hilzensauer:nderlying concepts and theories of learning with the semantic web

2008-06-03

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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.

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 Self-

Organized Learners, Proceedings, EduMedia Conference

2008, Salzburg, Austria, May 26, 2008, p. 67-83.

| http://sunsite.informatik.rwth-

aachen.de/Publications/CEUR-WS/Vol-349/schaffert.pdf

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Introduction: our

visit at the

TENCompetence

Winterschool 2008

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Hannes Ebner – see http://www.flickr.com/photos/hannesebner/2282930163/

50 PhD students and „e-

learning“ experts...

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EduMedia08 Hannes Ebner – see http://www.flickr.com/photos/hannesebner/2274448420/

.... discussed a

lot about „Semantic

Web and Learning“

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Stefan Karlhuber – see http://www.flickr.com/photos/s_karlhuber/2294062185/

... but did they

really talk about

the same?

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Agenda

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Semantic Web – a

short introduction

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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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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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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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Underlying concepts

in the field of

Learning in the

Semantic Web

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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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Aspect 1: The Content

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EduMedia08 Hannes Ebner – see http://www.flickr.com/photos/hannesebner/2273654061/in/set-72157604106892381/

Example:

EU project

LUISA

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EduMedia08 See http://wiki.mosep.org

Example:

MOSEP

Tutorials

within a

Semantic

Wiki

(Ikewiki)

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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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Aspect 2: The role of

the learner

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EduMedia08Screenshot of a active math application -

http://www.leactivemath.org/fileadmin/leactivemath/images/LeAMContentSchool_copy_1.jpg

Example:

An active

math

application

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EduMedia08Screenshot of Flock (a Social Browser) -

http://blog.wired.com/monkeybites/images/flock1.jpg

Example:

FLOCK

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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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Aspect 3: The social

involvement

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EduMedia08“The setting for Web-based education” according to Devedižić (2004, figure 2, p. 32)‏

– an exemplary illustration of an socially isolated learner

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Stefan Karlhuber – see http://www.flickr.com/photos/s_karlhuber/2294115657/

Example:

Teamspace

by Chris

Glahn

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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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Project Screening

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E.g. the APOSDLE project

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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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EduMedia08 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)‏

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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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Summary

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You will found our presentation ... in our Weblog

http://edumedia.salzburgresearch.at

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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

[email protected]

[email protected]

http://www.salzburgresearch.at

.