WP 2: Ontology & Metadata Models ITD 2017-11-04 Preliminary Draft WP 2: Ontology & Metadata Models ITD Annual Review meeting CNR, ITD in Genova (IT), September 22 2009

2017-11-04 Results achieved Definition of the semantic foundations of the system Teacher Education Ontology (TEO): it allows cultural-linguistic personalization of the system Common Metadata Model (CMM): it draws on international standards and guarantees semantic interoperability of the system Multicultural Metadata Model (M3): linguistic and cultural interoperability and corresponding binding for overcoming cross-cultural barriers R2.1 – A Teacher Education ontology (TEO) for defining the Common Metadata Model (CMM) and for allowing cultural-linguistic personalization of the Share.TEC system R2.2 – Common metadata model (CMM) for European TE contents that draws on international standards and guarantees semantic, linguistic and cultural interoperability of the system R2.3 - Establishing a sound basis for effective brokerage through the definition of ontology-based user profiles. R3.1 – linguistic and cultural interoperability based on a multicultural metadata model (M3) and corresponding binding for overcoming cross-cultural barriers 11/4/2017

2017-11-04 TEO’s roles To support the design and development of key facets of the Share.TEC system To guide the definition of the Metadata Models (CMM & M3) for digital educational resources To trigger reasoning mechanism supporting personalised user interface and inferential search engines From an operative viewpoint, the design of some applications (eg. Workpackage 4 and 5) is based on TEO, which also supports the definition of a common metadata model for digital educational resources (Workpackage 2, Task 2.2). In these contexts, TEO provides the semantic foundations for key facets of the Share.TEC system. Namely, it allows for consistent pedagogical characterization of digital content (via the Common Metadata Model) and of user profiles and competencies across multilingual and multicultural approaches; besides, it supports personalized interaction with reasoning-based adaptive user applications, including the implementation of advanced recommending functions and of inferential search engines.

2017-11-04 TEO’s structure Digital content (educational resources and artefacts closely related to the concept of LO) Competencies (both at subject-matter level and transversally - socio-affective, metacognitive, etc.) Knowledge domain Context (various contexts of action within the domain of TE) Actor & Role (people in the TE context and in the Share.TEC system) From an operative viewpoint, the design of some applications (eg. Workpackage 4 and 5) is based on TEO, which also supports the definition of a common metadata model for digital educational resources (Workpackage 2, Task 2.2). In these contexts, TEO provides the semantic foundations for key facets of the Share.TEC system. Namely, it allows for consistent pedagogical characterization of digital content (via the Common Metadata Model) and of user profiles and competencies across multilingual and multicultural approaches; besides, it supports personalized interaction with reasoning-based adaptive user applications, including the implementation of advanced recommending functions and of inferential search engines.

Branches development Digital content Competency Knowledge domain 2017-11-04 Branches development Digital content IEEE Lom, POEM model Competency Ontology for competency modeling (PAQUETTE, 2007) Ontology for Human Resource Management (DORN, 2007) Knowledge domain EUROSTAT standards for Education (Dewey’s Classification) Context ISCED standards (UNESCO, 1997) Actor & Role - IMS LIP, Ontology-based Student Modeling (PANEVA, 2006) From an operative viewpoint, the design of some applications (eg. Workpackage 4 and 5) is based on TEO, which also supports the definition of a common metadata model for digital educational resources (Workpackage 2, Task 2.2). In these contexts, TEO provides the semantic foundations for key facets of the Share.TEC system. Namely, it allows for consistent pedagogical characterization of digital content (via the Common Metadata Model) and of user profiles and competencies across multilingual and multicultural approaches; besides, it supports personalized interaction with reasoning-based adaptive user applications, including the implementation of advanced recommending functions and of inferential search engines.

CMM’s Roles & structure 2017-11-04 CMM’s Roles & structure To ensure interoperability by supporting the process of metadata migration from/to repositories inside and outside the consortium. To provide a formal representation of digital content descriptors embedding both standards and pedagogy-oriented features. To inform the design of the Metadata Migration Facility tool (MMF) The CMM consists in two main components: Sections 1 to 8 are derived from LOM; Sections 9 and 10, which embed most of the culturally dependent elements, come from the TEO common layer. From an operative viewpoint, the design of some applications (eg. Workpackage 4 and 5) is based on TEO, which also supports the definition of a common metadata model for digital educational resources (Workpackage 2, Task 2.2). In these contexts, TEO provides the semantic foundations for key facets of the Share.TEC system. Namely, it allows for consistent pedagogical characterization of digital content (via the Common Metadata Model) and of user profiles and competencies across multilingual and multicultural approaches; besides, it supports personalized interaction with reasoning-based adaptive user applications, including the implementation of advanced recommending functions and of inferential search engines.

MMM’s Roles & structure 2017-11-04 MMM’s Roles & structure To adapt the system (eg. user interface) to the individual user language and culture while describing the digital resources or querying the repository To adapt and translate the CMM elements to the various cultures/languages. To inform the design of the Resoruce Integration Companion Kit tool (RICK) Specifically, the MMM gains its multicultural dimension by: translating the vocabularies of Sections 1 to 8 adapting the elements of Sections 9 and 10 by deriving their names and vocabularies from TEO. This works under the hypothesis that all the CMM terms and vocabularies have a direct translation in all the languages; If this is not the case, we will have to force some approximation where needed/possible. Specifically, the MMM gains its multicultural dimension by: translating the vocabularies of Sections 1 to 8 (there already exist translations in various European languages); adapting the elements of Sections 9 and 10 by deriving their names and vocabularies from TEO.

Fragment of “Context”: common level 2017-11-04 Fragment of “Context”: common level Context Cultural Agency Educational Institution Teacher Practice Pre- Primary Primary Secondary Lower Secondary Upper Secondary

Fragment of “Context”: cultural levels (IT,SP,BG) 2017-11-04 Fragment of “Context”: cultural levels (IT,SP,BG) Context Cultural Agency Educational Institution Teacher Practice Pre- Primary Primary Secondary LowerSecondaryGeneral only in Italy, Spain, Bulgaria Lower Secondary Upper Secondary Lower Sec. General

Fragment of “Context”:cultural levels (IT,SP) 2017-11-04 Fragment of “Context”:cultural levels (IT,SP) Context Cultural Agency Educational Institution Teacher Practice Pre- Primary Primary Secondary LowerSecondary Vocational only in Italy & Spain Lower Secondary Upper Secondary Lower Sec. General Lower Sec. Vocational

Fragment of “Context”:cultural levels (IE) 2017-11-04 Fragment of “Context”:cultural levels (IE) Context Cultural Agency Educational Institution Teacher Practice Pre- Primary Primary Secondary Transition Year only in Ireland Lower Secondary Upper Secondary Transition Year Lower Sec. General Lower Sec. Vocational

Fragment of “Context”:common & cultural levels 2017-11-04 Fragment of “Context”:common & cultural levels Context Cultural Agency Educational Institution Teacher Practice Pre- Primary Primary Secondary Lower Secondary Upper Secondary Transition Year Lower Sec. General Lower Sec. Vocational

2017-11-04 TEO, CMM, M3 synergies

Performance Indicators 2017-11-04 Performance Indicators To be done Current scenario for digital resource use & sharing across Europe: 11/4/2017

Challenges & remedial actions 2017-11-04 Challenges & remedial actions Ontology & Metadata Models integration Quantity of Metadata fields obligatory Collaborative development of the Ontology Multicultural dimension in Share.TEC (to be expanded) Federation, metadata aggregation/harvesting 11/4/2017

The multicultural dimension in Share.TEC 2017-11-04 The multicultural dimension in Share.TEC a highly expressive Multilingual-Multicultural Metadata Model (M3). experiential annotations attached to resources and related to user profiles. a fully multilingual user interface (scalable multilingual support that begins with 6 languages and allows easy extendibility); In summary, Share.TEC’s response to multicultural and multilingual issues is borne out in the following ways: experiential annotations attached to resources and related to user profiles. These are an essential element of the Share.TEC multicultural dimension. Multicultural information is more effectively transmitted via narration of experience (the difficulties faced, the solution adopted);