New trends in Semantic Web Cagliari, December, 2nd, 2004 Using Standards in e-Learning Claude Moulin UMR CNRS 6599 Heudiasyc University of Compiègne (France)

New trends in Semantic Web Cagliari, December, 2nd, 2004 Some e-learning features  Definitions of e-Learning usually emphasize on network utilization (''e'' in e-learning) and on Information Technology.  Added requirements two domains: training domain, application domain reflection on content Objectives of training session, Competences acquired by learners, etc. Concepts of the application domain and the relations between these concepts construction of new resources taking into account possibilities offered by Information Technology: digitalization of old resources is generally not enough, redefinition of actors roles according to situations teachers, learners, tutors.

New trends in Semantic Web Cagliari, December, 2nd, 2004 E-Learning applications  Learning Content Management Systems Creation of resources (distributed) Repositories of resources Portfolios, Pedagogical Web sites Learning Organizational Memories Modeling of the domain and indexing of resources on domain concepts  Learning Management Systems Organization of content in pedagogical units (activities) Scheduling of P.U. Student Assessment

New trends in Semantic Web Cagliari, December, 2nd, 2004 Two influences – integration? E-Learning Instructional Design Semantic Web

New trends in Semantic Web Cagliari, December, 2nd, 2004 Language Levels  Conceptualization Pedagogical scenarios Meta data - Ontology - Knowledge Base  Operationalization Operational languages Composition of pedagogical units rules for Sequencing activities Functional languages used in knowledge base engines Rule languages Query languages

New trends in Semantic Web Cagliari, December, 2nd, 2004 Conceptual level

New trends in Semantic Web Cagliari, December, 2nd, 2004 XML Schema for metadata: LOM File name, browser type Narrative Text, learning time test

New trends in Semantic Web Cagliari, December, 2nd, 2004 OWL: Web Ontology Language  Ontology Definition Concepts (classes) and relations (properties) between concepts Axioms on concepts and relations Restrictions on relations Different level of ontology  Knowledge base Adding extensions (set of individuals) to concepts Axioms on individuals Requires management systems for making inferences True, inferred true, false, inferred false, unknown  Limitations OWL does not allow to represent all ontology features (points of view, attenuated transitivity)

New trends in Semantic Web Cagliari, December, 2nd, 2004 XTM: ML for Topic Maps  Ontology Definitions of classes and subclasses of topics Relations (association) on classes of topics Axioms on classes of topics  Knowledge Base Topics as instances of classes of topics Axioms on topics  Features Occurrence: for linking topics and resources to classes of topics Scope: associations between topics can be considered inside a scope

New trends in Semantic Web Cagliari, December, 2nd, 2004 Use of ontologies in e-Learning  Currently Indexing of resources Modeling of training domain and application domains  Future?? describing e-Learning Services?

New trends in Semantic Web Cagliari, December, 2nd, 2004 Pedagogical Scenarios  Pedagogical Unit: composed of Pedagogical Scenarios A complete training course, a lesson, etc.  Pedagogical Scenario: composed of sequence of Pedagogical Acts Bricks for building a learning process a problem solving activity, an experiment  Pedagogical Act: An atomic task Read a text, write a document, do a synthesis, etc.

New trends in Semantic Web Cagliari, December, 2nd, 2004 IMS-LD  Origin EML – Educational Modeling Language meta-language for describing pedagogical models from concepts involved in the learning process Open University of Netherlands IMS-LD  Language defined by an XML Schema  The conceptual model Make easier specifications and implementations Three levels of representation Static: the sequencing of activities is the same for all Dynamic: the sequencing may depend on properties (tests) Events: activities based on notifications (messages)

New trends in Semantic Web Cagliari, December, 2nd, 2004 Operational Level

New trends in Semantic Web Cagliari, December, 2nd, 2004 Learning Management Systems  SCORM: suite of technical standards that enable web-based learning systems to find, import, share, reuse, and export learning content in a standardized way. Content Aggregation Model (CAM) Run-Time Environment (RTE) Sequencing and Navigation (SN)

New trends in Semantic Web Cagliari, December, 2nd, 2004 SCORM - CAM  It describes the components used for structuring the content. Asset : atomic pedagogical content. any resource which can be displayed in a browser. SCO (Sharable Content Object) : Composed by assets capable to communicate with a LMS. CO (Content Organization) : structure describing the composition of assets and SCOs in activities SCOs are described using the LOM model

New trends in Semantic Web Cagliari, December, 2nd, 2004 Functional languages  Semantic Web Management Frameworks require functional languages: Rule languages for reasoners Ex: HP Jena Framework [rule1: (?a tg:rel ?b), (?b tg:trans ?c) -> (?a tg:rel ?c)] Other languages: ruleML, SWRL Query languages RDQL (query language for RDF) SELECT ?x WHERE (?x,, ) USING tg FOR

New trends in Semantic Web Cagliari, December, 2nd, 2004 Conclusion  Will the Semantic Web Change Education? Services for e-Learning? Which model for services?  How is it possible to integrate instructional design and semantic web features when designing e-learning sessions?

New trends in Semantic Web Cagliari, December, 2nd, 2004 References  EML Rob Koper papers, from 1998 to 2003  SCORM  HP Semantic Web Programme  KAON  Journal of Interactive Media in Education  DIG Group