Download presentation
Presentation is loading. Please wait.
Published byHilary Lucas Modified over 9 years ago
1
An Ontology-Based Approach for Sharing Digital Resources in Teacher Education 7 th International Workshop on Ontologies and Semantic Web for E-Learning Brighton, UK, July 7 th 2009
2
In this presentation: Etymology Share.TEC project Teacher Education Ontology Ontology Implementation Final words and a question
3
Etymology
4
Information Etymology: informationem (nom. Informatio, Latin) outline, concept, idea If you give me an apple and I give you an apple, each will have an apple. If you give me an idea and I give you an idea, each will have two ideas.
5
Ontology Etymology: ὄ ντος: of being; -λογία: science, study, theory (from Greek) study of the nature, categories and relations of entities Formal representation of concepts and their interrelations within a domain.
6
Share.TEC Project SHAring Digital REsources in the Teaching Education Community eContentplus programme (ECP 2007 EDU 427015) http://www.sharetecproject.eu
7
General Problems Scattered resources Not structured, not searchable Lack of sufficient metainformation
8
Teacher Education Generally slow to embrace innovation National systems are linguistically and culturally bound TE communities (even virtual ones) tend to focus on the immediate locus Scarce sharing of digital resources
9
Share.TEC Goals Build an advanced user-focused system Aggregating Europe-wide metadata Providing personalized, culturally-sensitive brokerage Supporting the development of perspective among those working in and with the TE community
10
Teacher Education Ontology (TEO)
11
Ontology-driven Approach The purpose of TEO is to provide: pedagogical characterization of digital content representation of user profiles and competencies multilingual and multicultural foundation personalized interaction with adaptive applications support for recommending functions
12
TEO Development Three main models of reference: the OMNIBUS ontology, whose domain is education the LORNET competency modelling ontology the POEM learning object content model And: DOLCE, ONTOURAL, ALOCOM, PROTON, etc…
13
Basic Concepts About 160 classes, 80 properties Basic concepts: –Digital content –Knowledge area –Generic skill –Competency –Actors and roles
14
Digital content Refers to educational resources and artifacts closely related to the concept of the learning object Categorized as pedagogically structured –resources for learners, lesson plans, learning design units … or non-pedagogically structured –computer simulation, concept map, questionnaire Other characteristics like employment mode, didactic strategy and content type.
15
Knowledge Area Topics drawn from the EUROSTAT taxonomy of education and training European perspective and pertinence to the TE domain Digital content can be described in terms of discipline Specification of the user’s areas of interest EUROSTAT has been mapped against Dewey’s Decimal Classification
16
Other concepts Generic skills and competencies: –Association of a knowledge area and a generic skill generates a competency concept Actors: –Description of Share.TEC user –Has a role, preferences, behaviour, etc.
17
TEO Implementation
18
Implementation 800+ entities (classes, properties, instances) Language-neutral concept-oriented data Hierarchical searching and filtering Dynamic multilingual user interface Stability to future changes
19
Minimalistic approach
20
TEO Hierarchies
21
Conceptualization and language neutrality
22
Multidimensional search
23
Hierarchical searching
24
Dynamic Navigation Hierarchical traversing of data Custom-defined searching paths Interactive browsing of statistical data Hiding the complexity of the TEO Integration of user preferencing
25
Scenario – step 1 Select first criteria: Language (e.g. German)
26
Scenario – step 2 Only for documents in German select: Practice Context (e.g. Primary School)
27
Scenario – step 3 Only for documents in German about primary school select: Teacher’s Role (e.g. Head of School)
28
Scenario – step 4 … Only for documents in German about head of a primary school select: virtually any other dimension and so on.. … or go back and take a dive into the data pool from another direction
29
Multicultural coverage
30
Multicultural issues Multicultural is not just multilingual There are concepts that does not exist in all cultures There are concepts that exists in all cultures, but have distinct nuances Multiculturalism is dynamic Person searching within own culture should not notice multiculturalism
31
Multicultural Example 123456789101112 PrimarySecondary 0 TertiaryPre-Pr PrimarySecondaryTertiaryPr Cultural dimension Grades There are concepts: 1.with complete mapping 2.existing in only one culture 3.mapping to more than one concept 4.mapping partly to another concept and partly to nothing 3 12 4
32
Conceptualization 1234567891011120 PrimarySecondaryTertiaryPre-PrPrimarySecondaryTertiaryPr Cultural dimension Grades C0C1C2C3C4C5 Level of cultural independent conceptualization
33
Translation PrimarySecondaryTertiaryPre-PrPrimarySecondaryTertiaryPr C0C1C2C3C4C5 Level of cultural independent conceptualization Translations in language S Translations in language O Primus SecundusTertiusPre-Tertius PrimoPre-Primo Secundo Tertio n/a TEO
34
Case 1 – Full mapping PrimarySecondaryTertiaryPre-PrPrimarySecondaryTertiaryPr C0C1C2C3C4C5 Level of cultural independent conceptualization Translations in language S Translations in language O Primus SecundusTertiusPre-Tertius PrimoPre-Primo Secundo Pre-Secundo Tertio n/a TEO Searching for secundo will map to C3 and will find secundo and secundus
35
Case 2 – No full mapping PrimarySecondaryTertiaryPre-PrPrimarySecondaryTertiaryPr C0C1C2C3C4C5 Level of cultural independent conceptualization Translations in language S Translations in language O Primus SecundusTertiusPre-Tertius PrimoPre-Primo Secundo Pre-Secundo Tertio n/a TEO Searching for primus will map to C1 and C2 and will find primus, primo and pre-primo Searching for primo will map to C2 and will find primo and primus Searching for pre-primo will map to C0 and C1 and will also find preprimo and primus
36
Conclusions When searching within own cultural domain there is always 1:1 correspondence Searching within another cultural domain using “foreign to it concepts” may produce some unwanted but still related results (in the context of the other cultural domain) To search in another cultural domain without any ambiguity use its own language and concepts
37
Final words and a question…
38
In Europe we have this:
39
… and we want to make this!
40
And now the question… Do we have some time for questions? … to the moderator …
41
The End
42
Contact Information Pavel Boytchev Department of Information Technologies Faculty of mathematics and Informatics Sofia University boytchev@fmi.uni-sofia.bg
Similar presentations
© 2025 SlidePlayer.com. Inc.
All rights reserved.