towards an advanced learning infrastructure based on semantic web technologies martin dzbor and...
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![Page 1: Towards an Advanced Learning Infrastructure Based on Semantic Web Technologies Martin Dzbor and Enrico Motta Knowledge Media Institute, The Open University](https://reader035.vdocuments.us/reader035/viewer/2022062714/56649d6b5503460f94a497bc/html5/thumbnails/1.jpg)
Towards an Advanced Learning Infrastructure Based on
Semantic Web Technologies
Martin Dzbor and Enrico Motta
Knowledge Media Institute, The Open University
KnowledgeWeb Workshop, 27th Sep 2004
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Semantic Browsing and Semantic Services in
Education
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Magpie Components
Enriched Web Page
Semantic Log
(found-item 3275578832 localhost #u"http://localhost/people/motta/" john-domingue john-domingue)(found-item 3275578832 localhost
Jabber Server
Magpie
Hub
Ontology cache (Lexicon)
Problem Domain & Resources
Ontology based Proxy Server
Web Page
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Semantically Enhanced Web Browsing
• ‘Zero overhead costs’ – Dynamic ontology-driven enrichment in real time
– Utilizing interfaces familiar to the lay user
– Resource re-usability & openness
• ‘Gateway’ to the semantic web– Access knowledge through annotated web resources
– Integrated with standard web browsers
– Magpie services are ‘first class’ concepts
• Multiple user interaction modalities– User-requested (‘pull’ or ‘click&go’) semantic services
– Trigger (‘push’ or ‘subscribe&learn’) semantic services
• One-click (or less) interface
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Value of tools like Magpie
• Quan & Karger (2004):– […] separate pieces of information about a single resource
that used to require navigation through different web sites can be merged together […] without specialized portal sites or coordination between the sites
• McDowell, Etzioni &al. (2003):– How do we entice non-technical people to structure their data? – […] semantic annotation will be motivated by services [giving]
immediate benefits – instant gratification to the user.
• Tauscher & Greenberg (2001):– < 1% browsing actions use explicit history mechanisms– Browsing history needs better representation that would be
meaningful to the user.
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Supporting different learning modalities
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Benefits to a student
• Quick access to course-related resources– Learning embedded into other browsing activities
• Ability to link [theoretical] resources with the [practical] articles, documents, stories, …– Science (but also art & philosophy) is largely about
relating things and seeing patterns
• Universities re-use chunks of existing knowledge [from third parties], and only create/provide their interpretation rather than replicating them– Rapid course update & customization
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Benefits to a student [cont.]
• Exploratory guiding as a metaphor:– “What would my Prof say if he/she was watching over my
shoulder when I read about IPCC climate scenarios?”
• Support for managing and sharing the semantic representations of browsing histories– “A fellow student has followed a similar trail to the one
you are following. Do you want to see the resources he/she has identified?”
• Automated creation of a semantic footprint in the selected ontology for visited pages (if the user allows)
– High-level semantic filtering/querying– Yet-another ‘gateway’ to the semantically relevant
knowledge/information (via Magpie on-demand services)
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Magpie & KnowledgeWeb
• Magpie brings in semantic web services– Modularization of interaction with learning units– Simple & fast update of individual modules– Power users (not knowledge engineers) authoring and
publishing new services for other users/customers– Service discovery & composition– Potential for (almost) one-on-one customization
• Early-stage “Author’s toolkit” under construction
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Issues for learning infrastructure
• Good quality front-end content is important to make most of the back-end context– Semantic annotations of LUs can be re-used– We need to go beyond mere document metadata
• Central portal vs. distributed knowledge [with different degrees of trust, reliability or complexity]– Portal is a comprehensive knowledge repository…– …yet a user must ‘enter’ it to learn anything– Re-using and re-purposing existing content in a
variety of contexts– Future is in knowledge (data) linking & reasoning not
in document storing & retrieving (?)
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Issues… [cont.]
• Learning seen as making connections– Discovering and/or creating “learning narratives”
• Decoupling knowledge from authors/owners?– Semantic annotations don’t replace people, but they may
help bring ‘right people’ together– Consider popularity of FOAF, MPG & co.
• KnowledgeWeb as repository vs. community– Best knowledge repository is that managed by a
motivated community of users
– We should probably address the issue of supporting sustainable communities of users & practitioners
– E.g. climateprediction.net community forum essentially superseded traditional FAQ, HowTo, User feedback,…
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Other frameworks to consider
• What about semantics & presence? – BuddySpace: distributed client/server architecture,
XML-based, using IM as ‘foot in the door’, relates semantic knowledge of browsing histories to the ‘real’ people/colleagues/friends
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BuddySpaceGoal:“Who else [from my CoP] did something similar?”
From semantically enriched web page towards knowledge sharing by the communities of practice & interest
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Other frameworks to consider
• What about semantics & presence? – BuddySpace: using IM as ‘foot in the door’
• Location is also interesting… – BuddySpace: scaleable dynamic maps, geographic
positioning as a metaphor for conceptual maps (e.g. project-based, task-based, life-cycle-based,…), one glance pattern recognition
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climateprediction.net: “Who else?” in practice
~60,000 users, 1,000,000 model-years, together with a live forum we facilitate real buy-in & motivation
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AutomaticMapGeneration
Large-scale CPDN tacticstransplanted to a UK-basedproject environment
Right-click to ‘drill down’into ‘cluster’ nodes(provides scaleability)
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Other frameworks to consider
• What about semantics & presence? – BuddySpace: using IM as ‘foot in the door’
• Location is also interesting… – BuddySpace & CPDN: using geographic maps as a
metaphor for conceptual maps
• Peer-to-peer and face-to-face interaction– Hexagon, FlashMeeting & co.: lightweight yet GRID
power tools for a quick F2F chat or a videoconference– Considering P2P facilities around Magpie, P2P data
sharing (e.g. students’ climate models, visualizations)
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Goals:• True multiparty• No need to install• GRID power
Ubiquitous virtual presence env.
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Other frameworks to consider
• What about semantics & presence? – BuddySpace: using IM as ‘foot in the door’
• Location is also interesting… – BuddySpace & CPDN: using geographic maps as a
metaphor for conceptual maps
• Peer-to-peer and face-to-face interaction– Hexagon, FlashMeeting: emerging P2P paradigm
• Addition of these tools to KWeb EduPortal– …might be offered to the users as an ‘added value’ of
their subscription or enrolment– …might be a feature distinguishing us from others– …could make portal truly ‘ubiquitous’
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Magpie plug-in for IE and now also Mozilla downloadable from
http://kmi.open.ac.uk/projects/magpie
BuddySpace client downloadable from
http://www.buddyspace.org
Thank you!
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