Recommended
Recommended
More Related Content
What's hot
What's hot (11)
Viewers also liked
Viewers also liked (17)
Similar to Bringing Teachers, Students and Learning Resources Contextually Closer
Similar to Bringing Teachers, Students and Learning Resources Contextually Closer (20)
Recently uploaded
Recently uploaded (20)
Bringing Teachers, Students and Learning Resources Contextually Closer
- 1. BRINGING TEACHERS, STUDENTS AND LEARNING RESOURCES CONTEXTUALLY CLOSER Fouad Zablith Olayan School of Business American University of Beirut “Today we are not interested in people who know the capital of the states, but need expert learners who know how to learn” Chris Dede
- 2. “It is a very interesting read for business classes.”
- 3. “It is a very interesting read for business classes.” Oh, market clustering. Business intelligence example for INFO200 Chapter 9?
- 4. “It is a very interesting read for business classes.” Oh, market clustering. Business intelligence example for INFO200 Chapter 9? A perfect branding example... How can we explicitly link resources to our learning objectives?
- 5. Internet Tech. S S S S T S S S Social Mobile Media S Platforms Classroom
- 6. Option 1 http://www.flickr.com/photos/coreydahl/
- 7. Option 2 http://www.flickr.com/photos/coreydahl/
- 8. Option 2 http://www.flickr.com/photos/coreydahl/
- 9. Problem Business School Curriculum English Marketing Courses S Courses S S Finance Courses Textbooks S T S Exams Presentations S S S Syllabi …
- 10. Problem • It is getting harder for teachers to direct their students to resources relevant to their learning and course objectives due to: • Shift from offline, to blended or purely online environments • Continuous increase in online material making it hard for teachers to keep up • Lack of explicit context alignment between resources, learning objectives, students and teachers
- 11. Online Tool Example • Mainly used as a sharing platform • Connections to the learning concepts are hard • Flat design approach • Courses are created in isolation
- 12. Proposed Solution • Eliciting the context of courses and learning resources to better align them with teachers and students • Instead of handling a course as a block and replicating this in online environments, we propose using conceptually connected graphs to support our learning objectives • Engage teachers and students in transparently building the conceptual graphs throughout their learning involvement
- 13. In other words VS
- 14. Introduction to Semantic Technologies • The Semantic Web and Linked Data aim to create meaningful connections and links at the data level • Publishing information follows well defined rules such as reusing existing resources, fixed references (URIs), choosing the right vocabulary, etc. • Existing vocabularies are available (e.g. in the academic domain) to be commonly reused by information publishers, to enable seamless information exchange
- 15. Governments Universities Bibliography References And many more! “Linking Open Data cloud diagram, by Richard Cyganiak and Anja Jentzsch. http://lod-cloud.net/”
- 16. Are we there yet?
- 17. In our Context Learning Video Course Concept Material isa isa isa coveredIn Viral mentionedIn INFO_MKTG_250 Marketing
- 18. In our Context Structured Conceptual Layer Learning Video Course Concept Material isa isa isa coveredIn Viral mentionedIn INFO_MKTG_250 Marketing http://linked.aub.edu.lb/resource/course/info_mktg_250 Semantic Relations Unique Identifiers
- 19. Semantic Graph Mockup of OSB Courses
- 21. Library Publications Podcasts Catalogue Courses YouTube People Information Linked Data Platform
- 22. Linked Data Lucero Statistics Entity Type Number of Instances Courses 580 Research Publications 16,000 Video Podcasts 2,200 Audio Podcasts 1,500 Open Educational Resources 640 YouTube Videos 900 University Buildings 100 Library Catalogue Books 12,000
- 23. Some Outputs Research Output Analytics Connecting Learning Material New Delivery Channels Geo Connections
- 24. Crafting Personal Semantic Graphs • While automation is good for existing structured information, it has limitations when concepts are embedded in the content, and at the level of personalizing learning experiences and resources • In addition to automation, we need to engage teachers to semantically graph the delivery of their courses in their personal classrooms, enriched with learning resources that can be seamlessly added to the graph
- 25. Building Personalized Semantic Graphs T
- 26. Additional Requirements • Study the deployment of semantic sharing techniques that can be integrated in existing applications • Support users in picking and linking to relevant areas of the semantic graphs • Devise mechanisms to channel and adapt content based on specific learning contexts • Secure the appropriate centralized platform to serve linked content
- 27. Advantages
- 28. Breaking Courses Isolation Semantic Engine INFO 200 INFO/MKTG 250 FINA 210 Viral Marketing Viral Marketing ROI Social ROI
- 29. Sharing • Enhancing connections between educators and improving social engagement This is a nice VM video INFO 200 INFO/MKTG 250 FINA 210 Viral Marketing Viral Marketing ROI Social ROI
- 30. Sharing • Enhancing connections between educators and improving social engagement This is a nice VM video INFO 200 INFO/MKTG 250 FINA 210 Viral Marketing Viral Marketing ROI Social ROI
- 31. Adaptive Content Discovery What are the slides related to group project 1? S S S S T S S S S
- 32. Adaptive Content Discovery What are the slides related to group project 1? I want to know S more about S S viral marketing S T S S S S
- 33. Adaptive Content Discovery What are the slides related to group project 1? I want to know S more about S S viral marketing Where did I learn about S game theory? T S S S S
- 34. Adaptive Content Discovery What are the slides related to group project 1? I want to know S more about S S viral marketing Where did I learn about webinar, This S game theory? is it T how S relevant to my BBA? S S S
- 35. Retaining Knowledge INFO200 CMPS209 ENG203 MKTG210
- 36. Further Potential Use Cases
- 37. Student Assistant MNGT 210 Office hours: Program OSB Running Chess OSB 456 MWF: 3-4pm interestedIn AUB Student Beirut Marathon enrolledIn completed 11 Nov 2012 Person Events MNGT FINA 215 210 Books You have to take MNGT 210 next spring. Hagop Run New chess book AUBRun at AUB library Linked University Student Context Content
- 38. Towards Interactive Cases Starbucks with the rise of Title Organizations social media. This case explores… Issues Who People Who is involved in this case? - Starbucks Assumptions Missing - Angry customer A Data Case A customer posted a bad Learning feedback on facebook Concepts Implementation about the company Plan Summary Related material Courses Learning Resources …..
- 39. Conclusions and Research Directions • Semantic technologies can potentially contribute to: • Better support educators in directing learning content • Deliver more personalized and adaptive learning experiences • Move from isolated courses and degree delivery, to a richer and linked educational program • Our future research directions include: • Analyzing the impact of semantic technologies on courses delivery in classrooms • Evaluating the enhancements in content discovery within learning environments • Investigate the assessment of students on learning concepts, rather than on course-based evaluations
- 40. Watch this space http://linked.aub.edu.lb Thank you http://fouad.zablith.org @fzablith
- 41. Image Sources • http://www.nytimes.com/2012/11/11/magazine/how-zara- grew-into-the-worlds-largest-fashion- retailer.html?pagewanted=all&_r=1& • http://openclipart.org/detail/172849/mobile • http://www.isle-aux-allumettes.com/town-hall/minutes.php • http://www.englishkey.com.mx/English%20for%20compan ies.html • http://business.time.com/2012/06/21/finding-a-job-in- 2012-real-life-success-stories/