Construction of a semantically integrated e-learning system based on Topic Maps for...

Construction of a semantically integrated e-learning system

based on Topic Maps for multidisciplinary learning

Shu Matsuura1*, Takako Koike1, Motomu Naito2

1Faculty of Education, Tokyo Gakugei University2Knowledge Synergy Inc.

An online learning portal: “Everyday Physics on Web” based on Topic Maps

• The aim of learning portal: “interlink a wide range of knowledge domains”.

Physics, Chemistry, Biology, Earth Science, Astronomy, Environment, Sustainability, Industry, Aritifact, Daily Life, Policy, History of Science,,,

• A challenge:enhance “deviating” learning, explorative learning.In ordinary cases, students learn just what they are required.

Topic Maps application server: Ontopia Navigator Frameworkat http://tm.u-gakugei.ac.jp/epw/Thanks to open-source Ontopia.

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1. interlink a wide range of knowledge domains

2. Enhance explorative learning.Tow kinds of nodes to go beyond the limited area.

“interlink a wide range of knowledge domains”

Broad, extensive, but organizable

“cloud” of learning resource

ただ

internal original contents

External online learning resource

topic

topic

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Organize metadata of resources to raise findability of resources.

Database topicmap

“Ontopia” (development suite) +“postgreSQL”

Internet

5 major types of topicsin “Everyday Physics on Web Topic Map (epw)”

Before gathering resources, we construct knowledge models of subjects.

Multi-Fields Learning Portal

example of subject topicntype hierarchy as “taxonomy of topics”

physics subject

atoms

common concepts

dynamics forces

work and energy

heatwave

advanced physics subject

applied physics subject

basic physics subject

physics experiment

basic mathematics

atomic interactionsatomic

structure

capacity and flow

diffusion

electromagnetic wave

description of motion

momentum

Newton’s lawsof motion

fluid mechanics

electric potential and electric current

electric charge and electric field

electromagnetic induction

magnetic field and current

electro-magnetism

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Broader-narrower associations

Why taxonomy (as topic hierarchy)

Our topic type hierarchy of subject topics are taxonomy rather than true type hierarchy.

This is fundamentally due to the difference in the types of domain knowledge, as below.Difficulties in building true type hierarchies of all domains.

base domain

lows of nature Physics

taxonomy Chemistry

descriptive Geology

conduct Engineering

Cf. Charles Sanders Peirce

abstract

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Now, we define types of associations (other than broader_narrower) to construct knowledge model

physics subject

atoms

common concepts

dynamics forces

work and energy

heatwave

advanced physics subject

applied physics subject

basic physics subject

physics experiment

basic mathematics

atomic interactionsatomic

structure

capacity and flow

diffusion

electromagnetic wave

description of motion

momentum

Newton’s lawsof motion

fluid mechanics

electric potential and electric current

electric charge and electric field

electromagnetic induction

magnetic field and current

electro-magnetismAssociations

Is_based_onis_related_with

TransSubject_is_based_onTransSubject_is_related_withEtc.

Field Subject δ

Learning Resource layer

Learning Record layer

subject a1

subject a2

subject b1

subject b2

sub-field a

Subject Space Field Subject αField Subject γ

sub-field b

Field Subject β

Trans-Field Subject Association

Fields included: Physics, Chemistry, Biology, Earth Science, Astronomy, environment, sustainability, daily life, history, policy, history

Trans-field topic map. Trans-field association

Taxonomy of types of expression of knowledge;“Learning Resource Type”

To each subject instance, related resource instances are connected.

Backbone of the system is the linked subject topics.

Courseware resource instance consists of a sequence of subject instances.

( is_subject_of_Resource association)

( is_eLecture_consisting_of association)

( is_based_on is_related_with is_analogy_of … TransField_is_related_with TransField_is_based_on … is_shared_with)

Translate subject topic map

into a web navigation

We have expressed knowledge by map. ↓Then, we have to navigate the structure.

page header

global navigation

local navigaion

breadcrumb trail

primary page content

external, internal

links

page footer: contact inf., copyright

identity search

A standard web page designPresent topic map in this standard structure.

Navigation inside the web site.

Web design ontologyTopic map of subjects and resources are translated into a standard web design through web design ontology.

occurrences ← resource topic

type menu

intra-field

inter-field

subject-subjectassociation

recommended subject

number of request; individual user and all

Evaluation of drill scores

score chart of individual and all

Enhance explorative learning.Go beyond the field area.

Tow kinds of nodes

1. Shared Topic

1 b2

b3

b2

1c

4c

3c

2

a3

a2 a

4

subject a1

a3a2

a4

subject a1

b2b3

b2

subject a1

c4

c3

c2

Field α

Field βField γ

subject a1

subject a1

A topic shared by 3 fields

“Shared Topic”, a topic shared by different fields of subjects.

• Sometimes an equivalent topic appears in different fields with different contexts.• For the consistency of topics, topic instance cannot be duplicated.• We create the topic in a field where the definition of topic is properly given.• Then, the topic is linked to the topics of other related fields with a specific association, “is_shared_with”, meaning the topic also belongs to more than one field.• Meanings of shared topic will be refined through understanding in the multiple fields.

subjec

t a1

b2

b3

b2

subject a1

c4

c3c2

subject a1

a3a2

a4

Field α

Field β

Field γ

Shared topic may play a role of connecting different fields.

“covalent bond”?

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Tow kinds of nodes

2. Trans-disciplinary Topic

1 b2

b3

b2

1c

4c

3c

2

a3

a2 a

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Climate change is certainly a topic of environmental science.But it is connected with topics of many fields.

“climate change” topic has lots of associations, and has lots of association types .

Multi-disciplinary topic like “climate change” is indeed a “hub” of topics.

Trans-Subject topic is a hub of topics in different fields.

“Understanding” and “Convincing”

Understanding1.recognize logically, universality2.recognize principle3.recognize a path to the conclusion

Convincing1.necessity of individual recognitions2.construct knowledge and reality by oneself3.networking of knowledge with one’s individual knowledge

Toward association-oriented education.

Environmental Education in the National Curriculum (elementary shool).A couple of topics in every field are related with environment topic.subject Environment-related education

sociology -water, electricity, gas supply and efficient usage of resource-preservation of natural environment, cultural tradition-keeping better environment for life-disaster prevention

science -contribute to preserve natural environment-observe nature around-relationship between living organisms and environment

life -be interested in relationship with animals, plants and nature

home economics

-be aware of relationships with home environment

physical education

-relationships between health and environmental factors

moral education

-care nature

integrated study

-experiments, observation, survey, and make presentation.

summary

-Constructed a topic map based learning portal with a backbone of subject topic map.(trans-field subject topic map)

-Subject topic map and learning resource topic map was translated into a standard web navigation through web design topic map. (visualization)

-Shared topic and multi-disciplinary topic connect different areas.(association-oriented learning)

“RDF and OWL (W3C)” and “Topic Maps (ISO)”different goals (S. Pepper)

• “RDF and OWL are positioned as enablers for large-scale data integration and/or an ‘artificially intelligent’ web for software agents.” (for inferences)

• “Topic Maps is all about findability and knowledge federation for humans.” (for findability)→Interface should be optimized.

• “They complement each other and we need both.”

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