Presentation by Katarzyna Musial at the 1st World Summit of the Open Knowledge Society, Athens, 24-26 September 2008. Track: Social & Humanistic Computing for the Knowledge Society: Emerging Technologies and Systems for the Society and Humanity.
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Presentation by Vincenza Carchiolo at the 1st World Summit of the Open Knowledge Society, Athens, 24-26 September 2008. Track: Knowledge, Learning, Education, Learning Technologies, and eLearning for the Knowledge Society.
One of the major advantages of E-learning is the personalization of learning paths. But currently lifelong learning scenario often consists of a P2P network of prosumers (provider+consumers), so no central authority manages the learning objects. Thus the choice of the best learning materials as well as the best order (learning paths) is problematic.
The authors distinguish two types of trust: Trust among peers, which allows to express which one is more reliable (authoritative) in answering a query within a given topic (described by shared ontology). Trust peer-learn objects express which LOs are considered more useful by that peer.
Approach: The proposed model is based on a peer-to-peer network with prosumers and LOs (modelled as a directed multigraph). A peers stores his suggested learning paths LOS precedences-successions and relations) and assigns trust to peers and resources. LO is a resource described through its set of prerequisites and objectives. Peer-to-peer trust expresses the reliability a peer assigns to another peer about a given topic, the label is trustworthiness in the [-1;1] range. Peer-to-resource trust expresses the reliability a peer assigns to a resource. Learners can assign a query to search for reliable and personalized learning paths by providing: prerequisites and objectives; total time available; level of difficulty; and a threshold for trustworthiness. The results is a sequence of resources.
Related work: Ariadne, ALFAnet, Edutella.
This works is currently focusing on global learning scenarios without authority, not university scenarios. But it could be applied to an university-scenarios. Just that we would have to change the traditional way, in which students are consumers only. They should of course trust the lecturer, but should be encourage to contribute to the course, to enrich the course content with pointers to the web, new problems, and examples. Then trusting peers could help students to improve their lecture materials.
I am sitting the the SCOOP workshop of the JEM Network, which really shaping up nicely we have the MKM people meet with education and social software guys. I will blog a couple of impressions from the KWARC angle.
The discussion is quite stimulating.
Ralf Klamma (RWTH Aachen) gives an intro to Community Information Systems and claims that the constitutive features of CoPs are:
Mutual Engagement (ME): “You have to know which community you are belonging to”; I am a little sceptical whether this is really true for CoPs in Science which are very distributed, and may even be disconnected.
Joint Enterprize (JE): There is something you want to do together, and you want to learn to do it better. This is at the center at the CoP definition of Wenger. We have been neglecting this in our KWARC models here, or taking if for granted. We need to think more about this.
Joint Resources (JR): This is really where our MKM paper sits, and I have the feeling that we have something to bring to the table here. Klammer is interested in Multi-medial theories. I must say that with the OMDoc approach, we are interested in a Omni-Medial approach (OMDoc as a omnipresent semantic medium that covers all). The idea here is that the content Markup allows to generate multiple medial representations from this source and any media can be marked up to OMDoc. So maybe this is compatible.
Klamma also talks about a cross-media theory of transcription that sounds interesting (J”ager, Stanitzek Transkribieren – Media/Lecktu”ure 2002). The gist of it seems to be that events (e.g. historical) and objects are transcribed across media (e.g. to OMDoc or SciML). So we only have access to the media trace, not the event itself (it is long gone). I wonder what this theory predicts, it seems compatible with what we are doing.
A great example: The babylonian Thalmud has been transcribed to an XML markup, where you can annotate relations. Then the text can be acessed as semantic hypertext. One effect was that thalmud students were asking tougher questions earlier. That is very encouraging. I wonder if the sources are available for this, and how an OMDoc version of the thalmud would fare, and how much of the structure could be transferred in the CD-based structure we claim to be so essential.