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An Ontology-based Learning Design Assistant

An Ontology-based Learning Design Assistant. Valéry Psyché 1, 2, Jacqueline Bourdeau 1 , Roger Nkambou 2 , 1 LICEF Research Center, TELUQ, 100 Sherbrooke West, Montreal (QC) H2X 3P2, Canada 2 GDAC Research Center, UQAM, P.O.B. 8888, succ. C. V., Montreal (QC) H3C 3P8, Canada

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An Ontology-based Learning Design Assistant

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  1. An Ontology-based Learning Design Assistant Valéry Psyché1, 2, Jacqueline Bourdeau1, Roger Nkambou2, 1 LICEF Research Center, TELUQ, 100 Sherbrooke West, Montreal (QC) H2X 3P2, Canada 2 GDAC Research Center, UQAM, P.O.B. 8888, succ. C. V., Montreal (QC) H3C 3P8, Canada {valery.psyche, jacqueline.bourdeau}@licef.ca; nkambou.roger@uqam.ca

  2. Plan • INTRODUCTION • RESEARCH CONTEXT AND ISSUES • Research context and state of the art • Formulation of the research issues and proposition • RESULTING DELIVERABLES • An ontology of LD theories • CIAO, the ontology-based LD assistant • EVALUATION • Results of the qualitative evaluation conducted • CONCLUSION • Main contributions are summarized, and the further work is outlined

  3. Introduction • Research goal • To describe the contribution of Ontological Engineering (OE) in the engineering of ITS/ TEL • In order to illustrate this evidence: • We have chosen the assistance to learning designers as an example of a situation where the OE is useful • The challenges addressed are the following: • “How is it possible to assist learning designers during their frequently complex tasks when authoring systems offer neither any of the assistance required to design semantically valid learning scenarios in an educational theories viewpoint nor the means to make such a semantic validation?” • Authoring systems fail to offer access to learning design theories and to offer services related to them

  4. Plan • INTRODUCTION • RESEARCH CONTEXT AND ISSUES • Research context and state of the art • Formulation of the research issues and proposition • RESULTING DELIVERABLES • An ontology of LD theories • CIAO, the ontology-based LD assistant • EVALUATION • Results of the qualitative evaluation conducted • CONCLUSION • Main contributions are summarized, and the further work is outlined

  5. Research Context and State of the Art • Murray’s classification of authoring systems(Murray T., 1999-2003) • Authoring systems can be organized according to the type of learning systems or intelligent tutors they produce, and they focus either on pedagogy or performance • Pedagogy-oriented systems are actually based on pedagogical modeling, while • Performance-oriented systems are based on the creation of a learning environment to materialize pedagogical models • According to our research subject, our focus is on pedagogy-oriented authoring systems

  6. Research Context and State of the Art • In pedagogy-oriented authoring systems • Most instructional strategies, on which rely the pedagogical model, are based on behaviorist / empiricist paradigm (Jonassen D.H. & Reeves T.C, 1996) • Numerous representation methods are used to model the pedagogical expertise, but at the end,the resulting models cannot be modified • There is usually no representation methodbased on declarative knowledge as in ontologies. • The more flexible systems are “intelligent and adaptive hypermedia”

  7. Research Context and State of the Art • Particularities of “intelligent/adaptive hypermedia” pedagogy-oriented authoring systems • They used hyperlinks in order to facilitate the presentation/ sequencing of the content presented to the learner • Hyperlinks can be intelligently filtered, sorted and annotated with respect to a learner’s model (Brusilovsky, 1998) • Hyperlinks can be based on curriculum sequencing, multiple knowledge or instructional strategies • Their strategies are mostly based on the cognitivist/rationalist paradigm • And, they are increasingly based on eLearning/LD standards and semantic web technologies • But • They fail to provide designers with a pedagogical model based on a multi-paradigms/theories representation

  8. Research Issues and proposition • Main hypothesis • The primary cause of this lack in authoring systems is a non-explicit representation of the learning design (LD) theories/paradigms in their pedagogical model • In order to test this hypothesis, we designed: • An ontology of Learning Design Theories • An Ontology-based Learning Design Assistant which provide designers with the assistance they need when using authoring systems • This agent is called CIAO • We favor an OE approach based on the Semantic Web approach • To take advantage of its well-established and standardized technologies

  9. Plan • INTRODUCTION • RESEARCH CONTEXT AND ISSUES • Research context and state of the art • Formulation of the research issues and proposition • RESULTING DELIVERABLES • An ontology of LD theories • CIAO, the ontology-based LD assistant • EVALUATION • Results of the qualitative evaluation conducted • CONCLUSION • Main contributions are summarized, and the further work is outlined

  10. Resulting deliverablesConceptualization of the LD Theories Ontology

  11. Resulting deliverablesConceptualization of the LD TheoriesOntology • The conceptual ontology is built from: • A requirements document which contains: • Usage context • Information sources • Ontology users and usage scenarios • … • A « core ontology » also called « baseline ontology » (Staab S. et al., 01) which contains: • little but important candidates terms • The reuse and integration of ontologies or knowledge models • EML/IMLSLD

  12. Resulting deliverablesFormalization of the LD Theories Ontology

  13. Resulting deliverablesFormalization of the LD Theories Ontology • The formal ontology is translated in: • RDF(S)/OWL format as shown in examples: • Classes : • Theory;learning_design • Sub-classes : • empiricist_paradigm;learning_activity • Properties: • has_paradigm;part_of_learning-design • Instance: • Gagné;Gagné_principle1

  14. Resulting deliverablesCIAO, the Ontology-based LD Assistant: towards an Operationalization of the LD Theories Ontology

  15. Resulting deliverablesOperationalization of the LD Theories Ontology • An operational ontology was needed in order to exploit CIAO’s services • Initiallystored in a repository in an OWL file, • The ontology was then partitioned and converted into two RDF/RDFS files: • an RDFS file for the ontology class scheme (or T-box) • an RDF file for the ontology instances (or A-box). • The T-box contains the axioms that describe the ontology classes and properties (i.e. terminological declaration) while • The A-box holds statements pertaining to individuals in the field (i.e. assertion data). • The repository that includes the ontology is composed of a stack of Storage And Inference Layers (SAIL)

  16. CIAO Resulting deliverablesCIAO, the Ontology-based LD Assistant: towards an Operationalization of the LD Theories Ontology Hozo/ Protégé Operationalizationthrough the Implementation of Ontology-based LD assistant

  17. Resulting deliverablesCIAO, the Ontology-based LD Assistant: towards an Operationalization of the LD Theories Ontology • CIAO • Interacts with the operational ontology and with Sesame in order to • Gives access to the assistance services: • Exploration, Search by query, Export, Validation of LD scenario • Accessible at :http://www.licef.ca/CIAO

  18. Resulting deliverablesCIAO, the Ontology-based LD assistant The exploration service Class Hierarchy Ontology Documentation Class Description Ontology Repository

  19. Resulting deliverablesCIAO, the Ontology-based LD assistant • The Search service: • Users can query the ontology using 3 modes • SeRQL is an SQL-based language that works with ontologies in RDF(S) Parameter-based request Predefined request Free request in SeRQL

  20. Resulting deliverablesCIAO, the Ontology-based LD assistant • The validation service • Two types of analysis can be performed on a LD scenario • The syntactic analysis • Allow users to check whether their scenarios are compliant with the IMS-LD standard • Ex. Rule Rsy#0 : For each LD, there must have at least one « method » • The semantic analysis • A partial semantic validation on a non annotated LD scenario, according to the educational paradigms. • Ex. Rule RseP#2: Detection of sequential activity (learning ou support activity) in an « act » • A complete semantic validation on an annotated LD scenario based on educational theories: • Ex. Gagné-Briggs’s Theory of Instruction case

  21. MOT+LD CIAO Resulting deliverablesCIAO, the Ontology-based LD assistantAssociated use case

  22. MOT+LD CIAO Resulting deliverablesCIAO, the Ontology-based LD assistantAssociated use case Constructing an LD scenario with Syntactic and semantic analysis of a IMS-LD LD scenario using CIAO

  23. Plan • INTRODUCTION • RESEARCH CONTEXT AND ISSUES • Research context and state of the art • Formulation of the research issues and proposition • RESULTING DELIVERABLES • An ontology of LD theories • CIAO, the ontology-based LD assistant • EVALUATION • Results of the qualitative evaluation conducted • CONCLUSION • Main contributions are summarized, and the further work is outlined

  24. Evaluation of deliverablesEvaluation Process of CIAO and the LD theories ontology • An evaluation by expert inspection was conducted • 5 experts in the field of Learning Design participated in the evaluation • The experimental laboratory called LORIT at the TELUQ enabled the observation and collection of multimedia data from multiple sources • The protocol which led to the collection of expert advicesinvolved the following 3 stages: • (1) Learning about the subject of the evaluation, • (2) Talking while discovering CIAO and the ontology and • (3) Answering interview questions • The last 2 steps were recorded in order to collect audio and video data with screenshots to match the experts’ actions. • The instruments provided to the experts were: An assessment guide, a graphical view of the ontology, IMS-LD scenarios for the syntactic and the semantic analysis

  25. Evaluation of deliverablesEvaluation Results of CIAO and the LD theories ontology • Experts agreed that the services provided by CIAO and the LD theories ontology were useful, flexible and interoperable • In particular, the results indicate a complete convergence of views about the usefulness of the following services: • Exploration, • Research by predefined queries • Syntactic and semantic analysis of LD scenario • Finally, experts found that CIAO lacked usability in its graphical interface. • The experts’ assessment led to the following recommendations: • To improve the CIAO’s usability as it is an obstacle to mastering and using the system services • To make LD scenarios repositories available to learning designers

  26. Plan • INTRODUCTION • RESEARCH CONTEXT AND ISSUES • Research context and state of the art • Formulation of the research issues and proposition • RESULTING DELIVERABLES • An ontology of LD theories • CIAO, the ontology-based LD assistant • EVALUATION • Results of the qualitative evaluation conducted • CONCLUSION • Main contributions are summarized, and the further work is outlined

  27. Conclusion • This research introduced • The limitations for learning designers when performing their task • The lack of representation of pedagogical and declarative knowledge in authoring systems • The designers’ need for assistance to design learning scenarios. • Our solution contains • The engineering of an ontology of LD theories • The design and implementation of an ontology-based LD assistant named CIAO which provide a set of services to the learning designers • Concerning the evaluation, results show that: • CIAO lacked usability • The LD theories ontology and CIAO’s services were useful, relevant, and flexible

  28. Conclusion • Future work planned concerning the ontology • To extend the scope of the ontology from three to a greater number of theories (including eclectic theories). • In order to refine the CIAO’s analysis service by adding new semantic validation rules in accordance with LD theories. • Future developments planned concerning CIAO • To complete CIAO’s implementation in order to make it a proactive system (coaching in pedagogical situations) • To perform CIAO’s integration into the TELOS system

  29. An Ontology-based Learning Design Assistant Valéry Psyché1, 2, Jacqueline Bourdeau1, Roger Nkambou2, 1 LICEF Research Center, TELUQ, 100 Sherbrooke West, Montreal (QC) H2X 3P2, Canada 2 GDAC Research Center, UQAM, P.O.B. 8888, succ. C. V., Montreal (QC) H3C 3P8, Canada {valery.psyche, jacqueline.bourdeau}@licef.ca; nkambou.roger@uqam.ca

  30. Research Context and State of the Art • Performance-Oriented Authoring Systems (Murray,1999-2003) • Device Simulation and Equipment Training Systems • E.g. DIAG, RIDES, MITT-Writer, ICAT, SIMQUEST, XAIDA • Domain Expert Systems • E.g. Demontr8, D3 Trainer, Training Express • Special Purpose Systems • E.g. IDLE-Tools/IMap, LAT • Pedagogy-Oriented Authoring Systems • Curriculum Sequencing and Planning Systems • E.g. DOCENT, IDE, ISD Expert, Expert CML, CREAM-Tools • Tutoring Strategies Systems • E.g. Eon, GTE, REDEEM, SmartTrainer AT • Multiple Knowledge Types Systems • E.g. CREAM-Tools, DNA, ID-Expert, IRIS, XAIDA • Intelligent/Adaptive Hypermedia Systems • E.g. CALAT, GETMAS, Interbook, MetaLinks

  31. Resulting deliverablesUsage context • In Ontology-based Authoring Environment authors could benefit from accessing theories to: • 1) make design decisions (macro, micro) after reflection and reasoning, • 2) communicate about or explain their design decisions, • 3) check consistency among design decisions, intra-theory and inter-theories, • 4) produce scrutable learning environments, • 5) use heuristical knowledge grounded in theoretical knowledge. • Useful functionalities could include: • 1) asking the system what theories apply best to this or that learning situation/goal, • 2) asking the system to show examples, • 3) asking the system for advice on whether this element of a theory can be combined to an element from another theory, the risk in doing so, other preferable solutions, etc.

  32. Resulting deliverablesInformation sources • Domain definition and documentation • « Instructional Theories in Action: lessons illustrating, selected theories and models » (Reigeluth, 93) • « Instructional-Design Theories and Models: An Overview of their Current Status » (Reigeluth, 83) • « Instructional-Design Theories and Models: A New Paradigm of Instructional Theory » (Reigeluth, 99) • « Cognition and Learning » (Greeno et al., 96) • « Theories Into Practice (TIP) » (Kearsley, 94-04) • Integration and reuse of ontologies/knowledge models: • EML(Koper, 01; Koper, 03) • IMS-LD(IMS Global Learning Consortium, 02)

  33. Resulting deliverables: Usage scenarios

  34. Resulting deliverablesConceptualization of the LD TheoriesOntology • The conceptual LD Theories Ontology in UML

  35. Resulting deliverablesConceptualization of the LD Theories Ontology • Reuse and integration of ontologies or knowledge models: • The EML pedagogical model Describes theories, principles and models of instruction Describes how learners learn Describes Type of content Describes how units of studies are modeled

  36. Resulting deliverablesConceptualization of the LD Theories Ontology • Reuse and integration of ontologies or knowledge models: • The IMS-LD model

  37. Resulting deliverablesFormalization of the LD Theories Ontology • Description of the class « theory »

  38. Resulting deliverablesFormalization of the LD Theories Ontology • Description of the class « learning_design »

  39. Resulting deliverablesFormalization of the LD Theories Ontology • Description of the sub class « empiricist_paradigm »

  40. Resulting deliverablesFormalization of the LD Theories Ontology • Description of the sub class« learning_activity »

  41. Resulting deliverablesFormalization of the LD Theories Ontology • Description of the sub class « events_of_instruction »

  42. Resulting deliverablesFormalization of the LD Theories Ontology • Extracted from the ontology in OWL • Description of the property «has_paradigm»

  43. Resulting deliverablesFormalization of the LD Theories Ontology • Description of the property «part_of_learning-design»

  44. Resulting deliverablesFormalization of the LD Theories Ontology • Description of the instance « theorist»

  45. Resulting deliverablesFormalization of the LD Theories Ontology • Description of the instance «Gagne_principle»

  46. Resulting deliverablesExploration Service: Class Hierarchy

  47. Resulting deliverablesExploration Service: Class Description

  48. Resulting deliverablesExploration Service: Ontology Documentation

  49. Resulting deliverablesExploration Service: Ontology repository

  50. Resulting deliverablesResearch service: predefinied queries

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