Context Aware Reuse of Learning Resources Franz Weitl, Burkhard Freitag, Rudolf Kammerl, Monica...
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Transcript of Context Aware Reuse of Learning Resources Franz Weitl, Burkhard Freitag, Rudolf Kammerl, Monica...
Context Aware Reuse of Learning Resources
Franz Weitl, Burkhard Freitag, Rudolf Kammerl, Monica Göstl
University of Passau
22.04.04, © 2004 Lehrstuhl für Informationsmanagement, Universität Passau
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Outline of the Talk
• Reuse of learning content is not a straight forward process.
• Problem: Context Dependency– What is the context of a learning resource?– In which aspects is learning content context dependent?– Can context dependency be avoided?– How does context dependency affect reuse?– Can we support the reuse of contexualized learning
content?
• In the sequel:– analysis of the problem– not: answers to the questions
22.04.04, © 2004 Lehrstuhl für Informationsmanagement, Universität Passau
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Background: WWR-Project
• National joint project (12 Universities) founded by the bmbf
• Goal: Pool of 144 online teaching/learning modules in computer engineering
• Duration: April 2001 – April 2004
Examplehttp://www.wwr-project.dehttp://lrs2.fmi.uni-passau.de/online
22.04.04, © 2004 Lehrstuhl für Informationsmanagement, Universität Passau
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Focus
Scalable Documents (intensity, target group, medium)
18 variants per module
module.xml
var1.xml
var18.xml
filter.xsl
.
.
. output.xsl
var1.html
var18.html
intensity=basictarget =teachermedium=online
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Challenges
Implementation of variable learning content is easy (conditional fragments).
But:
• Design of variable learning content?– What about referential consistency? content cohesion– What about didactic consistency? learning dependencies
• Maintenance: if I change fragment X– which configurations will be affected and does the change
make sense in all of them? – which other fragments do I need to change to maintain
consistency?
Context dependencies cause problems in dynamically assembled content.
22.04.04, © 2004 Lehrstuhl für Informationsmanagement, Universität Passau
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Reusable learning content – learning object approach
Goal: small independently usable chunks of learning content, which can be flexibly combined to larger courses.
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Reuse Process of Learning Objects
LO
LO
LO
Repository
Retrieval
LO
LO
Selection
LO
LO
LO
Aggregation
LO
LO
LO
LO
Course
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Design of Learning Objects
• Design for reusability Decontextualization– Modularity: avoidance of interdependencies across
different LOs– Generality: LOs not too specifically designed for a
certain pedagogic context.
22.04.04, © 2004 Lehrstuhl für Informationsmanagement, Universität Passau
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Design of Learning Objects
Course
LO LO LO LO LO
LO LO LO LO LO
Repository
global objectives
decontextu-alization
metadata tagging
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Design of Learning Objects
Course
LO LO LO LO LO
LO LO LO LO LO
Repository
decontextu-alization
metadata tagging
localobjectives
22.04.04, © 2004 Lehrstuhl für Informationsmanagement, Universität Passau
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The Reuse Paradox
• Reusabilty vs. Contextualization„There has been much debate about whether
instruction can be designed with multiple contexts or environments in mind... ...the SCORM introduces a reusability paradox: the most reusable objects are context-independent, while the best instruction is highly contextualized“ [The SCORM Implementation Guide: A Step-by-Step Approach]
22.04.04, © 2004 Lehrstuhl für Informationsmanagement, Universität Passau
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The Problem
Design for reusability ( context independency) can affect the instructional quality of the learning content.
Can we support reuse of „highly contextualized“ learning content?– What does „highly
contextualized“ mean exactly?
– How do context dependencies affect reuse?
– What can we do about it?
22.04.04, © 2004 Lehrstuhl für Informationsmanagement, Universität Passau
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22.04.04, © 2004 Lehrstuhl für Informationsmanagement, Universität Passau
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x + yi or a + bj ?
C or ?
180° or ?
22.04.04, © 2004 Lehrstuhl für Informationsmanagement, Universität Passau
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Problem Analysis: Definition of Context
• „The context of something consists of the ideas, situations, events, or information that relate to it and make it possible to understand it fully.“ [Collins Cobuild Dictionary]
•Context of a fragment of a learning document consists of the objects which influence its pedagogic effect.
– The internal context of a fragment consists of the content of the document the fragment is placed in.
– The external context of a fragment consists of the properties of the environment the fragment is accessed in.
A‘
Doc A Env E
access
external contextinternal context
22.04.04, © 2004 Lehrstuhl für Informationsmanagement, Universität Passau
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Aspects of Contextualization
• Interconnection (cognitivism [Ausubel68])– topics of the content:
logical relationships of subject matter entities
– learning steps: activation of previously learnt knowledge, motivation of future learning steps, embedding of detail into the context (problem, objective).
• Specialization (situated learning [Brown et. al 1989])– target groups: preknowledge,
motivation, goals, current tasks, experience, learning styles,...
– learning/teaching setting: course type, teaching styles, available staff, rooms, technical environment (learning platform, browser features), examination regulations, ...
– authoring environment: preferences, styles and skills of authors, conventions for notation and terminology, authoring tools, resources (personnel, time, budget)
Problem: many dimensions of contextualization!
22.04.04, © 2004 Lehrstuhl für Informationsmanagement, Universität Passau
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External Contexts of Learning Content
fragmentauthoring context
application context
learning context
fragment
course content A course content B
instantiation
instance A instance B
individual instance A
course A‘ course B‘
curriculum X
individualinstance B
curriculum Y
execution
reuse
Author
Teacher
Learner
22.04.04, © 2004 Lehrstuhl für Informationsmanagement, Universität Passau
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Authoring Context: Abstract Model
context
authoring context
application context
content authorsauthoring
environment
internal context
intends
conventions &criteria
leads to
external context
fragment
meetsrefers to
22.04.04, © 2004 Lehrstuhl für Informationsmanagement, Universität Passau
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Problem: Context Dependency
• What is context?
• In which aspects is learning content context dependent?
• Can context dependency be avoided?
How does context dependency affect reuse?
• Can we support the reuse of contexualized learning content?
LO
LO
LO
RepositoryRepository
Retrieval
LO
LO
Selection
LO
LO
LO
Aggregation
LO
LO
LO
LO
Course
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Reuse Process of Contextualized Learning Content
FRepository F‘ F‘‘ F‘‘‘
1. select 2. de-contextualize
3a specialize 3b integrate
Source Context Target Context3. re-contextualize
4. retain
transformation phase
22.04.04, © 2004 Lehrstuhl für Informationsmanagement, Universität Passau
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Reuse Process of Contextualized Learning Content
retrieve selectanalyse internaldependencies
analyseexternal
dependencies
expand reduce specialize
integrate
verify
revise
interconnect
storedescribe
inquiry phase transformation phase storage phase
de-contexualization re-contexualizationstart
end
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Implications on Reuse Support Systems
1. Retrieval in context:– Current authoring context should be taken into account when querying
a repository „compatibility“ of contexts– Retrieval results should be presented in tandem with their previous use
contexts
2. Decontextualization on demand:– Identification and Classification of context dependent content– Evaluation of dependencies between fragments of learning content
FRepository F‘ F‘‘ F‘‘‘
1. select 2. de-contextualize
3a specialize 3b integrate
Source Context Target Context3. re-contextualize
4. retain
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Implications on Reuse Support Systems
• 3. Recontextualization: Adaptation and Integration – Recognition of unsatisfied external context dependencies– Automatic adaptation and interconnection
• 4. Repository: Change management– Management of variants– Propagation and integration of changes– Copyright management
FRepository F‘ F‘‘ F‘‘‘
1. select 2. de-contextualize
3a specialize 3b integrate
Source Context Target Context3. re-contextualize
4. retain
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Our Research Focus: Recognition of Unsatisfied Context Dependencies
• Are there dangling „semantic“ references within the document?
Specification and verification of „semantic“ references within a learning document
• Does the document as a whole (still) meet the conventions and criteria of the authoring context?
Specification and verification of structural „didactic“ properties of a learning document
After integration of a fragment into a new document:
A‘
Doc B
A‘
Doc A
Source Context
conventions & criteria A
Target Context
conventions & criteria B
? ?
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Methods and Conceptual Framework
• Representation of knowledge about the content– topics and their relationships– didactic structure of the content
Metadata-Indexing and Ontologies (RDF + OWL)
• Specification and verification of „semantic“ references
Description Logics and DL-based Reasoning
• Specification and verification of properties of the didactic structure:
???
22.04.04, © 2004 Lehrstuhl für Informationsmanagement, Universität Passau
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Context Aware Resource of Learning Resources - Summary
• What is context?– internal / external
• In which aspects is learning content context dependent?– interconnection / specilization
• Can context dependency be avoided?– pedagogic requirement
• How does context dependency affect reuse?– de- and recontextualization
processes
• Can we support reuse of contexualized learning content?– ???
• Required: – Theory of context in e-Learning– Empirical research of reuse
processes
• Technical challenges:– Models of context and
contextualized content– Formalisms to represent and
reason about (certain) context dependencies
– Handling of incompleteness and fuzziness
– Handling of changes and variants
– Practicability: overhead vs. benefit
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Further Information
• Franz Weitl, Rudolf Kammerl, Monica Göstl: Context aware Reuse of Learning Resources. In: Proceedings of ED-MEDIA 2004, World Conference on Educational Multimedia, Hypermedia & Telecommunications, Lugano, Switzerland, 2004
• http://im.uni-passau.de
• http://lrs2.fmi.uni-passau.de/online/