=Paper=
{{Paper
|id=None
|storemode=property
|title=Educational Resources as Social Objects in Semantic Social Networks
|pdfUrl=https://ceur-ws.org/Vol-717/paper11.pdf
|volume=Vol-717
|dblpUrl=https://dblp.org/rec/conf/esws/KaldoudiDGD11
}}
==Educational Resources as Social Objects in Semantic Social Networks==
https://ceur-ws.org/Vol-717/paper11.pdf
Educational Resources as Social Objects
in Semantic Social Networks
Eleni Kaldoudi1 , Nikolas Dovrolis1, Daniela Giordano2 and Stefan Dietze3,
1
School of Medicine, Democritus University of Thrace, Alexandroupoli, Greece
kaldoudi@med.duth.gr, ndovroli@alex.duth.gr
2
University of Catania, Dipartimento di Ingegneria Elettrica, Elettronica e Informatica, Viale
A. Doria 6, 95125, Catania, Italy
dgiordan@diit.unict.it
3
The Knowledge Media Institute, The Open University, MK7 6AA, Milton Keynes, UK.
s.dietze@open.ac.uk
Abstract. Educational content is often shared among different educators and is
enriched, adapted and in general repurposed so that it can be re-used in different
contexts. This paper exploits the various aspects of object-centered sociality
that the educational resource can manifest in a participatory virtual community
of authors and learners. These social facets include: (a) the obvious connections
via common tags; (b) connections based on collective usage and other related
interaction of human users; (c) social connections based on the inheritance as
realized via educational content repurposing; (d) semantic connections and
similarities of accompanying metadata. The concept of exploiting the various
aspects of educational resources as social objects is shown in the
implementation of the MetaMorphosis+ social network for educational resource
sharing in health sciences.
Keywords: educational resource, social networking, semantic technologies,
Linked Open Data.
1 Introduction
During the past ten years we have experienced the realization of the so-called
“information society”, characterized by mass information seeking and based on the
distribution, mainly via the internet, of pre-defined and standardized digital data.
Current and emerging trends in information systems and communication services
mark the shift towards a “knowledge society”, that is, a society based on knowledge
as a value. Thus, educational resources (in the broad sense) become a central issue in
our society. This paper exploits the social aspect of educational resources within a
participatory virtual community of authors and learners as realized via the
MetaMorphosis+ environment for sharing educational resources in medical education.
This work is conducted partly within the mEducator project, an EU funded
best practice network (under the eContentPlus2008 programme, Contract Nr: ECP
2008 EDU 418006) with the aim to implement and critically evaluate existing
standards and reference models in the field of e-learning in order to enable specialized
state-of-the-art medical educational content to be discovered, retrieved, shared and re-
used across European higher academic institutions. The following sections discuss
some of the different facets of the educational object sociality, including (a) the
obvious connections via common tags; (b) connections based on collective usage and
other related interaction of human users; (c) social connections based on the
inheritance as realized via educational content repurposing; (d) semantic connections
and similarities of accompanying metadata. Then, the concept of exploiting the
various aspects of educational resources as social objects is shown in the
implementation of the MetaMorphosis+ semantic social network [1].
2 Educational Content as a Social Object
The social Web, or Web 2.0 [2], has become an important trend during the last few
years. Among the prominent social web tools, social networking websites focus on
creating online communities of individuals who publish their content and activities
while exploring others content and activities, thus creating virtual on-line social
groups and associations.
This communication paradigm has been taken up by the community of researchers
and academics and nowadays there is a thriving number of social networks dedicated
to science and professional relations. Most of these virtual communities provide a
way for researchers to create and populate their online profiles and share their work
with others. Recently the term object-centered sociality was introduced [3] to describe
the fact that strong social relationships are built mainly when individuals are grouped
together around a shared object that mediates the ties between them. Therefore, we
can assume that each content item on a social network site can be a source of social
connectivity, catalyzing social networking in virtual spaces. This new approach to
sociality has drawn attention, and current state-of-the-art research in the area involves
various ways to exploit object-oriented sociality to the benefit of the community. For
example, a semantic tag model has been recently introduced for representing tag data
in the form of reusable constructs at a semantic level in order to share tag metadata
across heterogeneous social networking sites [4]. A similar work proposes to use
existing information on Web 2.0 and convert it to RDF which can be used as a
flexible model for describing and integrating data [5],[6].
In this paper we take a different novel view about merging semantic technologies
with the social web in order to enhance object-centered sociality and data integration.
Here the social object is the educational resource. In our work, we view and exploit
their „social aspects‟ of educational resources in a variety of different ways as
described below.
2.1 Building a Social Profile for Educational Resources
The most straightforward social dimension of an educational resource as a social
object in a network can be realized in the conventional way of connections among
profile tags. This requires a standardized metadata set to describe concisely an
educational resource and thus create its social profile. Standardizing metadata for
describing digital educational resources constitutes one of the main research topics in
the e-learning community. Currently, the IEEE LOM (Learning Object Metadata)
XML scheme seems the most prominent standard for describing learning objects [7]
as it derives from a number of related standardization initiatives. LOM defines a wide
range of metadata to classify and characterize learning resources, which include:
overall description (cataloguing, annotations, and associations and relationships with
other learning resources), technical data (file size, format, installation/usage
descriptions), educational data (educational purpose, learning objectives,
classification), and management data (intellectual property rights). However, there are
no generally accepted conventions for properly describing learning objectives or the
learning context, and although attempts have been made (such CLEO, and
Educational Markup Languages) these only capture some of the semantics; thus more
complex models are needed [8]. Thus, different communities give different meanings
and use different descriptions (e.g. extensions/alterations to LOM, such as Healthcare
LOM, etc), really breaking down the notion of the standard. Whereas the above
difficulties relate to issues of relevance, semantics and usability, a more severe
critique of learning object metadata standards [9] points out that the assumption
implied in the current ways of describing an educational resource is that “information
equates learning”.
Since metadata currently only describes simplified technical and structural
characteristics of learning objects, In order to put emphasis on the educational nature
and context of a resource (as opposed to its technical integration in the digital world)
one had to resort towards metatags that describe the nature of the learning activities in
relation to the knowledge states that may result, or the thinking processes stimulated
by the activities entailed by the resource. This approach is taken by the mEducator
consortium in their recent proposal of a metadata scheme to capture pedagogical
aspects of a learning resource as well as patterns of activity (e.g. repurposing
episodes, but not only). The mEducator metadata scheme [10] includes a number of
fields addressing different aspects of the educational resource: (a) general fields:
resource title, unique identifier, URL, URN, intellectual property rights
clearance/license, quality stamp (if any); (b) fields related to a general resource
description: resource authors, creation date, citation (i.e. how the resource should be
formally cited), keywords, content description, technical description (including any
technical requirements to access and use the resource); (c) fields related to the
educational aspect of the resource: educational context (for which the resource is
intended), teaching/using instructions, educational objectives, expected learning
outcomes, suggested assessment methods, educational prerequisites; (d) fields related
to classification/taxonomy information: resource language, type, discipline, discipline
subspecialty, educational level; and (e) fields addressing repurposing: resource
parents, repurposing context, repurposing description.
These user generated description metadata, when treated as social tags, create a
complex and dynamic organization of educational resources in a similar fashion as in
any conventional social network, thus realizing the resources‟ social network.
2.2 Resource Sociality based on Collective Usage Interaction
Educational resources are accessed, used, shared, repurposed, and also rated,
commented upon, and can be organized in a number of user specified ways in
collections. Capturing and sharing information about the attention that users spend on
resources in specific contexts can provide a different aspect of sociality based on the
personal views and mental models of the users. This way one can build the profile of
a resource as it appears to the external user, as opposed to the profile of the resource
according to the view of its creator, as depicted in the description metadata.
The perspective and attention is normally captured via recording contextual
attention metadata [11]. This includes data about the users‟ attention and activities
that relate both to semantically rich actions on and interactions with educational
content items as well as data on indirect interactions amongst content items.
Additionally, basic interaction metadata can also be considered which includes all
other basic user-system interactions that provide some kind of basic attention
information (not necessarily semantically and contextually rich).
2.3 Resource Family Trees based on Repurposing History and Inheritance
The term „repurposing‟ refers to changing a learning resource initially created and
used for a specific educational purpose in a specific educational context in order to fit
a different new educational purpose in the same or different educational context.
Although not formally addressed as such, educational content repurposing is what any
educator is routinely engaged in when preparing a new educational experience,
including preparing the educational content itself. Customarily, when an educator sets
the context and goals of a new educational experience, he/she will overview existing
content and/or search for new relative content and then repurpose and re-organize
content to fit the purpose of the new educational experience.
There can be a variety of situations where repurposing educational content is
desired. These situations, referred to as “repurposing contexts”, can be of a
pedagogical nature, a technical nature or both, and include the following [12],[13]: re-
purposing (1) in terms of the actual content; (2) to different languages; (3) to different
cultures; (4) for different pedagogical approaches; (5) for different educational levels;
(6) for different disciplines or professions; (7) to different content types; (8) for
different content delivery media and/or technology; (9) to educational content from an
initial content type that is not intended for education; and (10) for people with special
needs.
Considerable research work has targeted the field of automatic learning resource
repurposing, e.g. [14],[15],[16],[17]. Only few works have really concentrated on
modelling repurposing history of the content. The problem of the granularity level at
which the modifications should be described is posed in [18], where the approach is to
track content changes only in structural, layout and content aspects of the content (i.e.
insert, delete, replace, rearrange). A shift from tracking structural changes towards
studying changes in the educational context is seen in the repurposing of a specific
content type (that of virtual patients) as addressed in the eVip/ReVip projects [13].
Finally, the MURLLO project from the community of language teachers, considers
repurposing by tracking the changes in the “contextual metadata” that describe the
intended teaching context [19]. Interestingly, metadata modifications that account for
repurposing are carried out collaboratively based on Wiki technology.
In our work, we address repurposing as a means to provide a different kind of
sociality for the educational resources. Thus repurposing history and inheritance are
used as basic social relationship among educational resources in order to cluster
resources into families. Each repurposed resource declares its parent(s) resource(s).
Following iteratively the „parents‟ in a chain of repurposing ancestors, the entire
„family‟ tree of the particular resource can be compiled.
2.4 Semantic Links between Resources by Harvesting the Linked Data Cloud
Finally, the social dimension of educational resources can be further expanded and
enriched by harvesting semantically rich information existing in the Linked Data
cloud. The Linked Open Data (LOD) approach is simply about “using the Web to
create typed links between data from different sources. These may be as diverse as
databases maintained by two organisations in different geographical locations, or
simply heterogeneous systems within one organisation that, historically, have not
easily interoperated at the data level [20]. The Linking Open Data Project [21] is a
community project of the World Wide Web Consortium‟s Semantic Web Education and
Outreach Group (W3C SWEO). The goal of the project is to extend the Web with a data
commons by publishing various open data sets on the Web, and making links between
data items from different data sources. Since its inception in June 2007, the size of the
cloud has rapidly exploded and already includes a large variety of open data sets
including several research and medical data sets. This wealth of information can be
used to automatically enrich educational resources metadata with references to
external vocabularies, and in particular domain specific vocabularies, thus creating a
rich domain specific profile and extending the resource‟s social connections to other
web objects. For example, in medical education the BioPortal [22] enables searching,
sharing, visualizing, and analyzing a large set of biomedical ontologies,
terminologies, and annotations exposed as LOD.
3 A Semantic Social Network for Educational Content Sharing
The various ways of exploiting educational resources as social objects have been
implemented in the MetaMorphosis+ social network [1], which can be viewed as two
distinctive and interacting networks. The first one is a network of persons, including
authors, potential authors and final users of learning objects (students, or teachers or
others, e.g. educational managers, etc). The second is a network of published learning
resources. The network of persons is functioning in a way similar to other social
networks. Persons can interact with each other via their personal blogs, declare
friends and create their own interest groups. At a different level, learning resources
themselves create an equivalent social network with interactions with other learning
resources as well as with persons. These interactions are variable and dynamic, thus
create an evolving, user centric and goal oriented organization of resources and
persons, based on social dynamics.
From the point of view of the resources‟ social network, interactions are more
complex. Each resource is described by a variety of fields that capture its basic
characteristics as well as features pertaining to repurposing. This collection of fields
forms the resource profile and is a virtual representation of the resource in the social
network of resources. Educational resources are distributed, and they can reside
anywhere on the Web (e.g. within a Learning Management System, another on-line
repository, a Web page, etc), as long as their URL is known. MetaMorphosis+ only
holds their metadata description and the pointer to their actual location.
The organization of educational resources is dynamically created around the four
different social aspects presented in the previous section, as shown in Fig. 1. A most
straightforward organization is created on the basis of user generated tags that
constitute the resource profile as a set of metadata.
A second type of organization is a hierarchical one, describing the repurposing
history of each resource. Each repurposed resource declares its parent(s) resource(s)
and thus a dynamic organization of the resources in „families‟ is generated. In
MetaMorphosis+, a force-directed graph is used to depict the specific resource‟s
family and inheritance patterns. Each node in the graph represents a resource, while
the directed edges represent repurposing relationship, with the arrows pointing from
the “source” objects to their “repurposed” descendants. The nodes also state the
„repurposing context‟, while they are active links to the resource profile where more
information on the repurposing description can be obtained. For the entire resource
collection, a circular directed graph representation is used which depicts all the
resources with the various individual inheritance trees, usually not interconnected
amongst them. A resource inheritance tree is a group of resources that have a
relationship based on repurposing – this can also be viewed as resource „family‟.
Fig. 1. A schematic representation of the double network organization in MetaMorphosis+
showing the different social aspects of the educational resources.
The third dimension in the social organization of resources is based on a model for
framing the representation and treatment of information gathered from the reuse and
repurposing of learning resources from distributed repositories [23]. The model takes
into account as sources of information both static user-edited or automatically
generated metadata fields and the emerging, dynamic information clouds that
surround a learning resource when users comment on it, tag it, or explicitly link it to
other learning resources, i.e. by a combined use of strict taxonomies/controlled
vocabularies with folksonomies (dynamic, user‟s tags facilitators/aggregators). By
coordinating these separate information layers, we hope to reduce the semantic gap
occurring when unanticipated contexts of use are to be described by resorting only to
predefined vocabularies, and thus to improve the relevance of the retrieved resources
after a query.
Finally, the social profile of the educational resources is augmented by semantic
tagging. The architectural framework for semantic data and service linking and
federating of disparate educational resource pools that powers the social environment
is described in detail elsewhere [24]. At the lower level of this semantic technology
framework, a Web data and service layer employs distributed Web services that
harvest educational resource metadata from heterogeneous data sources on the Web.
In the upper layer, semantic data and service integration is achieved based on the
Linked Services approach and on semantic technologies such as iServe [25] and
SmartLink [26]. An RDF repository exposes harvested educational resource metadata
as triples.
Metadata as harvested by Web sources can also be enriched with existing LOD
vocabularies). This is of particular importance to extend rather unstructured metadata,
such as keywords or free text subject and discipline descriptions with structured data
based on well-known vocabularies. This is achieved by exploiting a variety of
medical domain ontologies and the expanding LOD cloud to semantically annotate
the existing RDF description of a resource and then expose its metadata back to the
LOD cloud for further exploitation by third parties which make use of the web of
LOD.
Biomedical ontologies provide essential domain knowledge to drive data
integration, information retrieval, data annotation, natural-language processing and
decision support. BioPortal (http:// bioportal.bioontology.org) is an open repository of
biomedical ontologies that provides access via Web services and Web browsers to
ontologies developed in various formats including OWL, RDF, OBO format and
Protégé frames [22]. In MetaMorphosis+ we have utilized the NCBO BioPortal‟s
RESTful Web services programming interface to access and incorporated terms and
concepts from the more than 260 ontologies provided to this day, corresponding to
more than 4.5 million medical and life sciences terms. This way the MetaMorphosis+
user can annotate an educational resource with suggested standardized terms and
concepts from a variety of ontologies, enriching the RDF output with dereferencable
standardized terms as values for the various fields, e.g. keywords, discipline,
specialty, etc. The ontologies used include amongst else for prominent medical
ontologies such as SNOMED-CT (Systematized Nomenclature of Medicine – Clinical
Terms), ICD9/10 (International Statistical Classification Diseases and Related Health
Problems), Body System (body system terms used in ICD11), MeSH (Medical
Subject Headings), NCI (Meta)Thesaurus, Galen (the high level ontology for the
medical domain), HL7 (the Normative RIM model v2), Biomedical Resource
Ontology (BRO, a controlled terminology of resources to improve sensitivity and
specificity of Web searches).
As an example, suppose a user intends to describe an educational resource by using
the term/concept Telemedicine, in the list of „Keywords‟ or in the „Discipline‟ and
„Specialty‟ fields of the metadata description of the educational resource. Semantic
annotation in MetaMorphosis+ can suggest a number of related standardized terms
from the available ontologies. For example, the equivalent term from the NCI
Thesaurus is represented by a dereferencable URI, (namely
http://ncicb.nci.nih.gov/xml/owl/EVS/Thesaurus.owl#Telemedicine), thus enabling
rich linking and reasoning within the semantic Web. Figure 1 shows an example of
RDF triples in the mEducator scheme before and after semantic annotation in
MetaMophosis+.
The current deployment of MetaMorphosis+ social network is implemented using
the Elgg open source social engine (http://elgg.com) and is available on-line on
http://metamorphosis.med.duth.gr. Additionally, FOAF (Friend-of-a-Friend) ontology
is used for integration of human profiles, while Triplify [27] is employed to publish
metadata profile fields as Linked Data. Graph representation was implemented based
on the Prefuse information visualization toolkit (http://www.prefuse.org) and is based
on the GraphML (http://graphml.graphdrawing.org/) standard and a FOAF/GraphML
standard interface so as to dynamically extract the data and form the graphical
representation at the time of request.
Fig. 2. The above depictions of RDF/XML snippets show the differences of the RDF output
before (above) and after (below) the semantic enrichment via the BioPortal. Before enrichment
the values for the „Keyword‟ and the „Discipline‟ fields appear as strings with no linking to an
ontology, while after enrichment these values are substituted with dereferencable URIs
corresponding to standardized ontology terms.
The main goal of this implementation is to collect and organize pilot educational
content within the mEducator project and test and re-engineer the metadata scheme
for describing educational content in medical education. During the first few months
of deployment the environment exhibits more than 100 registered users and more than
350 educational resources, including 80 repurposed resources. Although about half of
the resources are in English language, there is a representation of more than 15 other
European languages. The resources included in the environment are distributed
among the various educational levels, 33% intended for undergraduate medical
education, 23% intended for postgraduate/resident studies and 21% for continuing
life-long education, while 22% are intended for educating the public. The majority of
resources are of conventional content types, such as lecture notes and books (34%),
lecture presentations (12%) and graphs/diagrams/figures/images (16%). Clinical
cases, teaching files and virtual patients are 12% of available resources, while there is
a small but notable representation of Web 2.0 type resources (4%), serious games
(2%), algorithms (4%), and simulators (1%). When it comes to the repurposed
resources, 84% of them have only one parent, while the rest declare two parent
resources. A total of 42% of the repurposed resources have declared 2 repurposing
contexts and 22% more than two repurposing contexts. All repurposing contexts are
well represented, with repurposing to “different technology”, and “different
educational level”, being the most common.
4 Discussion
In retrospect, it is possible to identify three generations of information technology
supported learning. The first generation is based on multimedia technology support,
such as videos, CD-ROMs or other stand-alone educational software. The second
generation employs telematic technologies and it is basically set up as teaching via the
Web, where conventional educational material, and entire educational courses, is
delivered via the network to remote students. The last, emerging generation, is about
Web based learning, where the Internet is used as a means to create active, context
based, personalized learning experiences. This last generation of e-learning shifts the
emphasis from „teaching‟ to „learning‟ and from the notion of technology as a didactic
mediator to the notion of a sociable, peer-supported, involved learner. This new
learning paradigm inevitably places emphasis on educational resources and virtual
communities of practice. Although a lot of effort has been put in the area of
educational content development, description, and sharing, currently there is no
prominent clear and standards-based solution for the seamless sharing of educational
content in medicine and in general.
Current efforts mainly address the problem of educational content sharing
via centralized or distributed repositories, but such approaches do not consider
notions such as author/learner participation and collaboration, nor do they address
issues of usage and inheritance as resources are shared, re-used and repurposed. The
MetaMorphosis+ social network presented in this paper presents a novel approach for
capturing the multi-faceted social aspect of educational resources, as they form the
social-object basis of a human network of educators and learners. The goal is to
provide a conceptually different approach to educational resource search and retrieval
via „social‟ associations amongst learning resources and their authors and ultimate
consumers.
Acknowledgments. The authors acknowledge invaluable comments and input with
the mEducator consortium partners. This work is funded in part by the mEducator
project (Contract Nr: ECP 2008 EDU 418006 mEducator) under the eContentplus
programme, a multiannual Community programme to make digital content in Europe
more accessible, usable and exploitable.
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