Strijker, a. (2011-10-27) Building a semantic vocabulary framework

1. Building a semantic
vocabulary framework for
educational repositories
Edrene conference
Poitiers, October 26-27, 2011
Allard Strijker, SLO

2. Semantic web YouTube

3. Questions.. to think about
• How to deal with the meaning of terms in
vocabularies?
• Related experiences, research?

4. Vocabularies used for
• Labelling Learning resources
• Searching and finding
• Interoperability between educational collections
(50+)
• Data exchange between schools and
government
• Structuring content in Virtual Learning
Environments
• Monitoring learners
• Data exchange test results

5. Growing number of vocabularies (88)
• CZP 1.7 structure - LOMv1.0 • CZP 9.2 classification - MBO skill level -
• CZP 1.8 aggregation level - LOMv1.0 Reference framework for language and
• CZP 1.8 aggregation level - Recommended mathatics (Draft)
• CZP 2.2 status - LOMv1.0 • CZP 9.2 classification - PO discipline -
Subject indicators for primary education
• CZP 2.3.1 lifecycle contribute role - (Draft)
LOMv1.0
• CZP 9.2 classification - VO discipline -
• CZP 3.2.1 metametadata contribute role - Subject indicators for secundary education
LOMv1.0
• CZP (Submitted) 5.2 NME learning material
• CZP 4.4.1.1 technical requirement type - types
LOMv1.0
• CZP (Submitted) 6.2 copyrights and other
• CZP 4.4.1.2 technical requirement name - restrictions - NL-LOM
operating system - LOMv1.0
• CZP (Submitted) 9.2 classification -
• CZP 4.4.1.2 technical requirement name - algemeen discipline - Economy learning
operating system - mobile devices (Draft) domains
• CZP 4.4.1.2 technical requirement name - • CZP (Submitted) 9.2 classification - general
webbrowser - LOMv1.0 competency - NME competencies within
• CZP 5.1 interaction type - LOMv1.0 methods
• CZP 5.2 learning resource type - LOMv1.0 • CZP (Submitted) 9.2 classification - general
• CZP 5.2 learning resource type - discipline - Arithmatic learning domains
Recommended • CZP (Submitted) 9.2 classification - general
• CZP 5.3 interactivity level - LOMv1.0 discipline - Language learning domains
• CZP 5.4 semantic density - LOMv1.0 • CZP (Submitted) 9.2 classification - general
• CZP 5.5 intended end user role - LOMv1.0 discipline - LB domains, dimensions and

6. Inconsistency in vocabulairies
• Users • Versions
• Function • Metadata
• Naming • Structure
• Location • Coverage
• Relations • Communication

7. Vocabulary framework Dutch
Level 1
Boston
Water
• One master set of Level 2 English
unique terms Explain why some people
(>>5000) think that Poitiers was a
Roman Capital
• Clear classification Geography Mathematics
of terms
Human Chemistry
• Vocabularies as Care
Electrical
collections Biology enignering
• Clear relations Programming
Narrow Term
between subsets

8. Classification
Framework
Educational Organizational Technical
Learning
Levels Content
objectives

9. Vocabularies as Collections
Subjects
Electrical English Science
enignering
Primary
education
Secondary
Mathematics education
Dutch
Chemistry
Geography
Program
ming
Vocational
Biology
education
Human
Care

10. Relations Boston
Content
2nd grade Explain why Boston
secondary education is important
Learning
Levels
objectives

11. Semantic vocabularies
• Terms with multiple meanings like Boston
– Each meaning a unique identifier
– Terms have a shared caption
– Shared captions are also used as identifier
– Describing learning materials most specific
• ID: UUID1
• Description: Boston the city in England
• Caption; Boston
• Classification: Content
• ID: UUID2
• Description: Boston the band
• Caption; Boston
• Classification: Content

12. Vocabularies
• Geography Narrower Term Cities in England
• Cities in England Narrower Term Boston
• Vocabulary
– UUIDA Narrower Term UUIDB
– UUIDB Narrower Term UUID2

13. Thank you!
• More information
– Allard Strijker
– a.strijker@slo.nl