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Repercussions of Semantic Interaction with Open Educational Resources in the Student Virtual Identity and in Online Learning Environments

Repercussions of Semantic Interaction with Open Educational Resources in the Student Virtual Identity and in Online Learning Environments

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  • 1. Cecília Tomás Mentor: Professor Doctor António Teixeira Presentation for the degree of Master in Education 2014
  • 2. 2
  • 3. Introduction 3
  • 4. General theme Semantic dimension and its customizability @ceciliatomas Introduction The paradigm shift in the light of web 3.0 Specific theme 4
  • 5. The separation and the interdependence, between the social and the semantic web The ability or level of personalization that can lead a person to achieve aided by the machine as instrument (extension or addition to its capacity) @ceciliatomas Introduction The discovery of the human being as a self (si-mesmo) through narrative connectivity 5
  • 6. 4) Identify concepts rediscovered with the semantic web - such as VLE, PLE, MOOC or OER; 5) Establish personalization as a result of the Semantic Web through the rhizome and analytical models from the connectivist epistemology; 6) Advocate technology as an instrument of humanization. @ceciliatomas Introduction 1) Identify the differences between the social and semantic web; 2) Characterize the narrative identity recovered by the notion of instrumentality and the human responsibility; 3) Analyse the possibility of technology being extension and / or addition to human capabilities; GOALS 6
  • 7. Part I 1. Perception Levels of Web Connectivity 2. Semantic Usability 3. Virtual Learning Environments and eLearning 4. Person and Technology @ceciliatomas Part II 1. Research Methodology 2. Contextualization of the Case Study 3. Serendipity, the Semantic Search Engine 4. The Qualitative Data Analysis 7
  • 8. Literature Review Part I 8
  • 9. Social Web Semantic Web General Usabilities Educational Usabilities Virtual Learning Environments Person and Technology Customization @ceciliatomas I. 9
  • 10. I have a dream for the Web... and it has two parts. In the first part, the Web becomes a much more powerful means for collaboration between people. Berners-Lee, Tim (1998) I. 1.@ceciliatomas 10
  • 11. How to manage dispersion? search quality utility There are so much information, data, tools… in the WEB... I. 1.@ceciliatomas 11
  • 12. In the second part of the dream, collaborations extend to computers. Machines become capable of analyzing all the data on the Web - the content, links, and transactions between people and computers. I. 1.@ceciliatomas Semantic Web Web 3.0 Linked Data Berners-Lee, Tim (1998) OpenData Big Data IoT 12
  • 13. Search engines and mechanisms of intelligent georeferencing will be, in the near future, the basis of human knowledge acquisition and tracking behavour (objects and people) I. 2.@ceciliatomas Virtually obsolete resources are transformed into living materials allowing its reuse more easily. Finding new ways of learning by the creation of personalized environments 13
  • 14. + analytic learning I. 3.@ceciliatomas 14
  • 15. Analytic Learning Rhizomathic Learning More customized PLEs Closed learning systems increasingly open and pluralistic environments I. 3.@ceciliatomas 15
  • 16. I. 4.@ceciliatomas 16
  • 17. “Thoughts without content are empty; intuitions without concepts are blind” Immanuel Kant Technology Human Sciences Ethical Technophile I. 4.@ceciliatomas 17
  • 18. Case Study Part II 18
  • 19. Case Study Documental Analysis Asynchronous Interview Intrinsic Case Study PERSONALIZATION II. 1.@ceciliatomas 19
  • 20. Social Web Semantic Web OER II. 2.@ceciliatomas 20
  • 21. "Open Educational Resources (OER) are a direct reaction to knowledge privatization; they foment their exchange to the entire world with the aim of increase the human intellectual capacity." In Piedra, N. Chicaiza, J. López, J. Tovar, E. and Martínez, O. (2009) Open Educational Practices and Resources based on Social Software, Utpl Experience II. 3.@ceciliatomas 21
  • 22. “Social and semantic web can be complementary approaches searching web resources. This cooperative approach lets enable a semantic search engine to find accurate results and annotate web resources.” In Piedra, N. Chicaiza, J. López, J. Tovar, E. and Martínez, O. (2011 ) Finding OERs With Social-Semantic Search in Global Engineering Education Conference I. 4.II. 3.@ceciliatomas 22
  • 23. SEMANTIC SOCIAL 23II. 3.@ceciliatomas
  • 24. “Acceso desde una sola herramienta a los recursos producidos en diferentes instituciones, idiomas, áreas de conocimiento y regiones.” Piedra, Nelson. Entrevista assíncrona. Abril 2013 I. 1.II. 4.@ceciliatomas “La interfaz de búsqueda, basada en palabras clave, es la forma habitual con la que están familiarizados los usuarios.” “Ofrece búsqueda entre categorías o facetas, esto facilita la navegación y el filtrado de resultados.” Advantages from Serendipity 24
  • 25. “El enriquecimiento de datos desde otras fuentes como repositorios y bases de datos de material científico.” Piedra, Nelson. Entrevista assíncrona. Abril 2013 I. 1.II. 4.@ceciliatomas “La recuperación de recursos multilingüe.” “Personalización de la experiencia de usuario, para ello se están diseñando algunos servicios de recomendación y de acceso personalizado.” “(...) estamos trabajando en una herramienta de visualización de datos (, y estamos desarrollando prototipos de aplicaciones móviles OCW en Android y iOS.” Challenges created by the use of Serendipity 25
  • 26. 26II. 4.@ceciliatomas
  • 27. La aplicación de las tecnologías semánticas puede conseguir un efecto sinérgico para ofrecer entornos de aprendizaje personales. Piedra, Nelson. Entrevista assíncrona. Abril 2013 I. 1.II. 4.@ceciliatomas Refinamiento y filtrado avanzado de recursos Respuestas más completas, directas y precisas de acuerdo al perfil del usuario. Mecanismos de navegación fáciles de usar 27
  • 28. entorno, determinar su significado y generar nuevos datos mediante reglas lógicas.” Piedra, Nelson. Entrevista assíncrona. Abril 2013 I. 1.II. 4.@ceciliatomas “(...) cierta capacidad de entendimiento podrá ser asumida por las máquinas para interpretar los datos que reciben del 28
  • 29. II. 4.@ceciliatomas objetivo de reducir el esfuerzo que un profesor o un estudiante tendrían que invertir para realizarlas.” “(...) procesos y tareas educativas intensivas en datos y requerimientos de procesamiento podrían automatizarse, con el Piedra, Nelson. Entrevista assíncrona. Abril 2013 29
  • 30. II. 4.@ceciliatomas estudiantes adquirir competencias para desempeñarse en el ámbito laboral y los agentes recomendar rutas de aprendizaje según las características de cada usuario.” “(...) las personas y las máquinas, cada uno, haga lo que mejor sabe hacer. Así, las profesores tutelar el proceso de aprendizaje, los Piedra, Nelson. Entrevista assíncrona. Abril 2013 30
  • 31. Conclusions 31
  • 32. Personal Identity Openness Share Collaboration Automation Personalization Narrative Identity @ceciliatomas conclusions 32
  • 33. Research Limitations 1. The inability to adequately develop a reflection about the shift paradigm theme by temporal and conceptual limitations related to the type of investigation in question. 2. Many of the considerations made ​​in theoretical terms are still, in practice, in an embryonic state or are manifestations of future perspectives. 3. Density of the technical language that leaves submerged some interpretations and intersections between fields (technology and education, economics, politics, and so on). @ceciliatomas conclusions 33
  • 34. @ceciliatomas Perspectives Opened by the Study 1. Continue the investigation about the social - semantic Web envisaging developments (as in IoT). 2. Put itself in the plane of the consequences trying to find ideas about ways followed by humans. It is expected that the path of human evolution will, certainly, be a path followed by the smart technology ... Or not?... conclusions 34
  • 35. Thank you cecilia.tomas.75 ceciliatomas @ceciliatomas