Formalization of Social Knowledge through a Personal Learning Environment approach
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đ PhD Dissertation: Formalization of Social Knowledge through a Personal Learning Environment approach [2011]
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Formalization of Social Knowledge through a Personal Learning Environment approach
- 1. Formalization of Social Knowledge through a Personal Learning Environment approach PhD Dissertation January 24, 2011 Ancona - Italy Flavio MANGANELLO, UniversitĂ Politecnica delle Marche, Italy TUTOR: Prof. Tommaso LEO, UniversitĂ Politecnica delle Marche, Italy CO-TUTOR: Prof. KINSHUK, Athabasca University, Canada
- 2. :: Summary :: 1. Context 2. Design 3. Materials and Methods 4. Conclusions and Future Work
- 3. 1. Context Chicco Calleri Clarinettista - Watercolor and ink cm 30x18
- 4. ï§ Social knowledge and Learning â« an important aspect of the learnerâs experience â« fundamental for the collaborative creation of social artifacts â« usually dynamic, tacit/non declarative, and constructed :: Research topic ::
- 5. ï§ Social knowledge and Learning â« an important aspect of the learnerâs experience â« fundamental for the collaborative creation of social artifacts â« usually dynamic, tacit/non declarative, and constructed :: Research topic :: Identifying and sharing social knowledge with regard to a particular context may become problematic for learners who are participating as novices in a community or a network where communication and interaction with experts should lead to shared understandings Research problem
- 6. :: Literature review :: ï§ Origin of the research problem and findings already known about it â« Knowledge embedded in social networks, Semantic Social Networks [Downes, 2004] â« Flink, an application of Semantic Web technology for the extraction and analysis of social networks [Mika, 2005] â« Social knowledge as âConnective knowledgeâ [Downes, 2007] ï§ Other methods already investigated in research, with particular regard to those approaches that propose the use of semantics â« Social knowledge sharing tools [Siemens, 2007] ï blog, wikis, social bookmarkings â« KiWi â âKnowledge in a Wikiâ - project â« Harvesting Social Knowledge from Folksonomies [Wu et al., 2009]
- 7. :: Literature review :: PLE - Mainstream Research Approach ï§ Educational mainstream â« PLEs as systems that help learners in taking control of and managing their own learning â« Focused on investigating what pedagogies are more suitable for PLEs[van Harmelen, 2006] ï§ Technological mainstream â« PLE as a type of mush-up application (MUPPLE) â« Focused on integrating widgets into various platforms [Wilson, 2009; Chiatti, 2009; Drachsler, 2009]
- 8. :: Proposed solution :: ï§ A methodology to formalize social knowledge within an e-learning system â« Social Semantic Web â« Social Network Modeling ï§ Formalization by analyzing the âconnectionsâ a learner manages within a Personal Learning Environment (PLE) â« Contents ï resources to be used for learning purpose â« Personal relationships ï other learners
- 9. :: Proposed solution :: ï§ Why a PLE approach? ï§ A PLE is a more structured environment than a typical social networking site and more controllable in an experimental phase by an external observer ï§ In addition, the PLE has learning and creation and sharing of knowledge as the main purpose
- 10. :: Proposed solution :: ï§ Process of social knowledge formalization by â« a semantic representation of the knowledge context and â« a semantic description of the social relationships by analyzing the social networks ï§ Dynamic characterization of the PLE ï Adaptivity and Personalization â« Explicit tools ï controlled by the learner (tagging, social bookmarking) â« Implicit tools ï mainly controlled by the system, but some parameters may be set by the learner (collaborative filtering, intelligent agents)
- 11. :: Research outcomes :: 1. Pedagogical level Theoretical investigation on a PLE approach to be adopted within a knowledge context 2. Technological level Model architecture of an environment integrating â« learning â« social knowledge management Person al Knowl edge Space Technol ogical framew ork Metap hor of the novice Pedagog ical format Knowledge context
- 12. :: Originality and value :: ï§ Conducting research on PLEs from a dual perspective â« pedagogical format and technological framework as two faces of the same coin ï§ Investigating e-learning systems as a long-life valid support to search, explore, and test new learning strategies â« empowerment of learners obtained by helping them in the creation and dissemination of social knowledge ï§ Focusing on particular technologies that may help in drawing new scenarios for representing and managing social knowledge in a given knowledge context â« (Social) Semantic Web and Semantic Web Services
- 13. :: Benefits and practical implications :: ï§ Developing new models in providing learning support to communities â« the PLE approach may be utilized within different learning settings along the formal-informal learning axis â« formalization is the key issue to foster dissemination of social knowledge when learners move among several communities in different knowledge contexts ï§ Developing a personal learning and knowledge environment â« organizations and communities that need lifelong learning for their professionals â« educational institutions that aims to promote a lifelong learning approach among their students
- 14. Michele Ciacciofera Da Vulcano - Oil on canvas cm 100x140 2. Design
- 15. :: The 4 design dimensions :: 1. Learner-centered pedagogical format â« Defining the proper learning strategies with regard to the learner, the knowledge context, and the âlearning variablesâ 1. Semantic system describing the knowledge context â« A semantic model approach is proposed to represent a shared, formal understanding of a given knowledge context 1. Semantic system representing and describing the social networks â« The social networks a learner creates by means of her/his PLE 1. Personal Knowledge Space â« Profiles intelligently the learner, retrieves and manages the information, and presents it meaningfully and contextually by means of semantic tools
- 16. :: 1. The metaphor of the novice :: ï§ A novice needs to acquire knowledge in a given context â« Communities and networks with experts â« Construction of shared meanings ï§ Research (epistemological and phenomenological level) vs. learning (ontological level) â« The novice acquires the social knowledge related to the knowledge domain ï§ Learning theories and strategies behind the format â« Constructivism and social-constructivist, andragogy, meaningful learning â« Networked learning, connectivism, and situationism â« Apprenticeship, learning by doing, simulations
- 17. :: 2-3. Semantics :: ï§ Knowledge context â« An ontology-based approach is used to represent a shared, formal understanding of a knowledge context in which a learner acts [Leo, Pagliarecci, Spalazzi, 2009] ï§ Social networks â« Theoretical construct of âSemantic Social Networkâ [Downes, 2004] â« Ontology-based approach to harvest social knowledge from the social networks that the learner participates (RDF, FOAF and social network metrics) â« Social Network Analysis to extract information in term of reliability, effectiveness and collaboration
- 18. :: 4. Personal Knowledge Space :: ï§ The PKS is the environment where the learner can manage her knowledge, with the guidance of an expert or a teacher if needed ï§ The architecture is adaptive and personalized regard to the learner profile and her/his device â« Learner Profile Module â« Knowledge Identification Module ï§ Set of (authoring) tools â« Social networking, visualization, negotiation, planning & design ï§ Switching spaces tool â« formal/informal; knowledge contexts
- 19. :: PKS - Set of tools :: Social Networking Tags Ratings and comments Friends and group Visualization Maps views Timeline views Faceted views Negotiation (discussion, reification) Mapping Interactive writing Planning & Design Scheduling Discussing Organizing
- 20. :: PKS - Conceptual Framework :: Learner Managed Cloud A flow of connections (people and information) aggregated from a number of sources selected by the learner: âąWWW: blogs, news, Youtube, Twitter, Slideshare, Flickr, communities, social bookimarking, ⊠âąMLE, VLE: public information, syllabus, coursesâ updates, âŠ ï§ The possibilities of the Web 2.0 tools and Mush-up applications increase the amount of information available on the Internet and enables people to access almost anything they need ï§ COMPLICATED, COMPLEX ï CHAOS â« Information overload and cognitive surplus [Shirky, 2008] â« Lost in social space [Dron, 2009]
- 21. :: PKS - Conceptual Framework :: Learner Managed Cloud A flow of connections (people and information) aggregated from a number of sources selected by the learner: âąWWW: blogs, news, Youtube, Twitter, Slideshare, Flickr, communities, social bookimarking, ⊠âąMLE, VLE: public information, syllabus, coursesâ updates, ⊠PKS API/WS/RSS Processing and Filtering Learner Profile Learning Contexts Learner Profile Learning Contexts Meaningful selection of recommended and personalized connections Meaningful selection of recommended and personalized connections Social Networking Tags Ratings and comments Friends and group Presentation Contexts wievs Maps views Timeline views Faceted views (widget) Negotiation & Reification Mapping Interactive writing Planning & Design Scheduling Discussing Organizing Tools
- 22. 3. Materials and Methods Chicco Calleri Autunno Azzurro - Mixed technique on canvas cm 80x80
- 23. :: An institutioanl case study :: ï§ A first course of Automatic Control at the UNIVPM, Italy â« Students as novice designers who need to learn Material Knowledge, the knowledge relative to the real operation conditions of engineering complex systems â« Focus on acquiring the competencies and abilities of an expert designer â« Students should learn confronting each other and with experts (teachers, tutors) ï§ Blended course, integration of explicit instructional approach (direct instruction) and constructivist strategies â« lectures and exercises, laboratory experiments, team-work, less formal learning activities (i.e. âresource huntâ)
- 24. :: Integrating PKS and ITLab :: LMS PKS WSs SOAP Learning Materials Student Guide Experiment Analysis Experiment Interface Experiment Data Client [Web Browser + JRE] Learning Networks Learning Communities API/WSs/RSS API WSs RSS DatabaseDatabase Learner Profile Learning Contexts Learner Managed Cloud A flow of connections (people and information) aggregated from a number of sources selected by the learner: âąWWW: blogs, news, Youtube, Twitter, Slideshare, Flickr, communities, social bookimarking, ⊠âąMLE, VLE: public information, syllabus, coursesâ updates, ⊠Process: HelicopterProcess: Eolo IT
- 25. :: Exploitation scenario :: Higher Engineering Education ï§ A student carrying out collaborative laboratory activities in Automatic Control ï§ A collaborative session of the ITLab managed through the PKS ï§ Workflow â« Kicking off the IT activities â« Setting up the PKS (Space and Tools) â« Creating the Group (People) â« Connecting contextual resources â« Auto-profiling
- 26. Michele Ciacciofera Spiaggia, Oil on canvas cm 100x120 3. Conclusions and Future work
- 27. :: Conclusions :: ï§ Pedagogical dimension â« the PLE approach helps in promoting team-work and knowledge management among novices ï§ Technological dimension â« in order to be really effective, the PLE needs to be dynamically characterized by implicit and explicit tools for adaptivity and personalization ï§ Organizational dimension â« the PLE approach should be planned, guided, and promoted by the management of the organization /institution, considering the related governance and policy issues
- 28. :: Conclusions:: Restrictions of the present work ï§ At the current stage, the methodology proposed is expected to work better in technical and scientific knowledge domain Future work ï§ Develop a concrete implementation of the PLE approach â« Help in validating the methodology presented here by conducting a more systematic experience with students â« Basis for collecting more structured results allowing to define possible scenarios of iterable educational experiences
- 29. Thank you for your attention Flavio Manganello f.manganello@univpm.it Special thanks for supporting my research to Prof. Leo and Prof. Kinshuk Chicco Calleri Scogliere â Watercolor cm 18x24
- 30. Flavio Manganello UniversitĂ Politecnica delle Marche, Italy f.manganello@univpm.it Flavio Manganello is an expert in multimedia communication and researcher in the field of distance learning. His main research interests are online learning design, learning and collaborative technologies, personalized and adaptive learning systems, and ubiquitous learning. He collaborates with several universities in Italy and abroad, including the UniversitĂ degli Studi di Roma La Sapienza, the UniversitĂ Politecnica delle Marche, and the Athabasca University in Canada.