Construction of
a semantically integrated e-learning system
based on Topic Maps for multidisciplinary learning
Shu Matsuura1*, Takako Koike1, Motomu Naito2
1Faculty of Education, Tokyo Gakugei University
2Knowledge Synergy Inc.
An online learning portal:
“Everyday Physics on Web” based on Topic Maps
• The aim of learning portal:
“interlink a wide range of knowledge domains”.
Physics, Chemistry, Biology, Earth Science, Astronomy, Environment,
Sustainability, Industry,
Aritifact, Daily Life, Policy, History of Science,,,
• A challenge:
enhance “deviating” learning, explorative learning.
In ordinary cases, students learn just what they are required.
Topic Maps application server: Ontopia Navigator Framework
at http://tm.u-gakugei.ac.jp/epw/
Thanks to open-source Ontopia.
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1. interlink a wide range of knowledge domains
2. Enhance explorative learning.
Tow kinds of nodes to go beyond the limited area.
“interlink a wide range of
knowledge domains”
Broad, extensive, but organizable
“cloud” of learning resource
Organize metadata of resources to raise findability of resources.
topic
topic
internal original contents
ただ
External online learning resource
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supertype - subtype association
type - instance association
to p ic typ e
associations
internal occurrence
to p ic typ e
external occurrence
to p ic typ e
metadata
Database topicmap
to p ic
in stan ce
“Ontopia” (development suite)
to p ic
+
in stan ce
“postgreSQL”
to p ic
in stan ce
k n o w led g e la yer
in f o rm a tio n la yer
internal
data
external
resource
internal
data
external
resource
Internet
internet
external
resoure
5 major types of topics
in “Everyday Physics on Web Topic Map (epw)”
Recommendation
epw
Web
Design
Learning
Record
Learn in g
Reso u rce
subject
Multi-Fields Learning Portal
Recommendation
epw
Web
Design
Learn in g
Learning
Record
R eso u rce
su stain ab ility
in d u stry
en viro n m en t
subject
astro n o m y
p h ysics
ch em istry
b io lo g y
h isto ry o f
scien ce
earth
scien ce
p o licy
d aily lif e
Before gathering resources, we construct knowledge models of subjects.
example of subject topicntype
hierarchy as “taxonomy of topics”
atoms
Broader-narrower associations
basic
mathematics
advanced
physics
subject
capacity
and flow
common
concepts
diffusion
electromagnetic
wave
description
of motion
applied
physics
subject
physics
subject
atomic
interactions
atomic
structure
basic
physics
subject
dynamics
forces
momentum
physics
experiment
electromagnetism
fluid
mechanics
heat
electric charge and
electric field
electric potential and
electric current
electromagnetic
induction
magnetic field
and current
Newton’s laws
of motion
work and
energy
wave
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Why taxonomy (as topic hierarchy)
Our topic type hierarchy of subject topics are taxonomy
rather than true type hierarchy.
This is fundamentally due to the difference in the types of
domain knowledge, as below.
Difficulties in building true type hierarchies of all domains.
abstract
base
domain
lows of nature
Physics
taxonomy
Chemistry
descriptive
Geology
conduct
Engineering
Cf. Charles Sanders Peirce
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Now, we define types of associations (other than broader_narrower)
to construct knowledge model
atomic
interactions
atomic
structure
atoms
basic
mathematics
advanced
physics
subject
capacity
and flow
common
concepts
diffusion
electromagnetic
wave
description
of motion
applied
physics
subject
physics
subject
basic
physics
subject
dynamics
forces
momentum
physics
experiment
electromagnetism
Associations
Is_based_on
is_related_with
TransSubject_is_based_on
TransSubject_is_related_with
Etc.
fluid
mechanics
heat
wave
electric charge and
electric field
electric potential and
electric current
electromagnetic
induction
magnetic field
and current
Newton’s laws
of motion
work and
energy
Trans-field topic map. Trans-field association
Fields included: Physics, Chemistry, Biology, Earth Science, Astronomy, environment,
sustainability, daily life, history, policy, history
Subject Space
Field Subject γ
Field Subject α
subject a1
subject a2
Trans-Field Subject
Association
sub-field a
subject
b1
subject
b2
Learning Resource layer
Learning Record layer
sub-field b
Taxonomy of types of expression of knowledge;
“Learning Resource Type”
Recommendation
Web
Design
epw
Learning
Record
subject
Learn in g
R eso u rce
exp erim en t
reso u rce
n ew s
co u rsew are
d atab ase
p resen tatio n
sim u latio n
Yo u Tu b e
W eb site
m o vie・
p ictu re
p itf all d rill
an im atio n
text
f ree style d rill
calcu latio n d rill
essay d rill
m u ltip lech o ice d rill
Su b ject typ e
lectu re typ e
Courseware resource
instance consists of a
sequence of subject
instances.
( is_eLecture_consisting_of
association)
Ph ysics
lectu re typ e
D yn am ics
Lectu re in stan ce
Ph ysics
su b ject typ e
Basic Ph ysics
Su b ject typ e
is_eLecture_consisting_of
d isp lacem en t
velo city
acceleratio n
D yn am ics typ e
in ertia
eq . m o tio n
Learning
Resource type
actio n /reactio n
Backbone of the
system is the linked
subject topics.
n o rm al f o rce
f rictio n
text
Text
type-instance assoc.
To each subject
instance, related
resource instances
are connected.
Multi-choice
Drill
Calcu latio n
D rill
in ertial f o rce
circu lar m o tio n
m -c d rill
an g u lar m o m en tu m
w o rk
calc. d rill
k in etic en erg y
co n servative f o rce
Essay D rill
essay d rill
p o ten tial en erg y
co n servatio n o f en erg y
Sim u latio n
( is_subject_of_Resource
association)
sim u latio n
is_subject_of_Resource
Exp erim en t
exp erim en t vid eo
( is_based_on
is_related_with
is_analogy_of
…
TransField_is_related_with
TransField_is_based_on
…
is_shared_with)
type-instance assoc.
Translate subject topic map
into a web navigation
We have expressed knowledge by map.
↓
Then, we have to navigate the structure.
A standard web page design
Present topic map in this standard structure.
identity
search
page header
global navigation
breadcrumb trail
Navigation
inside the
web site.
local
navigaion
primary page content
external,
internal
links
page footer: contact inf., copyright
Web design ontology
su b ject
typ e
Topic map of subjects and resources
are translated into a standard web
design through web design ontology.
is_ N avig atio n _ o f _ Su b jectTyp e
subject type hierarchy
nav.
(vertical bar)
subject nav.
reso u rce
typ e
global nav.
is_ N avig atio n _ o f _ Reso u rceTyp e
resource index nav.
(content)
resource
nav.
functional
nav.
Presen tatio n In d ex U R I
content type nav.
(horizontal bar)
index page uri
index page uri
subject-subject
association
intra-field
type menu
inter-field
occurrences ← resource topic
recommended subject
score chart of
individual and all
Evaluation of drill scores
number of request;
individual user and all
Enhance explorative learning.
Go beyond the field area.
Environment
Subject
climate
change
TransSubject_is_related_with
a
3
a
a
2
4
Tow kinds of nodes
1. Shared Topic
Environment
Subject
climate
change
TransSubject_is_related_with
“Shared Topic”, a topic shared by different fields of subjects.
A topic shared by 3 fields
subject
a1
c4
c2
Field γ
subject
a1
c3
b2
b2
Field β
b3
subject
a1
a2
a3
Field α
a4
• Sometimes an equivalent topic appears in different fields with different contexts.
• For the consistency of topics, topic instance cannot be duplicated.
• We create the topic in a field where the definition of topic is properly given.
• Then, the topic is linked to the topics of other related fields with a specific association,
“is_shared_with”, meaning the topic also belongs to more than one field.
• Meanings of shared topic will be refined through understanding in the multiple fields.
Shared topic may play a role of connecting different fields.
Field β
Field γ
subject a1
“covalent bond”?
a2
a3
a4
Field α
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a
3
a
a
2
4
Environment
Subject
Tow kinds of nodes
2. Trans-disciplinary Topic
climate
change
TransSubject_is_related_with
Climate change is certainly a topic of environmental science.
But it is connected with topics of many fields.
“climate change” topic has lots of associations, and has lots of association types .
Multi-disciplinary topic like “climate change” is indeed a “hub” of topics.
Environment
Subject
climate
change
TransSubject_is_related_with
Trans-Subject topic is a hub
of topics in different fields.
“Understanding” and “Convincing”
Understanding
1.recognize logically, universality
2.recognize principle
3.recognize a path to the conclusion
Convincing
1.necessity of individual recognitions
2.construct knowledge and reality by oneself
3.networking of knowledge with one’s individual knowledge
Toward association-oriented education.
Environmental Education in the National Curriculum (elementary shool).
A couple of topics in every field are related with environment topic.
subject
Environment-related education
sociology
-water, electricity, gas supply and efficient usage of resource
-preservation of natural environment, cultural tradition
-keeping better environment for life
-disaster prevention
science
-contribute to preserve natural environment
-observe nature around
-relationship between living organisms and environment
life
-be interested in relationship with animals, plants and nature
home
economics
-be aware of relationships with home environment
physical
education
-relationships between health and environmental factors
moral
education
-care nature
integrated
study
-experiments, observation, survey, and make presentation.
Environment
Subject
climate
change
TransSubject_is_relat
summary
-Constructed a topic map based learning portal
with a backbone of subject topic map.
(trans-field subject topic map)
-Subject topic map and learning resource topic
map was translated into a standard web
navigation through web design topic map.
(visualization)
-Shared topic and multi-disciplinary topic
connect different areas.
(association-oriented learning)
“RDF and OWL (W3C)” and “Topic Maps (ISO)”
different goals (S. Pepper)
• “RDF and OWL are positioned as enablers for large-scale
data integration and/or an ‘artificially intelligent’ web
for software agents.” (for inferences)
• “Topic Maps is all about findability and knowledge
federation for humans.” (for findability)
→Interface should be optimized.
• “They complement each other and we need both.”
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