A Multidisciplinary Approach to the Reuse of Open Learning Resources

Educational standards are having a significant impact on e-Learning. They allow for better exchange of information among different organizations and institutions. They simplify reusing and repurposing learning materials. They give teachers the possibility of personalizing them according to the student’s background and learning speed. Thanks to these standards, off-the-shelf content can be adapted to a particular student cohort’s context and learning needs. The same course content can be presented in different languages. Overall, all the parties involved in the learning-teaching process (students, teachers and institutions) can benefit from these standards and so online education can be improved. To materialize the benefits of standards, learning resources should be structured according to these standards. Unfortunately, there is the problem that a large number of existing e-Learning materials lack the intrinsic logical structure required, and further, when they have the structure, they are not encoded as required. These problems make it virtually impossible to share these materials. This thesis addresses the following research question: How to make the best use of existing open learning resources available on the Internet by taking advantage of educational standards and specifications and thus improving content reusability?In order to answer this question, I combine different technologies, techniques and standards that make the sharing of publicly available learning resources possible in innovative ways. I developed and implemented a three-stage tool to tackle the above problem. By applying information extraction techniques and open e-Learning standards to legacy learning resources the tool has proven to improve content reusability. In so doing, it contributes to the understanding of how these technologies can be used in real scenarios and shows how online education can benefit from them. In particular, three main components were created which enable the conversion process from unstructured educational content into a standard compliant form in a systematic and automatic way. An increasing number of repositories with educational resources are available, including Wikiversity and the Massachusetts Institute of Technology OpenCourseware. Wikivesity is an open repository containing over 6,000 learning resources in several disciplines and for all age groups [1]. I used the OpenCourseWare repository to evaluate the effectiveness of my software components and ideas. The results show that it is possible to create standard compliant learning objects from the publicly available web pages, improving their searchability, interoperability and reusability

The Syllabus Based Web Content Extractor (SBWCE)

Syllabus Based Web Content Extractor (SBWCE) introduces a new technique of Syllabus Based Web Content Mining. It makes the Syllabus Based Web Content Extraction easy and creates an instant online book view based on the links relevant to the given Syllabus. Three important contributions are made by the current work. First, as multiple format educational information is needed for Syllabus based content; the technique used makes the finding of such content easier. Second, a new approach for capturing and recording the heuristics involved during searching by experts is used. Third, the grouping of Syllabus Words for precise extraction is exploited. This paper introduces SBWCE and presents the related details

Hybrid human-AI driven open personalized education

Attaining those skills that match labor market demand is getting increasingly complicated as prerequisite knowledge, skills, and abilities are evolving dynamically through an uncontrollable and seemingly unpredictable process. Furthermore, people's interests in gaining knowledge pertaining to their personal life (e.g., hobbies and life-hacks) are also increasing dramatically in recent decades. In this situation, anticipating and addressing the learning needs are fundamental challenges to twenty-first century education. The need for such technologies has escalated due to the COVID-19 pandemic, where online education became a key player in all types of training programs. The burgeoning availability of data, not only on the demand side but also on the supply side (in the form of open/free educational resources) coupled with smart technologies, may provide a fertile ground for addressing this challenge. Therefore, this thesis aims to contribute to the literature about the utilization of (open and free-online) educational resources toward goal-driven personalized informal learning, by developing a novel Human-AI based system, called eDoer. In this thesis, we discuss all the new knowledge that was created in order to complete the system development, which includes 1) prototype development and qualitative user validation, 2) decomposing the preliminary requirements into meaningful components, 3) implementation and validation of each component, and 4) a final requirement analysis followed by combining the implemented components in order develop and validate the planned system (eDoer). All in all, our proposed system 1) derives the skill requirements for a wide range of occupations (as skills and jobs are typical goals in informal learning) through an analysis of online job vacancy announcements, 2) decomposes skills into learning topics, 3) collects a variety of open/free online educational resources that address those topics, 4) checks the quality of those resources and topic relevance using our developed intelligent prediction models, 5) helps learners to set their learning goals, 6) recommends personalized learning pathways and learning content based on individual learning goals, and 7) provides assessment services for learners to monitor their progress towards their desired learning objectives. Accordingly, we created a learning dashboard focusing on three Data Science related jobs and conducted an initial validation of eDoer through a randomized experiment. Controlling for the effects of prior knowledge as assessed by the pretest, the randomized experiment provided tentative support for the hypothesis that learners who engaged with personal eDoer recommendations attain higher scores on the posttest than those who did not. The hypothesis that learners who received personalized content in terms of format, length, level of detail, and content type, would achieve higher scores than those receiving non-personalized content was not supported as a statistically significant result

Lightweight Federation of Non-Cooperating Digital Libraries

This dissertation studies the challenges and issues faced in federating heterogeneous digital libraries (DLs). The objective of this research is to demonstrate the feasibility of interoperability among non-cooperating DLs by presenting a lightweight, data driven approach, or Data Centered Interoperability (DCI). We build a Lightweight Federated Digital Library (LFDL) system to provide federated search service for existing digital libraries with no prior coordination. We describe the motivation, architecture, design and implementation of the LFDL. We develop, deploy, and evaluate key services of the federation. The major difference to existing DL interoperability approaches is one where we do not insist on cooperation among DLs, that is, they do not have to change anything in their system or processes. The underlying approach is to have a dynamic federation where digital libraries can be added (removed) to the federation in real-time. This is made possible by describing the behavior of participating DLs in an XML-based language that the federation engine understands. The major contributions of this work are: (1) This dissertation addresses the interoperability issues among non-cooperating DLs and presents a practical and efficient approach toward providing federated search service for those DLs. The DL itself remains autonomous and does not need to change its structure, data format, protocol and other internal features when it is added to the federation. (2) The implementation of the LFDL is based on a lightweight, dynamic, data-centered and rule-driven architecture. To add a DL to the federation, all that is needed is observing a DL\u27s interaction with the user and storing the interaction specification in a human-readable and highly maintainable format. The federation engine provides the federated service based on the specification of a DL. A registration service allows dynamic DL registration, removal, or modification. No code needs to be rewritten or recompiled to add or change a DL. These notions are achieved by designing a new specification language in XML format and a powerful processing engine that enforces and implements the rules specified using the language. (3) In this thesis we explore an alternate approach where searches are distributed to participating DLs in real time. We have addressed the performance and reliability problems associated with other distributed search approaches. This is achieved by a locally maintained metadata repository extracted from DLs, as well as an efficient caching system based on the repository

Ontology-driven Generation of Training Paths in the Legal Domain

This paper presents a methodology for helping citizens obtain guidance and training when submitting a natural language description of a legal case they are interested in. This is done via an automatic mechanism, which firstly extracts relevant legal concepts from the given textual description, by relying upon an underlying legal ontology built for such a purpose and an enrichment process based on common-sense knowledge. Then, it proceeds to generate a training path meant to provide citizens with a better understanding of the legal issues arising from the given case, with corresponding links to relevant laws and jurisprudence retrieved from an external legal repository. This work de-scribes the creation of the underlying legal ontology from existing sources and the ontology integration algorithm used for its production; besides, it details the generation of the training paths and reports the results of the preliminary experimentation that has been carried out so far. This methodology has been implemented in an Online Dispute Resolution (ODR) system that is part of an Italian initiative for assisted legal mediation

ECLAP 2012 Conference on Information Technologies for Performing Arts, Media Access and Entertainment

It has been a long history of Information Technology innovations within the Cultural Heritage areas. The Performing arts has also been enforced with a number of new innovations which unveil a range of synergies and possibilities. Most of the technologies and innovations produced for digital libraries, media entertainment and education can be exploited in the field of performing arts, with adaptation and repurposing. Performing arts offer many interesting challenges and opportunities for research and innovations and exploitation of cutting edge research results from interdisciplinary areas. For these reasons, the ECLAP 2012 can be regarded as a continuation of past conferences such as AXMEDIS and WEDELMUSIC (both pressed by IEEE and FUP). ECLAP is an European Commission project to create a social network and media access service for performing arts institutions in Europe, to create the e-library of performing arts, exploiting innovative solutions coming from the ICT

Simple identification tools in FishBase

Simple identification tools for fish species were included in the FishBase information system from its inception. Early tools made use of the relational model and characters like fin ray meristics. Soon pictures and drawings were added as a further help, similar to a field guide. Later came the computerization of existing dichotomous keys, again in combination with pictures and other information, and the ability to restrict possible species by country, area, or taxonomic group. Today, www.FishBase.org offers four different ways to identify species. This paper describes these tools with their advantages and disadvantages, and suggests various options for further development. It explores the possibility of a holistic and integrated computeraided strategy

Dissertations and Data: keynote address

International audienceThe keynote provides an overview on the field of research data produced by PhD students, in the context of open science, open access to research results, e-Science and the handling of electronic theses and dissertations. The keynote includes recent empirical results and recommendations for good practice and further research. In particular, the paper is based on an assessment of 864 print and electronic dissertations in sciences, social sciences and humanities from the Universities of Lille (France) and Ljubljana (Slovenia), submitted between 1987 and 2015, and on a survey on data management with 270 scientists in social sciences and humanities of the University of Lille 3.The keynote starts with an introduction into data-driven science, data life cycle and data publishing. It then moves on to research data management by PhD students, their practice, their needs and their willingness to disseminate and share their data. After this qualitative analysis of information behaviour, we present the results of a quantitative assessment of research data produced and submitted with dissertations Special attention is paid to the size of the research data in appendices, to their presentation and link to the text, to their sources and typology, and to their potential for further research. The discussion puts the focus on legal aspects (database protection, intellectual property, privacy, third-party rights) and other barriers to data sharing, reuse and dissemination through open access.Another part adds insight into the potential handling of these data, in the framework of the French and Slovenian dissertation infrastructures. What could be done to valorise these data in a centralized system for electronic theses and dissertations (ETDs)? The topics are formats, metadata (including attribution of unique identifiers), submission/deposit, long-term preservation and dissemination. This part will also draw on experiences from other campuses and make use of results from surveys on data management at the Universities of Berlin and Lille.The conclusion provides some recommendations for the assistance and advice to PhD students in managing and depositing their research data, and also for further research.Our study will be helpful for academic libraries to develop assistance and advice for PhD students in managing their research data, in collaboration with the research structures and the graduate schools. Moreover, it should be helpful to prepare and select research data for long-term preservation, curate research data in open repositories and design data repositories.The French part of paper is part of an ongoing research project at the University of Lille 3 (France) in the field of digital humanities and research data, conducted with scientists and academic librarians. Its preliminary results have been presented at a conference on research data in February 2015 at Lille, at the 8th Conference on Grey Literature and Repositories at Prague in October 2015 and published in the Journal of Librarianship and Scholarly Communication. The Slovenian research results have not been published before

Automatic extraction of learning concepts from exam query repositories

Educational data mining (or EDM) is an emerging interdisciplinary research field concerned with developing methods for exploring the specific and diverse data encountered in the field of education. One of the most valuable data sources in the educational domain are exam query repositories, which are commonly pre-dating modern e-learning systems. Exam queries in those repositories usually lack additional metadata which helps establish relationships between questions and corresponding learning concepts whose adoption is being tested. In this paper we present our novel approach of using data mining methods able to automatically annotate pre-existing exam queries with information about learning concepts they relate to, leveraging both textual and visual information contained in the queries. This enables automatic categorization of exam queries which allows for both better insight into the usability of the current exam query corpus as well as easier reporting of learning concept adoption after these queries are used in exams. We apply this approach to real-life exam questions from a high education university course and show validation of our results performed in consultation with experts from the educational domain