L4D Learning for Democracy

" FOREWORD Nearly half a century ago a radical movement to open up higher education began when Britain’s new Open University declared that it would be “open to people, to places, to methods and to ideas”. Since then the ideal of openness in public life has made great strides and successive waves of technology have facilitated the adoption of the values of transparency, collaboration and sharing. Three manifestations of openness are particularly important for education. Open Source Software has increased the quality and diversity of computer applications; Open Access research literature speeds the creation of new knowledge by ensuring that academics build on the work of others; Open Educational Resources (OER), which can be re-used and adapted by anyone, anywhere, have the potential to transform education worldwide with a global pool of excellent learning materials becoming the common wealth of humankind. A movement that began in idealism has now acquired practical and economic importance. Governments are coming to appreciate the cost savings and quality improvements that OER bring to the educational materials used in their schools and colleges. But there is a problem. History shows abundantly that unless teachers find a new educational technology easy to use they will not adopt it. Teachers want to teach, not to spend hours searching in the chaos of the Web for material that is appealing, relevant to their needs and educationally credible. Fortunately some of the world’s most able experts in artificial intelligence, of which Mathieu d’Aquin is one, are now taking up the challenge of creating tools that allow educators to find the needle they want in the haystack of options. The mechanism they are using is the Semantic Web, which may still seem like a recondite and abstruse idea to most Internet users. The key is the concept of Linked Data, a hot area of development based on the idea that the mechanisms used to share and interlink documents on the Web can be applied to share and interlink data and metadata about these documents, as well as the concepts and entities they relate to. One can thus speak about the Web of Linked Data in the way one talks about the current Web of documents and data. As the author explains in this report, every “data object” (representing, for example, a person, a place or a topic) is identified by a Web address and characterised using Web links. These can connect to representations of other data objects, identified by other Web addresses. Thus the Web is viewed as a giant data graph that openly draws from any contributing source. This is a complex topic, engaging some of the world’s best minds. Here Dr. d’Aquin describes the tools, technologies and processes to publish and use Linked Data in a concrete way focusing on learning and teaching applications. As these approaches mature and pass into general use they will give a tremendous boost to the use adaptation of OER. I am particularly pleased that this work is being done in the Knowledge Media Institute (KMI) at the Open University. The KMI was created in the 1990s to ensure that the UKOU would show the same leadership in integrating the Internet into teaching and learning that it had demonstrated so brilliantly with an earlier generation of technology. Sir John Daniel Commonwealth of Learning" ================================================ "Executive Summary Implementing the full vision of Open and Distance Learning (ODL) raises immense technological challenges. The goal is to move from current localised, restricted and locked proprietary content towards the open discovery, use and combination of resources independent from their geographic and institutional origins. It is therefore natural that existing initiatives have taken the Web as a base platform, to publish and share open educational resources in the form of online documents. Beyond this first step however, new technological barriers to the full realisation of the ODL vision appear: How to discover these open resources? How to connect resources located in different repositories? How to relate these resources to the context, interest, cultural and technical environment of the learner? In this report, we introduce a recent development in the area of Web technologies which has the potential to revolutionise the area of ODL: The Semantic Web. While the Semantic Web has been, until now mostly considered from a research perspective, we focus here on the concrete benefit that can today be obtained from applying the set of principles and technologies that have emerged from the most pragmatic part of the Semantic Web field: Linked Data. Linked Data relies on the simple idea that the mechanisms used nowadays to share and interlink documents on the Web can be applied to share and interlink data and metadata about these documents, as well as the concepts and entities they relate to. On the Web of Linked Data, every “data object” (representing for example a person, a place or a topic) is identified by a Web address, and characterised using Web links that can connect to representations of other data objects, identified by other Web addresses, thus using the Web as a giant data graph that openly draws from any contributing source. In this report we describe how this idea is being realised and how it can be adopted by organisations willing to contribute, interlink to and take advantage of the Web of Linked Data for ODL. We describe the tools, technologies and processes to publish and use Linked Data in a concrete way, focusing in particular on learning and teaching applications. Understanding both the costs and benefits of adopting Linked Data and Semantic Web technologies is, of course, a critical part of the process. Alongside the description and explanation of the technological notions related to this area we show how such notions can be applied to solve some of the specific problems faced in ODL and present a number of case studies in which such benefits have been concretely achieved."