Ontologies in Curriculum Design and Computer Science
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Assoc. prof. Maria-Iuliana Dascalu, PhD
University POLITEHNICA of Bucharest, Faculty of Engineering in Foreign Languages
EXTEND Seminar, 14
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of October – 20
th
of October 2018, KSU, Khujand, Tajikistan
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a philosophical discipline—a branch of philosophy that deals with the
nature and the organisation of reality
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science of being (Aristotle, Metaphysics, IV, 1)
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an engineering artefact:
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specific vocabulary used to describe a certain reality
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a set of explicit assumptions regarding the intended meaning of the vocabulary
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describes a formal specification of a certain domain:
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shared understanding of a domain of interest
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formal and machine manageable model of a domain of interest
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an explicit specification of a conceptualization=>
shared conceptualization of
a domain of interest
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Ontologies typically have two distinct components:
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Names for important concepts in the domain (common vocabulary)
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Background knowledge/constraints on the domain
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Example:
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Names for important concepts in the domain:
•
Elephant
is a concept whose members are a kind of animal
•
Herbivore
is a concept whose members are exactly those animals who eat only plants or parts of
plants
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AdultElephant
is a concept whose members are exactly those elephants whose age is greater than 20
years
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Background knowledge/constraints on the domain:
•
AdultElephants
weigh at least 2,000 kg
•
All
Elephants
are either
AfricanElephants
or
IndianElephants
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No individual can be both a
Herbivore
and a
Carnivore
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Classes/concepts + class-hierarchy
:
s
ubclasses of
Animal
–
Male
,
Female
;
Female
and
Male
are disjoint classes.
•
Individuals/objects/instances
:
Peter
and
Ian
are objects in the class
Man
•
Relations between classes
(inheritance, disjoint_with, equivalence )
•
Properties (slots) / values
:
•
Object properties, relations between instances of two classes: Maria
isMarried
Tom
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Datatype properties, relations between instances of classes and literals/datatypes: Maria
hasAge
35
•
Characteristics of properties:
•
s
ymmetric -
isMarried
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transitive-
has Ancestor
•
functional –
hasMother
(
Mary hasMother MrsRobinson, Mary hasMother Anne=>Mrs Robinson is Anne)
•
inverse functional –
hasStudentNumber
(Mary hasStudentNumber 87324, MsSmith hasStudentNumber 87324 => Mary is MsSmith)
•
Restrictions on properties
(type, cardinality):
•
The parent of a
Person
is also a
Person =>
type of parent is Person
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Any person must have exactly 1 father = > cardinality of
hasFather
property is 1.
•
Annotations
(comments…)
•
Reasoning tasks: classification, consistency checking
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http://www.cs.man.ac.uk/~rector/
Modules/CS646-
2004/Labs/Thursday/Simple_Unive
rsity-01.owl
With Protégé software:
https://protege.stanford.edu/
With Protégé software:
https://protege.stanford.edu/
With Protégé software:
https://protege.stanford.edu/
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Ontologies reduce conceptual and
terminological confusion by providing
a unified framework for describing the
concepts of the world and their
relations -> improve communication
and cooperation between people and
organizations
•
Ontologies are cross-platforms, cross-
applications -> improve
interoperability
•
Provide reusability, reliability,
specification
M. Al-Yahya, R. George, and A. Alfaries, “Ontologies
in e-Learning: Review of the Literature,” Int. J. Softw.
Eng. Its Appl., vol. 9, no. 2, pp. 67–84, 2015.
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Foster the transparency, collaboration, exchangeability and interoperability (
M. C.
Van der Wende, “The Bologna Declaration: Enhancing the Transparency and Competitiveness of European Higher Education,” J. Stud. Int.
Educ., vol. 4, no. 2, pp. 3–10, 2000
)
•
Support the aligning, classification, comparing, and matching between
universities, educational systems or relevant disciplines (
H. Chung and J. Kim, “An Ontological
Approach for Semantic Modeling of Curriculum and Syllabus in Higher Education,” Int. J. Inf. Educ. Technol., vol. 6, no. 5, pp. 365–369, 2016
)
•
Help in managing the educational offerings of an institution, revealing useful
information like course overlapping, uncovered or less covered areas, possible
synergies between courses (
M. Ronchetti and J. Sant, “Curriculum Management and Review: an ontology-based solution,”
Trento, Italy, 2007
)
•
Supports personalization, recommendation etc in e-learning (
M.I. Dascalu & all, “How social
and semantic technologies can sustain employability through knowledge development and positive behavioral changes,” Computers in Human
Behavior, vol. 70, pp. 507-517, 2017
)
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The Bologna Ontology:
http://diuf.unifr.ch/main/xi/bowlogna
•
BBC Curricula Ontology:
https://www.bbc.co.uk/ontologies/curriculum
•
CCSO:
http://xworks.gr/ontologies/ccso.owl
(
EVANGELOS KATIS, “Semantic Modeling of Educational Curriculum &
Syllabus,” TECHNOLOGICAL EDUCATIONAL INSTITUTE OF CRETE,2018)
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P
A
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Which Courses cover a
certain Knowledge Area?
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Identify some use cases for creating the EXTEND ontology.
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Design your center curriculum using ontologies on paper (20 minutes):
•
Define at least 5 classes/concepts – 5 minutes
•
Define the relations between those classes - object properties – 5 minutes
•
Define the characteristics of those properties (s
ymmetric, transitive,
functional,
inverse functional) – 5 minutes
•
Define 3 instances/individuals for one of the classes of your ontology 5 minutes
•
Put everything in Protégé (
https://protege.stanford.edu/
), save it and
send it to
maria.dascalu@upb.ro
(20 minutes)
Explore the role of ontologies in curriculum design and computer science, delving into their origins, components, and structures. Discover how ontologies facilitate shared conceptualizations and formal specifications in various domains.
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Presentation Transcript
Ontologies Ontologies Facilitators for Facilitators for Curriculum Design Curriculum Design Assoc. prof. Maria-Iuliana Dascalu, PhD University POLITEHNICA of Bucharest, Faculty of Engineering in Foreign Languages www.mariaiulianadascalu.com maria.dascalu@upb.ro EXTEND Seminar, 14thof October 20thof October 2018, KSU, Khujand, Tajikistan
Ontology: Origins and History Ontology: Origins and History a philosophical discipline a branch of philosophy that deals with the nature and the organisation of reality science of being (Aristotle, Metaphysics, IV, 1)
Ontology in Computer Science Ontology in Computer Science an engineering artefact: specific vocabulary used to describe a certain reality a set of explicit assumptions regarding the intended meaning of the vocabulary describes a formal specification of a certain domain: shared understanding of a domain of interest formal and machine manageable model of a domain of interest an explicit specification of a conceptualization=> shared conceptualization of a domain of interest
Structure of an Ontology Structure of an Ontology Ontologies typically have two distinct components: Names for important concepts in the domain (common vocabulary) Background knowledge/constraints on the domain Example: Names for important concepts in the domain: Elephant is a concept whose members are a kind of animal Herbivore is a concept whose members are exactly those animals who eat only plants or parts of plants AdultElephant is a concept whose members are exactly those elephants whose age is greater than 20 years Background knowledge/constraints on the domain: AdultElephants weigh at least 2,000 kg All Elephants are either AfricanElephants or IndianElephants No individual can be both a Herbivore and a Carnivore
Whats inside an OWL ontology? What s inside an OWL ontology? Classes/concepts + class-hierarchy: subclasses of Animal Male, Female; Female and Male are disjoint classes. Individuals/objects/instances: Peter and Ian are objects in the class Man Relations between classes(inheritance, disjoint_with, equivalence ) Properties (slots) / values: Object properties, relations between instances of two classes: Maria isMarried Tom Datatype properties, relations between instances of classes and literals/datatypes: Maria hasAge 35 Characteristics of properties: symmetric - isMarried transitive- has Ancestor functional hasMother (Mary hasMother MrsRobinson, Mary hasMother Anne=>Mrs Robinson is Anne) inverse functional hasStudentNumber (Mary hasStudentNumber 87324, MsSmith hasStudentNumber 87324 => Mary is MsSmith) Restrictions on properties (type, cardinality): The parent of a Person is also a Person => type of parent is Person Any person must have exactly 1 father = > cardinality of hasFather property is 1. Annotations (comments ) Reasoning tasks: classification, consistency checking
Example: ontology of Example: ontology of an university an university http://www.cs.man.ac.uk/~rector/ Modules/CS646- 2004/Labs/Thursday/Simple_Unive rsity-01.owl
With Protg software: https://protege.stanford.edu/
With Protg software: https://protege.stanford.edu/
With Protg software: https://protege.stanford.edu/
Usage of ontologies Usage of ontologies Ontologies terminological confusion by providing a unified framework for describing the concepts of the world and their relations -> improve communication and cooperation between people and organizations reduce conceptual and Ontologies are cross-platforms, cross- applications interoperability -> improve M. Al-Yahya, R. George, and A. Alfaries, Ontologies in e-Learning: Review of the Literature, Int. J. Softw. Eng. Its Appl., vol. 9, no. 2, pp. 67 84, 2015. Provide specification reusability, reliability,
Usage of ontologies Usage of ontologies
Ontologies in curriculum development Ontologies in curriculum development Foster the transparency, collaboration, exchangeability and interoperability (M. C. Van der Wende, The Bologna Declaration: Enhancing the Transparency and Competitiveness of European Higher Education, J. Stud. Int. Educ., vol. 4, no. 2, pp. 3 10, 2000) Support the aligning, classification, comparing, and matching between universities, educational systems or relevant disciplines (H. Chung and J. Kim, An Ontological Approach for Semantic Modeling of Curriculum and Syllabus in Higher Education, Int. J. Inf. Educ. Technol., vol. 6, no. 5, pp. 365 369, 2016) Help in managing the educational offerings of an institution, revealing useful information like course overlapping, uncovered or less covered areas, possible synergies between courses (M. Ronchetti and J. Sant, Curriculum Management and Review: an ontology-based solution, Trento, Italy, 2007) Supports personalization, recommendation etc in e-learning (M.I. Dascalu & all, How social and semantic technologies can sustain employability through knowledge development and positive behavioral changes, Computers in Human Behavior, vol. 70, pp. 507-517, 2017)
Examples of ontologies in curriculum development Examples of ontologies in curriculum development The Bologna Ontology: http://diuf.unifr.ch/main/xi/bowlogna BBC Curricula Ontology: https://www.bbc.co.uk/ontologies/curriculum CCSO: http://xworks.gr/ontologies/ccso.owl (EVANGELOS KATIS, Semantic Modeling of Educational Curriculum & Syllabus, TECHNOLOGICAL EDUCATIONAL INSTITUTE OF CRETE,2018)
Interrogating the Interrogating the ontology with ontology with SPARQL SPARQL Which Courses cover a certain Knowledge Area?
Exercise Exercise Identify some use cases for creating the EXTEND ontology.
Starting points for EXTEND ontology Starting points for EXTEND ontology
Exercises Exercises create EXTEND ontology create EXTEND ontology Design your center curriculum using ontologies on paper (20 minutes): Define at least 5 classes/concepts 5 minutes Define the relations between those classes - object properties 5 minutes Define the characteristics of those properties (symmetric, transitive,functional, inverse functional) 5 minutes Define 3 instances/individuals for one of the classes of your ontology 5 minutes Put everything in Prot g (https://protege.stanford.edu/), save it and send it to maria.dascalu@upb.ro (20 minutes)
