EduProgression - EKM Workshop 2016
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In the education field, in order to achieve learning goals, it is necessary to define learning paths that foresee a gradual and incre- mental acquisition of certain knowledge and skills that students should acquire. In this paper we analyze the educational progressions of the French educational system, we show how to formalize them through a web ontology and how to perform knowledge extraction from the official texts describing them to automate the population of such an ontology.
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EduProgression - EKM Workshop 2016
- 1. A Formalization Of Standard Knowledge And Skills For The French Elementary School Curricula Oscar Rodríguez Rocha Catherine Faron Zucker Second International Workshop on Educational Knowledge Management (EKM 2016)
- 2. Introduction 2 Research questions The EduProgression ontology Future work The French educational model Motivations State of the art Overview and formalization Knowledge extraction and population Entity linking
- 4. Research questions 4 • How to model educational programs into a formal machine understandable ontology that can be processed and queried? • How to extract the knowledge and skills that an educational program requires from the official texts describing them? • How to automate the population of such ontology, based on the extracted knowledge? • How can we exploit these formal representations?
- 5. 5 Ontologies in the domain of e-learning systems • Ontologies in e-learning: Review of the literature - Yahya, M.A et al. • Curonto: An ontological model for curriculum representation - Yahya, M.A et al. • Curonto: A semantic model of the curriculum for program assessment and improvement - Alfaries, A. et al. • An ontology-based curriculum knowledgebase for managing complexity and change – Dexter, H. et al. • Designing a semantic web ontology for e-learning in higher education – Bucos, M. et al. • Ontoedu: a case study of ontology-based education grid system for e-learning - Guangzuo, C. et al. State of the art
- 6. 6 Kindergarten/Nursery School/Pre-school (École maternelle) Age Grade Abbreviation 3–4 Petite section PS 4–5 Moyenne section MS 5–6 Grande section GS Primary School (École primaire) 6–7 Cours préparatoire CP, 11ème, or 11e 7–8 Cours élémentaire première année CE1, 10ème, or 10e 8–9 Cours élémentaire deuxième année CE2, 9ème, or 9e 9–10 Cours moyen première année CM1, 8ème, or 8e 10–11 Cours moyen deuxième année CM2, 7ème, or 7e Junior High/Middle School (Collège) 11-12 Sixième 6ème or 6e 12-13 Cinquième 5ème or 5e 13-14 Quatrième 4ème or 4e 14-15 Troisième 3ème or 3e High school/Secondary School (Lycée) 15–16 Seconde 2nde or 2de 16–17 Première 1ère 17–18 Terminale Term The French educational model School grade and cycles Cycle 2: Basic learning Cycle 3: Consolidation Cycle 4: Deepening
- 7. 7 Mastery of the French language Practice of a foreign language Social and civic competences Humanistic culture Mastery of the common information and communication techniques Basic math skills and scientific and technological culture Autonomy and initiative of the students Common base of knowledge and skills The French educational model 7 pillar skills of the French common base of knowledge and skills
- 8. 8 The French educational model Educational programs Documents made per cycle that define: • The specificities of the cycle • Essential contributions of the subjects to the common base • The subjects • Skills to develop (making referencing to the common base) • Objectives expected at the end of the cycle • Knowledge and skills in general • Notions about the progressive acquisition of knowledge and skills (by grade or course)
- 9. 9 The French educational model Learning progressions for the primary school “Designed from the educational programs, they help to organize the progressivity of learning for each year of cycles 2 and 3” Cycle 2 • French • Mathematics • Physical and sportive education • Living language • Discovery of the world • Civic and moral education Cycle 3 • French • Mathematics • Physical and sportive education • Living language • Experimental Science and Technology • History • Geography • Civic and moral education
- 10. 10 The French educational model Learning Progression of History Progression’s subject Element of K&S School year Learning domain Knowledge Skills
- 11. 11 OWL formalization of EduProgression http://ns.inria.fr/semed/eduprogression
- 12. 12 edp:La_construction_europeenne edp:EKS rdf:type edp:CM2 edp:Le_role_de_Robert_Schuman edp:Le_XXe_siecle_et_notre_epoque edp:Euro_monnaie_europeenne edp:Principales_etapes_de_la_construction_europeenne edp:Progression rdf:type edp:LearningDomain rdf:type edp:DomainesApprentissageHistoire skos:inScheme edp:VocabulaireHistoireedp:ElementsConnaissanceHistoire skos:inScheme edp:Skill rdf:type edp:Knowledge rdf:typeskos:inScheme edp:PointOfReference rdf:type edp:hasEKS edp:hasKnowledge edp:hasLearningDomain edp:hasPointOfReference edp:hasSkill edp:hasCourse edp:Histoire edp:hasVocabularyItem edp:euro
- 13. 13 Population of EduProgression History.pdf History.rdf Cycle 2 • French • Mathematics • Physical and sportive education • Living language • Discovery of the world • Civic and moral education Cycle 3 • French • Mathematics • Physical and sportive education • Living language • Experimental Science and Technology • History • Geography • Civic and moral education
- 14. 14 Knowledge extraction and population process
- 15. 15 Population process results http://ns.inria.fr/semed/eduprogression/thesaurus Progression EKS Knowledge elements Learning domains Vocabulary items History 29 46 8 132 Geography 32 35 7 132 Experimental sciences and technology 50 41 11 266
- 17. 17 Entity linking results Progression Linked Resources Precision* History 205 95% Geography 187 94% Experimental sciences and technology 220 94% * Obtained with a confidence of 0.15 and a support of 20
- 18. Future work 18 EduProgression ontology • Adapt accordingly to the new French common base of knowledge and skills (2016) • Internationalization, Common Core Initiative (http://www.corestandards.org/) • Publication on Linked Open Vocabularies (LOV) Industrial partnership • Indexation of educational resources (industrial partner) • Integration of recommendation algorithms • Integration of student profiles • Experimentation (industrial partner)
Notas do Editor
- The "common core/base of knowledge and skills" presents what every student needs to know and master at the end of compulsory schooling. Introduced into the law in 2005, it is the set of knowledge, skills, values and attitudes needed to succeed in schooling, as an individual and as a future citizen. Trois paliers sont prévus pour évaluer la maîtrise progressive et effective du socle commun par les élèves : palier 1 : en fin de CE1 (notamment pour évaluer l'acquisition de la lecture courante et de l'écriture) ; palier 2 : à la fin de l'école primaire (notamment pour évaluer l'acquisition des règles fondamentales de la grammaire, du calcul élémentaire et des quatre opérations) ; palier 3 : à la fin du collège (le brevet des collèges atteste de la maîtrise des sept compétences du socle). Le socle doit être maîtrisé à la fin de la scolarité obligatoire, c'est-à-dire à 16 ans, et nombreux sont les élèves qui arrivent au lycée professionnel ou au lycée général à 15 ans.L'acquisition progressive du socle peut être suivie par l'élève, sa famille et les enseignants grâce à un livret personnel de compétences6 devenu obligatoire à la rentrée 2011-2012. Dès la rentrée 2016, un nouveau socle commun sera effectif. A la dénomination de ce socle est ajouté le mot "culture". Ce nouveau socle se décompose en cinq domaines: les langages pour penser et communiquer ; les méthodes et outils pour apprendre ; la formation de la personne et du citoyen ; les systèmes naturels et les systèmes techniques ; les représentations du monde et l'activité humaine;
- Primary school
- Progressions define the progressive acquisition of knowledge and skills by grades (cours) of by school year