Learning Using Semantic Web and End-User Programming Techniques
Learning Using Semantic Web and End-User Programming Techniques
Use of the Semantic Web is to be a means for open standard representation of learning material, transformation into different representations as required, and for provision of a high level interface as a tool for model creation, and translation to educational objects. To achieve this is necessary to create a translator that converts the diagrammatic representation of a problem into e-learning objects. Translations could be performed into any programming or meta-programming language or open standard information representation language, the visualisation of the model created could be displayed on the web. A two way translation is needed between human and computer, and between different software environments. This definition used by Simons and Parmee [33] explains the aim "a kind of action that occurs as two or more objects have an effect on each other. The idea of a two-way effect is essential to the concept of interaction, as opposed to a one way causal effect".
This communication strategy improves opportunities for end-user programming, sharing of information, and education of both users and computer software. The analogy of educating computer software to do what the user intends is called programming by demonstration in 'Watch What I Do: Programming by Demonstration' [34]. The user has the role of an educator of the software which acts as an apprentice to learn what is required. Learners are thus able to instruct the software and so program solutions, using an adaptive modelling tool. The education is then a two way process of the user learning from computer based software, and the software learning to do what the user requires. In order to enable understanding of the models and e-learning objects it is essential to visualise them and allow interaction. The visualisation can be depicted in various ways. Two examples are: as a tree (that can be colour coded to represent different types of information) and as an interactive SVG (Scalable Vector Graphics) diagram of a component to be modelled. SVG is an XML based syntax so can be searched and modelled as such. Examples show a tree based representation of engineering components [35], and how a tree based representation is converted into an interactive diagrammatic representation [36]. Transformations are performed between a taxonomy representation of information into many different visualisations and software representations. This process converts an abstract representation of a problem to a concrete model created with the aid of two way communication between the user and the modelling tool.
Highly interactive web pages that act like programs to provide a user interface can be used to provide an interactive User Driven Programming environment. These interactive web pages can be based on visual programming languages such as Alice [37]. Interactive web programs can also be created using scripting languages and XML combinations such as AJAX (Asynchronous JavaScript And XML), which is an overall name for techniques to create highly interactive web pages. Ajax techniques for creation of interactive web models will assist computer literate end-users in programming tasks on the web [38].
Collaborative Modelling
Huhns [39] and Patern [40] both explain that alternatives to current software development approach are required. The need is to translate from a model-based visual representation understood by users to software. Johnson [41] explains that successful interaction requires mapping between levels of abstractions and that translation between these abstraction levels required by users and computers is difficult. He explains that this problem often means systems are created that make the user cope with the problems of mis-translation. The representation of rules and information can be illustrated diagrammatically. It is possible to describe algorithms through concrete examples rather than abstractly. Models must be designed and visualised so that they convey to users a representation of a problem that assists with their vision of it. This subject is explored in [42] and is the basis of our visualisation techniques that enable users to create and understand models, which are translated into software representations.
Conclusion
Advantages of this research are : -
- Creation of an open standard online e-learning environment that is usable by non-programmers.
- Enabling of creation of e-learning objects by non programmers.
- Enabling widespread dissemination and sharing of models over the web.
- Provision of an educational resource for students, scientists, engineers, software developers, arts, and business.
- Increased user involvement in e-learning development to allow savings in cost and time taken for this development, and enable greater creation and use of educational tools.
- Availability of e-learning models and interactive visualisation of educational objects much more widely using browser based software.
- Enabling many more people to program.
- Opening up opportunities to people currently outside formal education.
This research can bridge the gap between computer literate people and e-learning software creation. This can give a practical illustration of the benefits end-user programming and Semantic Web techniques could provide for e-learning.
References
[1] Select Committee on Science and Technology Third Report Chapter 2: Public Attitudes and Values - Attitudes to engineering 2.39 - http://www.publications.parliament.uk/pa/ld199900/ldselect/ldsctech/38/3804.htm.
[2] Canavan B, Magill J, Love D, A Study of the Factors Affecting Perception of Science, Engineering and
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