Using Semantic Analysis for Content Alignment & Gap Analysis
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Using Semantic Analysis for Content Alignment and Gap Analysis Phil Ice, American Public University System Jennifer Staley, American Public University System
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In the LMS or CMS environment, content management frequently translates into single-purpose allocation of content resources, with cataloging and meta tagging being a haphazard affair. This results in potential duplication of content and significant time loss associated with asset retrieval for incorporation into new curricula. Because content is created with the notion that all contributors have knowledge of the underlying taxonomies or common vernacular that information is based upon, it is difficult for organizations to survey their content universe for existing objects that can be incorporated into emerging workflows or to assess relationships between content across disciplines.
Transcript of Using Semantic Analysis for Content Alignment & Gap Analysis
Using Semantic Analysis for Content Alignment and Gap Analysis
Phil Ice, American Public University System
Jennifer Staley, American Public University System
Objectives Improve instructional outcomes through ingestion
of work products Determine content interrelationships to facilitate
object reusability Map assets in the content universe as they relate to
curricular goals and objectives Automate the gap analysis process & meta tagging
through semantic analysis Implement content distillation and semantic
analysis to increasing return on investment and time on task
Semantic analysis in the instructional design workflow
Single Purpose File Structure
Content Duplication
Difficult to Survey Content Landscape
Lack of Cross Curricular Opportunities
Current State
Needs
Reporting
Align
Survey Examine
Locate & Modify
Fulfill
Solution
Gap AnalysisRemediation
Tool
Content Chunks
Content Management
Gap Analysis & Remediation Tool Demo
Gap Analysis
Click icon to add picture
Gap Analysis
Click icon to add picture
Gap Remediation
Click icon to add picture
Gap Remediation
Click icon to add picture
Gap Analysis
Report
Gap Analysis
Report
Common Library E-Reader & AIR Application Demo
Common Library E-Reader
Common Library E-Reader & AIR App
Common Library E-Reader & AIR App
Semantic Analysis:A Deep Dive
The Learning Object Lifecycle+ Creation & Acquisition are facilitated by
uncovering obvious and non-obvious relationships across dedicated and/or publicly available repositories.
+ Interaction with objects (scope and sequence) is enabled through the learning environment (lightweight or robust) independent of modality.
LCMS (federated or centralized) enables correlation to standards and outcomes, as well as collaboration between educators and content creators using multiple sources interspersed with original material.
+ Prescriptive learning is enabled through the correlation of relevant assets to the learners meta-data, profile, and assessment history.
Granularity Model
Granularity Model
Smart Objects and Systems+ Objects on their own are not
“smart”
+ Systems can be built to infer or semantically correlate object bonds
+ By mapping Critical, Important and Desirable outcomes we can link learning objects, to their related: - Concept Elements, Components
- Course Concepts and Curriculum segments
+ This can be accomplished independent of the content source when digitized
+ Learners can discover ancillary materials and even subject matter of interest that might not be on their identified curriculum
Semantic Aware Content Development• Content when developed, should consider the lowest level of granularity and highest
level of reuse
• Content that is easily consumed or tagged (Tag-cloud) by the creator can have additional downstream correlation or embed-ability.
• Engines such as Common Library, Open Calais, 2028 and other Platform As A Service (PAAS) components can extend existing content management strategies, approaches and systems.
• Collaborative teams in traditional Instructional Design (ID) processes (ID, SME, Producer) can offer insights and additional meta-information that makes the system more self-aware.
• By adopting standards (IEEE, IEEE-LOM, SCORM, DCMI, DCMI-Extended) content creators, consumers and aggregators can rapidly extend, enhance or assemble materials in new and relevant ways.
• Enables future individualized and cohort learning profiles.
Collaborative Development• Using tools in which network affects are default, collaborative links and
recommendations should be dynamic (Facebook, LinkedIn, Common Library)
• Tools should not require a “Rip and Replace” approach and should operate within an existing technology portfolio (enabled by standards-based systems).
• Collaborative teams in traditional Instructional Design (ID) processes (ID, SME, Producer) can offer insights and additional meta-information that makes the system more self-aware.
• By adopting standards (IEEE, IEEE-LOM, SCORM, DCMI, DCMI-Extended) content creators, consumers and aggregators can rapidly extend, enhance or assemble materials in new and relevant ways.
• Enables future individualized and cohort learning profiles.
• Content Management is an enabling set of tools that collaborative development requires once it moves beyond a small set of documents and participants.
Collaborative Development
Thank You!Phil Ice: [email protected]
Jennifer Staley: [email protected]
American Public University System
www.apus.edu
