NISO/NFAIS Joint Virtual Conference: Connecting the Library to the Wider World: Successful Applications of Linked Data

Hyperconnected Learning: linked data at Pearson

Connecting everything together will allow us to get better insights into learning and create super smart applications, products and services that improve learners lives.

Paul Appleby, Content Architect

“We’re shifting the focus from outputs to outcomes.”

Kelli Millwood

Efficacy, Analytics, and Improvement

Madi Weland Solomon

Director of Semantic Platforms & Metadata

Enterprise Architecture & Core Platforms, Pearson plc

NISO/NFAIS Joint Virtual Conference:

Connecting the Library to the Wider World:

Successful Applications of Linked Data

December 3, 2014

Hyperconnected Learning: Pearson. NISO/NFAIS Joint Virtual Conference 2014-12-033

Linked data is not a solution, but a means towards a solution: start small

• Iterate

• Educate

• Escalate

Evolution of linked dataHow we learned to walk at Pearson

“Science Taxonomy Project”

POC Q3 - 2011

“Asset Enrichment Pipeline”

POC Q4 - 2011

“Enterprise Asset Enrichment Pipeline”

Q1&Q2 - 2012

Smart Content

“Linked Data Content Services”

2014

Hyperconnected Learning: Pearson. NISO/NFAIS Joint Virtual Conference 2014-12-03

http://www.amazon.com/gp/reader/1405858486/ref=sib_dp_pt#reader-link


http://www.amazon.com/gp/reader/B004R9QW6Q/ref=sib_dp_kd#reader-link

http://www.amazon.com/gp/reader/B004R9QW6Q/ref=sib_dp_kd#reader-link

http://www.amazon.com/gp/product/images/0205711464/ref=dp_image_0?ie=UTF8&n=283155&s=books










Asset Enrichment Pipeline

Content Acquisition

System

Term Extractor

Spotlighter Categorizer Indexer

Asset Enrichment Pipeline

Raw Assets

SPARQL

Topic Classification

Faceted Navigation

Portal

Vendor

“Naked” Assets In – “Enriched” Assets out

6 Hyperconnected Learning: Pearson. NISO/NFAIS Joint Virtual Conference 2014-12-03

Linked Data is a method of publishing structured data so that it can become more useful.

What is Linked Data?

At bottom, all data can be expressed as statements of the form:

<subject> <predicate> <object> .

Example:

Alice has-mother SusanAlice has-father JohnAlice knows BobBob has-mother MarthaBob has-father RichardBob has-birthdate "1994-08-07"

Example:

Alice has-mother SusanAlice has-father JohnAlice knows BobBob has-mother MarthaBob has-father Richardbob has-birthdate "1994-08-07"

This data can be visualized as a connected graph

It becomes “linked” data when every entity in the graph is identified by a URL.

To get more information about something, you simply download a description of that thing from its URL.

<http://example.com/Alice> :father <http://example.com/John> .<http://example.com/Alice> :mother <http://example.com/Sue> .<http://example.com/Alice> :knows <http://example.com/Bob> .

For instance, you might download this description of Alice...

This description contains links to related things. Given his URL, you can now download information about Bob.

<http://example.com/Bob> :father <http://example.com/Dick> .<http://example.com/Bob> :mother <http://example.com/Martha> .<http://example.com/Bob> :birthDate "1994-08-07" .

Ingest curriculum from multiple sources Access curriculum data in an open format

Manage curriculum to whatever extent is needed

Define alignment between selected curriculumKeep relationships persistent

Review and correct

Search for learning outcomes and view related curriculumSelect a curriculum and view other curricula and their

relationshipsDetermine commonalities and gaps

Create a trusted preferred source of curriculum dataProvide visibility and access to curriculum data as a service

Reporting and metrics

Manage

Relate

Share

Discover

Evaluate

me

tr

ic

s

Learning Objective

Curriculum Standard

How inference works: using linked data to manage

learning objectives and curriculum

Curriculum Standard

Learning Objective

Curriculum Standard



Curriculum Standard

Curriculum Standard

Learning Objective

Curriculum Standard



Curriculum Standard

Curriculum Standard

Learning Objective

Curriculum Standard



Curriculum Standard

Curriculum Standard

Learning Objective

Curriculum Standard



Curriculum Standard1

Content Object

Curriculum Standard

Learning Objective

Curriculum Standard




Content Object

Curriculum Standard

Learning Objective

Curriculum Standard




Content Object

2Content Object

Curriculum Standard

Before

Level CAPS UK CCSS Ontario Australia NSW

R/K

listenstostoriesandactstheseout

listensandrespondstosimplequestions

listenstoandrepeatsrhythmicpatternsandcopies

correctly

namesandpointstopartsofthebody

listenstoandrecallssimplewordsequencesin

order

singssimplesongsanddoesactionrhymes

talksaboutpicturesinposters,themes,charts,

books,etc.

matchesandsortsthingsaccordingtoshape,colour

participatesindiscussionsandasksquestions

Pupilsshouldbetaughtto

developtheircompetencein

spokenlanguageandlisteningto

enhancetheeffectivenesswith

whichtheyareableto

communicateacrossarangeof

contextsandtoarangeof

audiences.Theyshould

thereforehaveopportunitiesto

workingroupsofdifferentsizes

–inpairs,smallgroups,large

groupsandasawholeclass.Asks

relevantquestions;listenand

respondappropriatelytoadults

andtheirpeers;askrelevant

questionstoextendtheir

understandingandknowledge

SL.K.1Participatesin

collaborativeconversations

withdiversepartnersabout

kindergartentopicsandtexts

withpeersandadultsinsmall

andlargegroups

participateindiscussions,

presentations,performances,

roleplay,improvisationsand

debates

SL.K.1Participatesin



kindergartentopicsandtexts

withpeersandadultsinsmall

andlargegroups

Pupilsshouldunderstandhowto

taketurnsandwhenandhowto

participateconstructivelyin

conversationsanddebates

SL.K.1.afollowagreedupon

rulesfordiscussions(e.g.)

listeningtoothersandtaking

turnsspeakingaboutthetopics

andtextsunderdiscussion)

maintainattentionand

participateactivelyin

collaborativeconversations,

stayingontopicandinitiating

andrespondingtocomments

SL.K.1.bcontinuea

conversationthroughmultiple

exchanges

SL.K.2Confirmunderstanding

ofatextreadaloudor

informationpresentedorallyor

throughothermediabyasking

andansweringquestionsabout

keywordsanddetailsand

requestingclarificationif

somethingisnotunderstood

SL.K.3Asksandanswers

questionsinordertoseekhelp,

getinformation,orclarify

somethingthatisnot

understood

givewell-structureddescriptions,

explanationsandnarrativesfor

differentpurposes,includingfor

expressingfeelings

SL.K.4Describefamiliar

familiar,places,andevents,

andwithpromptingand

support,provideadditional

detail

SL.K.5Adddrawingsorother

visualdisplaystoprovide

additionaldetail

speakaudiblyandfluentlywith

anincreasingcommandof

StandardEnglish;givewell-

structureddescriptions,



expressingfeelings

Sl.K.6speakaudiblyand

expressthoughts,feelings,and

ideasclearly

Pupilsshouldbetaughttospeak

clearlyandconveyideas

confidentlyusingStandard

English.

L.K.1Demonstratecommand

oftheconventionsofstandard

Englishgrammarandusage

whenwritingorspeaking.

L.K.1.cFormregularplural

nounsorallybyadding"s"or

"es."

L.K.1.dUnderstandanduse

questionwords

(interrogatives).

L.K.1.eUsethemostfrequently

occurringprepositions.(e.g.to,

from,in,out,on,off,for,of,

by,with).

userelevantstrategiestobuild

theirvocabulary

L.K.1.fProduceandexpand

completesentencesinshared

languageactivities.

Attentionshouldalsobepaidto

increasingpupils’vocabulary,

rangingfromdescribingtheir

immediateworldandfeelingsto

developingabroader,deeper

andrichervocabularytodiscuss

abstractconceptsandawider

rangeoftopics,andtoenhancing

theirknowledgeaboutlanguage

asawhole.

selectanduseappropriate

registersforeffective

communication.

considerandevaluatedifferent

viewpoints,attendingtoand

buildingonthecontributionsof

others

gain,maintainandmonitorthe

interestofthelistener(s)

usespokenlanguagetodevelop

understandingthrough

speculating,hypothesising,

imaginingandexploringideas

articulateandjustifyanswers,

argumentsandopinions

1

listenstostoriesandexpressesfeelingaboutthe

story

listentoinstructionsandannouncementand

respondsappropriately

listenswithoutinterrupting,takingturnstospeak

andaskquestionsforclarification




conversationsanddebates SL.1.1.a 1.2;2.2

listens,enjoysandresponsestopicturesandword

puzzles,riddles,andjokes

talksaboutpersonalexperiencesandfeelings SL.1.4

tellsafamiliarstorywhichhasabeginning,middle

andend

answersclosedandopen-endedquestions

SL.1.2andSL.1.3notclearmap

asCCSSfocusesondetailsfrom

textorspoken

roleplaysdifferentsituations

participatesinclassdiscussions





whichtheyareableto












understandingandknowledge SL.1.1.a,b,c 1.2;2.2

usestermssuchassentence,capitalletter,fullstop










asawhole.

SL.1.6-focusesmoreon

productionofcomplete

sentences





whichtheyareableto







groupsandasawholeclass.

participateindiscussions,

presentations,performances,

roleplay,improvisationsand

debates

SL.1.1.participatein



grade1topicsandtextswith

peersandadultsinsmalland

largergroups





SL.1.1.afollowagreedupon

rulesfordiscussions(e.g.

listeningtootherswithcare,

speakingoneatatimeabout

thetopicsandtextsunder

discussion)

1.2demonstrateand

understandingof

appropraitelistening

behaviourbyusing

activielistening

strategiesinafew

differentsituations;2.2

demonstratean

understandingof

appropriatespeaking

behaviourinafew

differentsituations,

includingparied

sharingandsmalland

largegroup

discussions.






SL.1.1.bbuildonotherstalkin

conversationsbyrespondingto

thecommentsofothers

throughmultipleexchanges

Asksrelevantquestions;listen

andrespondappropriatelyto

adultsandtheirpeers;ask

relevantquestionstoextend

theirunderstandingand

knowledge

SL.1.1.caskquestionstoclear

upanyconfusionaboutthe

topicsandtextsunder

discussion

SL.1.2askandanswer

questionsaboutkeydetailsina

textreadaloudorinformation

presentedorallyorthrough

othermedia.

SL.1.3asksandanswer

questionsaboutwhata

speakersaysinordertogather

additionalinformationor

clarifysomethingthatisnot

understood.




expressingfeelings

SL.1.4Describepeople,places,

thingsandeventswithrelevant

details,expressingideasand

feelingsclearly

2.3communicateideas

andinformationorally

inaclear,coherent

manner

selectanduseappropriate

registersforeffective

communication.

SL1.5adddrawingsorother

visualdisplaystodescriptions

whenappropriatetoclarify

ideas,thoughtsandfeelings.

2.7useoneormore

appropriatevisualaids







expressingfeelings;gain,

maintainandmonitorthe

interestofthelistener(s)

SL.1.6producecomplete

sentenceswhenappropriateto

taskandsituation(seegrade1

Languagestandards1and3on

p.26CCSSforspecific

expectations)

2.4chooseappropriate

wordstocommunicate

theirmeaning

accuratelytoengage

theinterestoftheir

audience

1.1Identifiespurposes

forlisteninginafew

differentsituations,

formalandinformal

1.3identifyafew

listening

comprehension

strategiesanduse

thembefore,during

andadterlisteningin

ordertounderstand

andclarifythemeaning

oforaltexts,initially

withsupportand

direction

1.4demonstratean

understandingofthe

informationandideas

inoraltextsbyretelling

thestoryorrestating

theinformation,

includingthemainidea

1.5usestatedand

impliedinformation

andideasinoraltexts,

initiallywithsupport

anddirection,tomake

simpleinferencesand

reasonable

predications.

1.6extend

understandingoforal

textsbyconnectingthe

ideasinthemtotheir

ownknowledgeand

experience;toother

familiartexts,including

printandvisuraltexts;

andtotheworld

aroundthem.

1.7identifywordsor

phrasesthatindicate

whetheranoraltextis

factorfiction,initially

withsupportand

direction.

1.8begintoidentify,

withsupportand

direction,whois

speakinginanoraltext

andthepointofview

expressedbythe

speaker.

1.9begintoidentify

someofthe

presentationstrategies

usedinoraltextsand

explainhowthey

influencetheaudience

2.1identifyafew

purposesforspeaking.

2.5beginstoidentify

somevocaleffacts

includingtone,pace,

pitchandvolumeand

usethemappropriately

tohelpcommunicate

theirmeaning.

2.6identifysomenon-

verbalcues,including

facilexpression,

gestures,andeye

contact,andusethem

inoral

communications,

appropriateandwith

sensitivitytoward

culturaldifferencesto

helpconveytheir

meaning.

3.1begintoidentify,

withsupportand

direction,afew

stategiestheyfound

helpfulbefore,during

andafterlisteningand

speaking

3.2begintoidentify

howtheirskillsas

viewers,representers,

readersandwriters

helpthemimprove

theororal

communicationskills.

considerandevaluatedifferent

viewpoints,attendingtoand

buildingonthecontributionsof

others

usespokenlanguagetodevelop

understandingthrough

speculating,hypothesising,

imaginingandexploringideas

2

listenstostoriesandpoemsandanswershigher-

orderquestions SL.2.2

listenstoacomplexsequenceofinstructionsand

respondsappropriately SL.2.2

listenswithoutinterruptingshowingrespectforthe

speaker,askingquestionsandcommentingonwhat

washeard

SL.2.1.aFollowsagreedupon

rulesfordiscussion

1.2demonstratean

understandingof

appropriatelistening

behaviousbyusing

activelistening

strategiesinavariety

ofsituations;2.2

demonstratean

understandingof

appropriatespeaking

behaviousinavariety

ofsituations,including

pairedsharing,and

small-andlarge-group

discussions

talksaboutpersonalexperiencesandmoregeneral

news

SL.2.4Tellastoryorrecountan

experiencewithappropriate

factsandrelevant,descriptive

details,speakingaudiblyin

coherentsentences

tellsastorythathasabeginning,middleandend

expressedfeelingsaboutastoryorpoemandgives

reasons




expressingfeelings





coherentsentences

answersopen-endedquestionsandjustifiesanswer

makesupownrhymes

roleplaysdifferentsituations

participatesindiscussions,andreportsbackonthe

group'swork

usestermssuchasnoun,adjective,verb,pronoun,

preposition,comma,questionmark,paragraph










asawhole.

L.2.1Demonstratecommand

oftheconventionsofstandard

Englishgrammarandusage

whenwritingorspeaking.(see

alsoL.2.1.a-e)





whichtheyareableto












understandingandknowledge

SL.1.1.participatein



grade2topicsandtextswith

peersandadultsinsmalland

largergroups





SL.2.1.aFollowsagreedupon

rulesfordiscussion(e.g.

gainingthefloorinrespectful

ways,listeningtootherswith

care,speakingoneatatime

aboutthetopicsandtexts

underdiscussion)






SL.2.1.bBuildonotherstalkin

conversationbylinkingtheir

commentstotheremarksof

others.

SL.2.1.cAsksforclarification

andfurtherexplanationas

neededaboutthetopicsand

textsunderdiscussion.

Sl.2.2Recountordescribekey

ideasordetailsfromatext

readaloudorinformation

presentedorallyorthrough

othermedia

1.4demonstratean

understandingorthe

informationandideas

inoraltextsbyretelling

thestoryorrestating

theinformation,

includingthemainidea

andseveralinteresting

details.

SL.2.3Askandanswer

questionsaboutwhata

speakersaysinordertoclarify

comprehension,gather

additionalinformation,or

deepenunderstandingofa

topicorissue.







expressing;givewell-structured

descriptions,explanationsand

narrativesfordifferentpurposes,

includingforexpressingfeelings





coherentsentences

SL.2.5Createaudiorecordings

ofstoriesorpoems,add

drawingsorothervisual

displaystostoriesorrecounts

experienceswhenappropriate

toclarifyideas,thoughtsand

feelings.

2.7useafewdifferent

visualaidstosupport

orenhanceoral

presentations







expressingfeelings

SL.2.6Producecomplete

sentenceswhenappropriateto

taskandsituationinorderto

providerequesteddetailor

clarification.(Seegrade2

LanguageStandards1and3on

pages26-27ofCCSSfor

specificexpectations)

1.1idenitfypurposes

forlisteninginavariety

ofsituations,formal

andinformal,andset

personalgoalsfor

listening,initiallywith

supportanddirection

1.3identifyseveral

listening

comprehension

strategiesanduse

thembefore,during

andafterlisteningin

ordertounderstand

andclarifythemeaning

oforaltexts

1.5usestatedand

impliedinformation

andideasinoraltexts

tomakesimpled

inferencesand

reasonablepredictions,

andsupportthe

inferenceswith

evidencefromthetext

1.6extend

understandingsoforal

textsbyconnectingthe

ideasinthemtotheir

ownknowledgeand

experienceltoother

gamiliartexts,including

printandvisualtexts;

andthetheworld

aroundthem.

1.7idenitfywordsor

phrasesthatindicate

whetheranoraltextis

factoropinion,initially

withsupportand

direction

1.8identifyinitially

withsupportand

direction,whois

speakinginanoraltext,

anddemonstratean

understandingthatthe

speakerhashisorher

ownpointofview

1.9idenitfysomeof

thepresentation

strategiesusedinoral

textandexplainhow

theyinfluencethe

audience

Alignment report for multiple countries

20

How linked data might look in the future Knowledge Network

• A software methodology that bases complex designs on a model of the business or organisational domain.

• Initiates a creative collaboration between technical and domain experts to iteratively refine a conceptual model.

How? Domain driven design.

Image: Doug Wittnebel

Source: The Internet of Things Will Affect Data Driven Design

http://www.gensleron.com/2014-design-forecast/2014/1/10/the-internet-of-things-will-affect-data-driven-design.html

Evolving Domain Driven Design at Pearson

• How do we capture more structured data

from the editorial process?

• Which is the right data to capture?

• How do we go about maximising the value

of that data?

1: initial simplified model

2: the curriculum ontology

Evolving adaptive learning design…

Learning Objectives Vocabulary

Modelling &

Planning

Authoring Delivery EfficacyCurriculumManagement

• Using Linked Data principles for internal enterprise data management

• This data that can be accessed by all platforms across the ecosystem

• Provides the option to collaborate more broadly with external partners

External vs. Internal approaches

Modelling &

Planning


Modelling &

Planning


Curriculum Management Tool

Manages learning outcomes and the relationship between them.

Modelling &

Planning




Modeling and Planning

Used to plan and model new products and content, based on

learning objectives.

Also uses linked data to reveal existing content for the relevant


Each component of the plan has a unique identifier (URI).

Modelling &

Planning










Asset Management

Off the shelf tools used to manage content.

All components have a URI and can be located via relationships in plans

and to learning objectives.

Modelling &

Planning










Asset Management




Authoring

By this phase, content objects have already been assigned unique

identifiers

Content has also been tagged using enterprise vocabularies.

The data and content are linked.

Modelling &

Planning










Asset Management




Authoring


identifiers



Delivery and Efficacy

Transformed and assembled components complete the objective to

outcome cycle.

Modelling &

Planning










Asset Management




Authoring


identifiers



Delivery and Efficacy

Transformed and assembled components complete the objective to

outcome cycle.

What Does It Give Us?

Global product development based on data across the entire content chain.

How others are doing it.

The new FT semantic platform prototype: dynamic semantic publishing

Live trending concepts

Structured data can be analyzed

Tracking on a single concept

Semantic analysis: monthly search analysis of the BBC Food site

• Schools • Higher Education• Professional & Vocational• FT• Product & Marketing• Assessment

Presentation Title runs here l

Top trending recipes by day and month

access• Discover relevant

content

• Enable global product development

outcomes• Efficacy

• Student progressions

• Usage and ratings

alignment• Curriculum

Standards

• Integrated Planning & Modeling

• Content tagging

ELT Schools

Flexible and scalable model

HE

Thankyou

Madi Weland Solomon

Director, Semantic Platforms

Pearson plc

[email protected]