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Using Semantic Analysis for Curricular Alignment, Gap Analysis & Remediation
Jennifer Staley, American Public University SystemPhil Ice, American Public University System
Justin Beals, Beehive Mind
According to the New Media Consortium’s / ELI 2010 Horizon report
indicates semantically-aware applications are not likely to become
mainstream for four to five years within the higher ed community, however a
few cutting edge prototypes are currently being utilized.
Agenda
Curricular Mapping ProjectProject Outcomes DemosSemantic Analysis Deep Dive
CM & Files Single Purpose Structure
Content Duplication
Challenge Surveying Content Landscape
Difficulty Assessing Cross Curricular Opportunities
LMS & CMS
Needs
Reporting
AlignSurvey Examine
Locate & ModifyFulfill
Solution
Gap Analysis Remediation
ChunkContent
Content Management
Gap Analysis & Remediation Tool Demo
Common Library E-Reader & AIR Application Demo
Semantic Analysis: A Deep Dive
Learning Object Lifecycle
Smart Objects and Systems
Objects on their own are not smart
Systems can be built to semantically correlate object bonds
By mapping Critical, Important and Desirable outcomes we can link learning objects, to their related: +Concept Elements & Components
+Course Concepts & Curricular SegmentsMapping 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
• Granularity• Easily Consumed / Tagged• Common Library, Open
Calais, 2028 and other Platform As A Service (PAAS) components
• Adopt standards: IEEE, IEEE-LOM, SCORM, DCMI, DCMI-Extended
• Enable future individualized cohort learning profiles
Collaborative Content Development
• Use tools in which network affects are default, collaborative links and recommendations are dynamic (Facebook, LinkedIn, Common Library)
• Tools operate within an existing technology portfolio, enabled by standards-based systems
• Enables future individualized and cohort learning profiles
• Collaborative teams in traditional Instructional Design (ID) processes (SME, Producer) can make the system more self-aware.
• Content Management as an enabling set of tools
Collaborative Development
Thank You!
Phil Ice
Justin Beals
Jennifer Staley
http://card.ly/jennystaley
References & Supporting Materials
Arbaugh, J. B., Cleveland-Innes, M., Diaz, S. R., Garrison, D. R., Ice, P., Richardson, & Swan, K. P. (2008). Developing a community of inquiry instrument: Testing a measure of the Community of Inquiry framework using a multi-institutional sample. The Internet and higher Education, 11(3-4), 133-136.
Ice, P. & Staley, J. (March, 2010) "Using Semantic Analysis for Content Alignment and Gap Analysis" Orlando, FL: ELearning Guild Learning Solutions Conference and Expo, 2010.
Johnson, L., Levine, A., & Smith, R. (2009). The 2009 Horizon Report. Austin, Texas: The New Media Consortium.
McKeachie, W. (Ed.) (1986). Teaching and learning in the college classroom: A review of the research literature. Ann Arbor, MI: University of Michigan.
Molenda, M. (2003). In search of the elusive ADDIE model. Performance Improvement, 42(5).
Staley, J., Gibson, A., & Ice, P. (February, 2010) "Impacts on Student Satisfaction through Curricular Design: Factors of the Community of Inquiry Framework and Instructional Design Practices" New Orleans, LA: Southwest Educational Research Association, 32nd Annual Conference.
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