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THE ONTOLOGICAL MODEL OF THE ADULT LEARNING ECOSYSTEM AS A TOOL OF INTEGRATION ANDRAGOGUE INTELLIGENT SERVICES
Julia Rogushina, Institute of Software Systems of NAS of Ukraine, Institute for Digitalisation of Education of NAES of Ukraine Kyiv, Ukraine, ladamandraka2010@gmail.com
Anatoly Gladun, International Research and Training Center for Information Technologies and Systems
of NAS and MES of Ukraine, Kyiv, Ukraine, glanat@yahoo.com
Olena Anishchenko, Ivan Ziazun Institute of Pedagogical and Adult Education of NAES of Ukraine, Kyiv, Ukraine, anishchenko.olena@gmail.com
Serhii Pryima, Dmytro Motornyi Tavria State Agrotechnological University, Zaporizhzhia, Ukraine, pryima.serhii@tsatu.edu.ua
Lenmara Ismailova, Bogomolets National
Medical University Kyiv, Ukraine,
AISTIS 2024
1.10.2024
Learning object
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Abstract
We analyse the use of ecosystems paradigm for modeling the learning process that takes into account the specifics of adult students and analyse service-oriented approach for representation of andragogue activities. We consider existing ecosystems developed for modelling of software design and learning process and select their components that can be used into adult learning. Ontologica model of the ecosystem of adult learning defines relations of its biotic and abiotic components and provides the basis for descriptions of the semantics of intelligent services used for learning supportExamples of service integration bases on this model are considered.
Key words:
adult learning ecosystem, ontology, intelligent service.
The ontological model of the adult learning ecosystem as a tool of integration andragogue intelligent services
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student
educator
Knowledge
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The "ecosystem" concept is quite widely used not only as a description of the cohabitation of a certain set of living organisms (ecological objects) in a common environment, but also as a metaphor for modeling various types of systems characterized by a fixed set of subjects, objects and types of interaction between them during joint work (for example, the educational process, software development).
Each ecosystem subject has its own set of interests and goals that can be carry out in relattions with activities of other subjects and the ecosystem as a whole.
Activities of ecosystem determine their functions and the services that these subjects can provide to each other. In this context, it is possible to distinguish biotic and abiotic components of the system that are determined depending on its specificis.
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The ontological model of the adult learning ecosystem as a tool of integration andragogue intelligent services
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The Adult Learning Ecosystem (ALE) is a special case of digital learning ecosystems (DLE), supplemented by elements of the software ecosystems used for describing of ITs and knowledge bases aimed on support the professional activities of andragogue.
ALE differs from DLE by a larger number of parameters of biotic components for describing specifics of knowledge and competencies of people with heterogeneous work and learning experience, as well as transforming some elements of the educational process in accordance with the motivation and characteristics of knowledge perception by people of different ages.
ALE structure makes it possible to single out the basic activities of andragogues and to determine their main tasks that require informational support
of semantic technologies.
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The ontological model of the adult learning ecosystem as a tool of integration andragogue intelligent services
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Problem definition
We propose to use ontological analysis to create a formal model of the adult ecosystem, because now domain ontologies become the most common type of knowledge representation for a variety of distributed Web applications, and existing standards and software tools support their development.
The classes of such an ontology correspond to the main subjects (andragogue, student of education, expert) and objects (learning materials, individual learning trajectory, competence, training course, etc.) of the learning process.
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The ontological model of the adult learning ecosystem as a tool of integration andragogue intelligent services
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The concept of ecosystems allows to distinguish biotic and abiotic components. The specificity of the approach proposed in the work consists in supplementing the ecosystem model with components that characterize information technologies used to support various types of activities of the andragogue, and means of presentation and analysis of the knowledge that the andragogue transforms as a result of such activities and which is exchanged both with students and and with other entities of the ecosystem, namely with developers of relevant software and digital educational resources.
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The ontological model of the adult learning ecosystem as a tool of integration andragogue intelligent services
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Ontology reflects the connections and relations between class individuals that represent ecosystem components, as well as the activities of biotic elements to transform abiotic ones.
The activities of ALE subjects are represented through the object relations of the ontological model. To formalize the semantics of these transformations, it is advisable to use the concept of intelligent web services: each activity can be described as a service through a set of input and output data and the content (semantics) of this transformation.
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The ontological model of the adult learning ecosystem as a tool of integration andragogue intelligent services
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Wikis.
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The ontological model of the adult learning ecosystem as a tool of integration andragogue intelligent services
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Web services are software systems uniquely identified by URI address with a standardized description of the interface and functions. They are supported by the following standards:
SOAP (Simple Object Access Protocol) - message exchange protocol;
WSDL is a language for describing software interfaces of Web services;
UDDI (Universal Description, Discovery and Integration) is a classifier of Web services. Information about the functions provided by a specific Web service is contained in its description - the WSDL document.
Intelligent Web services that extend the concept of ordinary Web services have unambiguously described semantics and, as a result, are suitable for automatic search, composition and execution taking into account their semantics.
They use an ontological representation of knowledge about their functionality. OWL-S (Web Ontology Language for Services) is the language of semantic description of Web services that provides declarative descriptions of Web service properties
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The ontological model of the adult learning ecosystem as a tool of integration andragogue intelligent services
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In the ELO paradigm, services are defined as the activity of biotic components of this ecosystem, which is aimed at the transformation of both biotic and non-biotic components.
In the ontological model of the ecosystem, they correspond to the object properties of biotic components that are the service consumers.
The proposed approach makes it possible to create more unified descriptions of the semantics of services, which prevents the creation of similar services.
An important element of the proposed model is the formalization of the definition of relations between the professional tasks of an andragogue and those semantic technologies that allow the corresponding transformation of knowledge.
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The ontological model of the adult learning ecosystem as a tool of integration andragogue intelligent services
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Wikis.
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The ontological model of the adult learning ecosystem as a tool of integration andragogue intelligent services
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For example, ActiveBook, AdvizOnt and AndraMedia systems that can be used for andragogue activity support provide various intelligent services with similar functionality.
These systems use ontology-based knowledge representation of the main elements of common learning ecosystem that helps in integration of their services according to user needs.
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The ontological model of the adult learning ecosystem as a tool of integration andragogue intelligent services
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Semantic Analysis of Learning Objects: �Thesaurus Approach for Digital Transformation �of Educational Resources
Julia Rogushina, Institute of Software Systems of NAS of Ukraine, Institute for Digitalisation of Education of NAES of Ukraine Kyiv, Ukraine, ladamandraka2010@gmail.com
Anatoly Gladun, International Research and Training Center for Information Technologies and Systems of NAS and MES of Ukraine, Kyiv, Ukraine, glanat@yahoo.com
Olena Anishchenko, Ivan Ziazun Institute of Pedagogical and Adult Education of NAES of Ukraine, Kyiv, Ukraine, anishchenko.olena@gmail.com
Serhii Pryima, Dmytro Motornyi Tavria State Agrotechnological University, Zaporizhzhia, Ukraine, pryima.serhii@tsatu.edu.ua
DigiTransfEd 2024
23.09.2024
Learning object
Learning object
Learning object
Learning
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LO
LO